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Douglas Biow, Director MEZ 3.126, Mailcode A1800, Austin, TX 78712 • 512-232-3470

Katherine Arens

Professor Ph.D., Stanford University

Katherine Arens

Contact

Biography

Katherine Arens is a professor in the department, a member of the Program in Comparative Literature and of the Center for Women's and Gender Studies, also affiliated with the Center for European Studies and the Center for Russian and Eastern European Studies.  

Her major concentration is best described as intellectual history (Geistesgeschichte), with workon  both sides of a line separating traditional literary-historical studies (Enlightenment through Impressionism, and Austria through the twentieth century) and more theoretical and philosophical work (German Idealism, philosophy of language, history and philosophy of science,  literary and cultural theory, Lacanian theory and identity politics, WGS theory, and the history and theory of the humanities). Her research designs are transcultural and comparative, aimed at calling into question nationalist paradigms for understanding hegemonic cultures of Europe and the United States.

This combination of theory, philosophy, and cultural studies has also led her to do work on reading theory and applied linguistics, modeling how culture, identity, and the politics of cultural identity can be researched and taught. Thus she has developed many interdisciplinary courses on both the undergraduate and graduate levels, particularly those bringing literary theory and the disciplines together, on topics ranging from European and Northern European cultures, the Vienna Circle, 1968, exhibitions, contemporary theory, feminism, Freud, and Lacan, back to Kant and Hegel, and particularly graduate theory core courses for all three of my departments (for titles and class materials, click on the class website link above).

Arens has most recently competed a volume on how the Austro-Hungarian and Austrian public spheres have identfied with Europe since 1760: Vienna's Dreams of Europe, in press at Bloomsbury  (2015).  This set of case studies provide evidence for the existence of a very different kind of public sphere in Vienna and the Empire's cities than is accommodated in the too-simple vision of Dialectic of the Enlightenment and the Frankfurt-School or systems-theory-inspired view in play in German studies.  A second volume centers around a wonderful bagatelle from the history of women's literature in the germanophone world, the memoir of the mother of Mary Vetsera, who died with Austro-Hungary's Crown Prince Rudolph in 1889.  Belle Necropolis:  Ghosts of Imperial Vienna  (Lng, 2015) talks about Habsburg nostalgia as part of an international culture industry.

WORK IN PROGRESS

With Carlos Amador, she has also just completed a book-length manuscript tentatively entitled Thereographies: The Cultural Politiics of the Theory Wars. It works out an alternate geneaology for the twentieth century "theory wars" in a genesis out of the institutional and cultural politics of the nineteenth century. It offers a new optic as to what is at stake in the current disciplinary fractures and shifts, a new archaeology of knowledge that calls into question the self-definitions of today's purportedly alterior, anti-hegemonic strategies for knowledge and community identity production.

She has a monograph in progress on Germanophone thought between Kant and the Vienna Circle, arguing that intellectual history and mainstream university philosophy has ignored an empiricist reading of "German Idealism" (a term doubly questionable) in favor of a nationalist Hegelian one.

Finally, she's in early stages of a monograph on fascist rhetoric.

For details on what else she has done, including dissertations and book reviews not listed here, see the attached CV.

 

Interests

European throught and literature, 1750 to present, cultural theory

EUS 347 • Exhibitionism/Public Spectacle

35485 • Fall 2015
Meets TTH 930am-1100am BUR 214
(also listed as C L 323, GRG 356T, GSD 360 )
show description

FLAGS:   GC

Description:

This course will follow some of today's and history's most visible "public spectacles" from Northern and Central Europe.  It will show how scholars deal with public exhibitions (like World's Fairs), museum spaces, memorials, pubic images and scandals to introduce questions about how public spaces are used to create and recreate national histories, public memories, identities, and media power. 

The work in this course will allow you to evolve your own project on public memory or spectacles in Northern and Central Europe, which might include (but are not restricted to) iconic buildings (Berlin's TV-Tower, Stockholm City Hall), war monuments, world fairs, museums (Rijksmuseum in the Netherlands, Art museums in other major cities), museum exhibitions (Vienna 1900), and public media identities claimed by the public media in demonstrations and the media (Love Parade, Jörg Haider, "Baader Meinhof").

Readings:

Carl Schorske, Fin de siècle Vienna

Foote, Kenneth E. Shadowed Ground: America's Landscapes of Violence and Tragedy

Lefebvre, Production of Space

Boym, Future of Nostalgia

Websites for public art and museums

Grading:

Site analysis:  short precis  --3 x 5% of grade

Annotated bibliography:  15% of grade

Short presentation (5 pp): 20 % of Grade

Project proposal and research plan (5 pp): 20% of Grade

Final Paper: 30% of Grade

EUS 305 • Intro To European Studies

36585 • Fall 2014
Meets TTH 200pm-330pm BUR 208
show description

COURSE OBJECTIVES:
By the end of this course, you will be able to:

  • understand the significance of "United Europe" as a historical necessity and a historical accident, and how various political entities and social problems work for or against that unification

  • frame arguments about Europe in terms of the needs and experiences of three post-war generations' politics and experiences

  • find and assess current event and scholarly sources pertaining to the study of contemporary Europe, justifying their pertinence and quality with references to today's research norms.

    COURSE DESCRIPTION
    Scholars often claim that "Europe does not exist." Yet the continent is there, home to a bewildering puzzle of

    many different histories, nations, cultures and languages, with more than 450 million people now living in the European Union -- a Union that argues whether it can stay together as part of the "Eurozone" or even expand eastward to include supposedly "non-Christian" countries like Turkey. As the political, social and economic relationships among the member states of that European Union shift on an official level, Europe and European identities have constantly to be (re)defined and renegotiated, and "average Europeans" seek to understand the relationships between official accounts of "their" situations, the histories they were taught in school and by their families, and their everyday experiences.

    What, then, does it mean to study a Europe that is in flux this way? This course cannot answer that question straightforwardly, because US scholars in the social sciences and humanities who claim allegiance to "European Studies" all use different disciplines' strategies for understanding "Europe."

    To resolve that problem in another way, this course will start by introducing several earlier attempts to make a more united, and presumably more peaceful and prosperous, "Europe" out of the nation-states on the continent. Each "imagined" Europe, as we shall see, was proposed to correct problems with the nation-states -- to change politics and everyday lives in particular ways.

    A recent history of post-World-War-II Europe by Tony Judt will anchor the class' original work on Europe and its member nations. Judt tells the continent's story from the point of view of the era's global power politics, and then situates individual European states within them. Judt's text, then, provides accounts of Europe from the top-down and points to moments when those official accounts diverge for particular states and when they place individuals and groups who do not fit the national stereotypes under pressure.

    The historical account of Europe as seen from the point of view of world politics is an interesting counterpoint to the evolution of European government since World War II, as realized in the Council of Europe and the European Union. The next part of the course will introduce the evolving structure of European governance as a precursor to discussion of case studies about what this "Europeanization" does to individuals, groups, and nation-states.

    In the transition from official Europe to Europe's culture, the class will present resources and desiderata for researching issues in the European Studies context. The largest section of the course is devoted to a workshop on issues in contemporary Europe. In each case, readings form official sources are juxtaposed with news sources, writings from think tanks, and academic writing. The purpose of using official sources is to give students a springboard for juxtapositions between the "European" points of view and national ones that they research as the semester goes on.

    Assignments in this course are designed to introduce students to the materials, research strategies, and forms of professional communication that they will encounter later in specific disciplines' versions of European studies. The assignments build on each other to help each learner acquire a body of skills and knowledge that will aid in their personal studies of Europe and in their major courses.

    This course is the introductory core course for a concentration or major in European Studies at UT, but it requires no prerequisites except for the willingness to work in collaboration with others and to engage in a discovery process rather than seeking "right" answers.

    ASSIGNMENTS AND GRADING:

305 Course Description, 1

  • Chapter review = 10%

  • Webpage: 5 tasks (one in two parts) assigned in syllabus to situate your country = 10%

    (2 points each: one for submitting it on time, one for correctness)

  • Source Analysis Assignment = 10%

  • Three one-hour online tests @ 10% each = 30%

  • Policy Brief= 20%

  • Final Evaluative Book Review of Postwar = 20%

    READINGS: BOOK TO BUY

    Tony Judt. Postwar: A History of Europe Since 1945. New York: The Penguin Press, 2005. ISBN 978-1-59420-065- 3. [[ORDERED AT COOP]]

    READINGS: PDFed materials on Class Canvas Site

    Michel de Certeau, Luce Giard, and Pierre Mayol. The Practice of Everyday Life, Vol. 2: Living and Cooking. Trans. Timothy J. Tomasik. Minneapolis: University of Minnesota Press, 1998, plus two pages from Volume 1.

    Jonathan W. Garlough. "Weighing in on the Wine Wars." William and Mary Law Review 46/4 (2005): Article 13.
    Richard Goff, et al. The Twentieth Century and Beyond: A Global History. 7th ed. New York: McGraw Hill, 2008 (excerpts). Tony Judt, A Grand Illusion?: An Essay on Europe. New York: New York UP, 2011 [orig. 1996]. ISBN 978-0-8147-4358-4. Ruth Keeling. "The Bologna Process and the Lisbon Research Agenda: the European Commission’s expanding role in higher

    education discourse." European Journal of Education, Vol. 41, No. 2 (2006)
    Magdalini Kolokitha. “It’s the End of the ‘University’ as we know it.” Unpublished speech: First RESUP International

    Conference. Paris 1st, 2nd and 3rd February 2007."European Agenda for the Integration of Third-Country

    Nationals." N. P.: European Commission, 2011.
    "Migration and Integration in Europe: State of the Research." ESRC Centre on Migration, Policy and Society (COMPAS).

    Oxford: Oxford University, 2008.

    WEB-BASED READINGS ON SYLLABUS

    Many readings are parts of websites. Generally, an excerpt from Wikipedia is present for its readibility, but WIkipedia is only usable as a point of comparison, not as "official" materials, which need to be found on official websites for governments and entities. The online archives of the various European Agencies, moreover, contain reference materials that are straightforwardly considered government documents. Use Wikipedia to steer you toward the right names and issues, especially in an area like European Studies, which present a dizzying array of names, dates, and quotations. Use websites that stem from the organizations themselves for quoting and for authoritative definitions in your written work; use scholarly literature for definitive work on your final projects.

    CLASS WEBSITE: Canvas Learning System
    BANDWIDTH: You will need enough bandwidth to post newslinks with commentary 5 times during the semester 

EUS 305 • Intro To European Studies

36655 • Fall 2013
Meets TTH 200pm-330pm BUR 208
show description

COURSE OBJECTIVES:
By the end of this course, you will be able to:

  • understand the significance of "United Europe" as a historical necessity and a historical accident, and how various political entities and social problems work for or against that unification

  • frame arguments about Europe in terms of the needs and experiences of three post-war generations' politics and experiences

  • find and assess current event and scholarly sources pertaining to the study of contemporary Europe, justifying their pertinence and quality with references to today's research norms.

    COURSE DESCRIPTION
    Scholars often claim that "Europe does not exist." Yet the continent is there, home to a bewildering puzzle of

    many different histories, nations, cultures and languages, with more than 450 million people now living in the European Union -- a Union that argues whether it can stay together as part of the "Eurozone" or even expand eastward to include supposedly "non-Christian" countries like Turkey. As the political, social and economic relationships among the member states of that European Union shift on an official level, Europe and European identities have constantly to be (re)defined and renegotiated, and "average Europeans" seek to understand the relationships between official accounts of "their" situations, the histories they were taught in school and by their families, and their everyday experiences.

    What, then, does it mean to study a Europe that is in flux this way? This course cannot answer that question straightforwardly, because US scholars in the social sciences and humanities who claim allegiance to "European Studies" all use different disciplines' strategies for understanding "Europe."

    To resolve that problem in another way, this course will start by introducing several earlier attempts to make a more united, and presumably more peaceful and prosperous, "Europe" out of the nation-states on the continent. Each "imagined" Europe, as we shall see, was proposed to correct problems with the nation-states -- to change politics and everyday lives in particular ways.

    A recent history of post-World-War-II Europe by Tony Judt will anchor the class' original work on Europe and its member nations. Judt tells the continent's story from the point of view of the era's global power politics, and then situates individual European states within them. Judt's text, then, provides accounts of Europe from the top-down and points to moments when those official accounts diverge for particular states and when they place individuals and groups who do not fit the national stereotypes under pressure.

    The historical account of Europe as seen from the point of view of world politics is an interesting counterpoint to the evolution of European government since World War II, as realized in the Council of Europe and the European Union. The next part of the course will introduce the evolving structure of European governance as a precursor to discussion of case studies about what this "Europeanization" does to individuals, groups, and nation-states.

    In the transition from official Europe to Europe's culture, the class will present resources and desiderata for researching issues in the European Studies context. The largest section of the course is devoted to a workshop on issues in contemporary Europe. In each case, readings form official sources are juxtaposed with news sources, writings from think tanks, and academic writing. The purpose of using official sources is to give students a springboard for juxtapositions between the "European" points of view and national ones that they research as the semester goes on.

    Assignments in this course are designed to introduce students to the materials, research strategies, and forms of professional communication that they will encounter later in specific disciplines' versions of European studies. The assignments build on each other to help each learner acquire a body of skills and knowledge that will aid in their personal studies of Europe and in their major courses.

    This course is the introductory core course for a concentration or major in European Studies at UT, but it requires no prerequisites except for the willingness to work in collaboration with others and to engage in a discovery process rather than seeking "right" answers.

    ASSIGNMENTS AND GRADING:

305 Course Description, 1

  • Chapter review = 10%

  • Webpage: 5 tasks (one in two parts) assigned in syllabus to situate your country = 10%

    (2 points each: one for submitting it on time, one for correctness)

  • Source Analysis Assignment = 10%

  • Three one-hour online tests @ 10% each = 30%

  • Policy Brief= 20%

  • Final Evaluative Book Review of Postwar = 20%

    READINGS: BOOK TO BUY

    Tony Judt. Postwar: A History of Europe Since 1945. New York: The Penguin Press, 2005. ISBN 978-1-59420-065- 3. [[ORDERED AT COOP]]

    READINGS: PDFed materials on Class Canvas Site

    Michel de Certeau, Luce Giard, and Pierre Mayol. The Practice of Everyday Life, Vol. 2: Living and Cooking. Trans. Timothy J. Tomasik. Minneapolis: University of Minnesota Press, 1998, plus two pages from Volume 1.

    Jonathan W. Garlough. "Weighing in on the Wine Wars." William and Mary Law Review 46/4 (2005): Article 13.
    Richard Goff, et al. The Twentieth Century and Beyond: A Global History. 7th ed. New York: McGraw Hill, 2008 (excerpts). Tony Judt, A Grand Illusion?: An Essay on Europe. New York: New York UP, 2011 [orig. 1996]. ISBN 978-0-8147-4358-4. Ruth Keeling. "The Bologna Process and the Lisbon Research Agenda: the European Commission’s expanding role in higher

    education discourse." European Journal of Education, Vol. 41, No. 2 (2006)
    Magdalini Kolokitha. “It’s the End of the ‘University’ as we know it.” Unpublished speech: First RESUP International

    Conference. Paris 1st, 2nd and 3rd February 2007."European Agenda for the Integration of Third-Country

    Nationals." N. P.: European Commission, 2011.
    "Migration and Integration in Europe: State of the Research." ESRC Centre on Migration, Policy and Society (COMPAS).

    Oxford: Oxford University, 2008.

    WEB-BASED READINGS ON SYLLABUS

    Many readings are parts of websites. Generally, an excerpt from Wikipedia is present for its readibility, but WIkipedia is only usable as a point of comparison, not as "official" materials, which need to be found on official websites for governments and entities. The online archives of the various European Agencies, moreover, contain reference materials that are straightforwardly considered government documents. Use Wikipedia to steer you toward the right names and issues, especially in an area like European Studies, which present a dizzying array of names, dates, and quotations. Use websites that stem from the organizations themselves for quoting and for authoritative definitions in your written work; use scholarly literature for definitive work on your final projects.

    CLASS WEBSITE: Canvas Learning System
    BANDWIDTH: You will need enough bandwidth to post newslinks with commentary 5 times during the semester 

EUS 305 • Intro To European Studies

36330 • Spring 2013
Meets TTH 930am-1100am WAG 201
show description

COURSE OBJECTIVES:
By the end of this course, you will be able to:

  • understand the significance of "United Europe" as a historical necessity and a historical accident, and how various political entities and social problems work for or against that unification

  • frame arguments about Europe in terms of the needs and experiences of three post-war generations' politics and experiences

  • find and assess current event and scholarly sources pertaining to the study of contemporary Europe, justifying their pertinence and quality with references to today's research norms.

    COURSE DESCRIPTION
    Scholars often claim that "Europe does not exist." Yet the continent is there, home to a bewildering puzzle of

    many different histories, nations, cultures and languages, with more than 450 million people now living in the European Union -- a Union that argues whether it can stay together as part of the "Eurozone" or even expand eastward to include supposedly "non-Christian" countries like Turkey. As the political, social and economic relationships among the member states of that European Union shift on an official level, Europe and European identities have constantly to be (re)defined and renegotiated, and "average Europeans" seek to understand the relationships between official accounts of "their" situations, the histories they were taught in school and by their families, and their everyday experiences.

    What, then, does it mean to study a Europe that is in flux this way? This course cannot answer that question straightforwardly, because US scholars in the social sciences and humanities who claim allegiance to "European Studies" all use different disciplines' strategies for understanding "Europe."

    To resolve that problem in another way, this course will start by introducing several earlier attempts to make a more united, and presumably more peaceful and prosperous, "Europe" out of the nation-states on the continent. Each "imagined" Europe, as we shall see, was proposed to correct problems with the nation-states -- to change politics and everyday lives in particular ways.

    A recent history of post-World-War-II Europe by Tony Judt will anchor the class' original work on Europe and its member nations. Judt tells the continent's story from the point of view of the era's global power politics, and then situates individual European states within them. Judt's text, then, provides accounts of Europe from the top-down and points to moments when those official accounts diverge for particular states and when they place individuals and groups who do not fit the national stereotypes under pressure.

    The historical account of Europe as seen from the point of view of world politics is an interesting counterpoint to the evolution of European government since World War II, as realized in the Council of Europe and the European Union. The next part of the course will introduce the evolving structure of European governance as a precursor to discussion of case studies about what this "Europeanization" does to individuals, groups, and nation-states.

    In the transition from official Europe to Europe's culture, the class will present resources and desiderata for researching issues in the European Studies context. The largest section of the course is devoted to a workshop on issues in contemporary Europe. In each case, readings form official sources are juxtaposed with news sources, writings from think tanks, and academic writing. The purpose of using official sources is to give students a springboard for juxtapositions between the "European" points of view and national ones that they research as the semester goes on.

    Assignments in this course are designed to introduce students to the materials, research strategies, and forms of professional communication that they will encounter later in specific disciplines' versions of European studies. The assignments build on each other to help each learner acquire a body of skills and knowledge that will aid in their personal studies of Europe and in their major courses.

    This course is the introductory core course for a concentration or major in European Studies at UT, but it requires no prerequisites except for the willingness to work in collaboration with others and to engage in a discovery process rather than seeking "right" answers.

    ASSIGNMENTS AND GRADING:

305 Course Description, 1

  • Chapter review = 10%

  • Webpage: 5 tasks (one in two parts) assigned in syllabus to situate your country = 10%

    (2 points each: one for submitting it on time, one for correctness)

  • Source Analysis Assignment = 10%

  • Three one-hour online tests @ 10% each = 30%

  • Policy Brief= 20%

  • Final Evaluative Book Review of Postwar = 20%

    READINGS: BOOK TO BUY

    Tony Judt. Postwar: A History of Europe Since 1945. New York: The Penguin Press, 2005. ISBN 978-1-59420-065- 3. [[ORDERED AT COOP]]

    READINGS: PDFed materials on Class Canvas Site

    Michel de Certeau, Luce Giard, and Pierre Mayol. The Practice of Everyday Life, Vol. 2: Living and Cooking. Trans. Timothy J. Tomasik. Minneapolis: University of Minnesota Press, 1998, plus two pages from Volume 1.

    Jonathan W. Garlough. "Weighing in on the Wine Wars." William and Mary Law Review 46/4 (2005): Article 13.
    Richard Goff, et al. The Twentieth Century and Beyond: A Global History. 7th ed. New York: McGraw Hill, 2008 (excerpts). Tony Judt, A Grand Illusion?: An Essay on Europe. New York: New York UP, 2011 [orig. 1996]. ISBN 978-0-8147-4358-4. Ruth Keeling. "The Bologna Process and the Lisbon Research Agenda: the European Commission’s expanding role in higher

    education discourse." European Journal of Education, Vol. 41, No. 2 (2006)
    Magdalini Kolokitha. “It’s the End of the ‘University’ as we know it.” Unpublished speech: First RESUP International

    Conference. Paris 1st, 2nd and 3rd February 2007."European Agenda for the Integration of Third-Country

    Nationals." N. P.: European Commission, 2011.
    "Migration and Integration in Europe: State of the Research." ESRC Centre on Migration, Policy and Society (COMPAS).

    Oxford: Oxford University, 2008.

    WEB-BASED READINGS ON SYLLABUS

    Many readings are parts of websites. Generally, an excerpt from Wikipedia is present for its readibility, but WIkipedia is only usable as a point of comparison, not as "official" materials, which need to be found on official websites for governments and entities. The online archives of the various European Agencies, moreover, contain reference materials that are straightforwardly considered government documents. Use Wikipedia to steer you toward the right names and issues, especially in an area like European Studies, which present a dizzying array of names, dates, and quotations. Use websites that stem from the organizations themselves for quoting and for authoritative definitions in your written work; use scholarly literature for definitive work on your final projects.

    CLASS WEBSITE: Canvas Learning System
    BANDWIDTH: You will need enough bandwidth to post newslinks with commentary 5 times during the semester 

EUS 305 • Intro To European Studies

36360 • Fall 2012
Meets TTH 200pm-330pm WAG 201
show description

COURSE OBJECTIVES:
By the end of this course, you will be able to:

  • understand the significance of "United Europe" as a historical necessity and a historical accident, and how various political entities and social problems work for or against that unification

  • frame arguments about Europe in terms of the needs and experiences of three post-war generations' politics and experiences

  • find and assess current event and scholarly sources pertaining to the study of contemporary Europe, justifying their pertinence and quality with references to today's research norms.

    COURSE DESCRIPTION
    Scholars often claim that "Europe does not exist." Yet the continent is there, home to a bewildering puzzle of

    many different histories, nations, cultures and languages, with more than 450 million people now living in the European Union -- a Union that argues whether it can stay together as part of the "Eurozone" or even expand eastward to include supposedly "non-Christian" countries like Turkey. As the political, social and economic relationships among the member states of that European Union shift on an official level, Europe and European identities have constantly to be (re)defined and renegotiated, and "average Europeans" seek to understand the relationships between official accounts of "their" situations, the histories they were taught in school and by their families, and their everyday experiences.

    What, then, does it mean to study a Europe that is in flux this way? This course cannot answer that question straightforwardly, because US scholars in the social sciences and humanities who claim allegiance to "European Studies" all use different disciplines' strategies for understanding "Europe."

    To resolve that problem in another way, this course will start by introducing several earlier attempts to make a more united, and presumably more peaceful and prosperous, "Europe" out of the nation-states on the continent. Each "imagined" Europe, as we shall see, was proposed to correct problems with the nation-states -- to change politics and everyday lives in particular ways.

    A recent history of post-World-War-II Europe by Tony Judt will anchor the class' original work on Europe and its member nations. Judt tells the continent's story from the point of view of the era's global power politics, and then situates individual European states within them. Judt's text, then, provides accounts of Europe from the top-down and points to moments when those official accounts diverge for particular states and when they place individuals and groups who do not fit the national stereotypes under pressure.

    The historical account of Europe as seen from the point of view of world politics is an interesting counterpoint to the evolution of European government since World War II, as realized in the Council of Europe and the European Union. The next part of the course will introduce the evolving structure of European governance as a precursor to discussion of case studies about what this "Europeanization" does to individuals, groups, and nation-states.

    In the transition from official Europe to Europe's culture, the class will present resources and desiderata for researching issues in the European Studies context. The largest section of the course is devoted to a workshop on issues in contemporary Europe. In each case, readings form official sources are juxtaposed with news sources, writings from think tanks, and academic writing. The purpose of using official sources is to give students a springboard for juxtapositions between the "European" points of view and national ones that they research as the semester goes on.

    Assignments in this course are designed to introduce students to the materials, research strategies, and forms of professional communication that they will encounter later in specific disciplines' versions of European studies. The assignments build on each other to help each learner acquire a body of skills and knowledge that will aid in their personal studies of Europe and in their major courses.

    This course is the introductory core course for a concentration or major in European Studies at UT, but it requires no prerequisites except for the willingness to work in collaboration with others and to engage in a discovery process rather than seeking "right" answers.

    ASSIGNMENTS AND GRADING:

305 Course Description, 1

  • Chapter review = 10%

  • Webpage: 5 tasks (one in two parts) assigned in syllabus to situate your country = 10%

    (2 points each: one for submitting it on time, one for correctness)

  • Source Analysis Assignment = 10%

  • Three one-hour online tests @ 10% each = 30%

  • Policy Brief= 20%

  • Final Evaluative Book Review of Postwar = 20%

    READINGS: BOOK TO BUY

    Tony Judt. Postwar: A History of Europe Since 1945. New York: The Penguin Press, 2005. ISBN 978-1-59420-065- 3. [[ORDERED AT COOP]]

    READINGS: PDFed materials on Class Canvas Site

    Michel de Certeau, Luce Giard, and Pierre Mayol. The Practice of Everyday Life, Vol. 2: Living and Cooking. Trans. Timothy J. Tomasik. Minneapolis: University of Minnesota Press, 1998, plus two pages from Volume 1.

    Jonathan W. Garlough. "Weighing in on the Wine Wars." William and Mary Law Review 46/4 (2005): Article 13.
    Richard Goff, et al. The Twentieth Century and Beyond: A Global History. 7th ed. New York: McGraw Hill, 2008 (excerpts). Tony Judt, A Grand Illusion?: An Essay on Europe. New York: New York UP, 2011 [orig. 1996]. ISBN 978-0-8147-4358-4. Ruth Keeling. "The Bologna Process and the Lisbon Research Agenda: the European Commission’s expanding role in higher

    education discourse." European Journal of Education, Vol. 41, No. 2 (2006)
    Magdalini Kolokitha. “It’s the End of the ‘University’ as we know it.” Unpublished speech: First RESUP International

    Conference. Paris 1st, 2nd and 3rd February 2007."European Agenda for the Integration of Third-Country

    Nationals." N. P.: European Commission, 2011.
    "Migration and Integration in Europe: State of the Research." ESRC Centre on Migration, Policy and Society (COMPAS).

    Oxford: Oxford University, 2008.

    WEB-BASED READINGS ON SYLLABUS

    Many readings are parts of websites. Generally, an excerpt from Wikipedia is present for its readibility, but WIkipedia is only usable as a point of comparison, not as "official" materials, which need to be found on official websites for governments and entities. The online archives of the various European Agencies, moreover, contain reference materials that are straightforwardly considered government documents. Use Wikipedia to steer you toward the right names and issues, especially in an area like European Studies, which present a dizzying array of names, dates, and quotations. Use websites that stem from the organizations themselves for quoting and for authoritative definitions in your written work; use scholarly literature for definitive work on your final projects.

    CLASS WEBSITE: Canvas Learning System
    BANDWIDTH: You will need enough bandwidth to post newslinks with commentary 5 times during the semester 

EUS 305 • Intro To European Studies

36185 • Spring 2012
Meets TTH 930am-1100am WEL 2.312
show description

COURSE OBJECTIVES:
By the end of this course, you will be able to:

  • understand the significance of "United Europe" as a historical necessity and a historical accident, and how various political entities and social problems work for or against that unification

  • frame arguments about Europe in terms of the needs and experiences of three post-war generations' politics and experiences

  • find and assess current event and scholarly sources pertaining to the study of contemporary Europe, justifying their pertinence and quality with references to today's research norms.

    COURSE DESCRIPTION
    Scholars often claim that "Europe does not exist." Yet the continent is there, home to a bewildering puzzle of

    many different histories, nations, cultures and languages, with more than 450 million people now living in the European Union -- a Union that argues whether it can stay together as part of the "Eurozone" or even expand eastward to include supposedly "non-Christian" countries like Turkey. As the political, social and economic relationships among the member states of that European Union shift on an official level, Europe and European identities have constantly to be (re)defined and renegotiated, and "average Europeans" seek to understand the relationships between official accounts of "their" situations, the histories they were taught in school and by their families, and their everyday experiences.

    What, then, does it mean to study a Europe that is in flux this way? This course cannot answer that question straightforwardly, because US scholars in the social sciences and humanities who claim allegiance to "European Studies" all use different disciplines' strategies for understanding "Europe."

    To resolve that problem in another way, this course will start by introducing several earlier attempts to make a more united, and presumably more peaceful and prosperous, "Europe" out of the nation-states on the continent. Each "imagined" Europe, as we shall see, was proposed to correct problems with the nation-states -- to change politics and everyday lives in particular ways.

    A recent history of post-World-War-II Europe by Tony Judt will anchor the class' original work on Europe and its member nations. Judt tells the continent's story from the point of view of the era's global power politics, and then situates individual European states within them. Judt's text, then, provides accounts of Europe from the top-down and points to moments when those official accounts diverge for particular states and when they place individuals and groups who do not fit the national stereotypes under pressure.

    The historical account of Europe as seen from the point of view of world politics is an interesting counterpoint to the evolution of European government since World War II, as realized in the Council of Europe and the European Union. The next part of the course will introduce the evolving structure of European governance as a precursor to discussion of case studies about what this "Europeanization" does to individuals, groups, and nation-states.

    In the transition from official Europe to Europe's culture, the class will present resources and desiderata for researching issues in the European Studies context. The largest section of the course is devoted to a workshop on issues in contemporary Europe. In each case, readings form official sources are juxtaposed with news sources, writings from think tanks, and academic writing. The purpose of using official sources is to give students a springboard for juxtapositions between the "European" points of view and national ones that they research as the semester goes on.

    Assignments in this course are designed to introduce students to the materials, research strategies, and forms of professional communication that they will encounter later in specific disciplines' versions of European studies. The assignments build on each other to help each learner acquire a body of skills and knowledge that will aid in their personal studies of Europe and in their major courses.

    This course is the introductory core course for a concentration or major in European Studies at UT, but it requires no prerequisites except for the willingness to work in collaboration with others and to engage in a discovery process rather than seeking "right" answers.

    ASSIGNMENTS AND GRADING:

305 Course Description, 1

  • Chapter review = 10%

  • Webpage: 5 tasks (one in two parts) assigned in syllabus to situate your country = 10%

    (2 points each: one for submitting it on time, one for correctness)

  • Source Analysis Assignment = 10%

  • Three one-hour online tests @ 10% each = 30%

  • Policy Brief= 20%

  • Final Evaluative Book Review of Postwar = 20%

    READINGS: BOOK TO BUY

    Tony Judt. Postwar: A History of Europe Since 1945. New York: The Penguin Press, 2005. ISBN 978-1-59420-065- 3. [[ORDERED AT COOP]]

    READINGS: PDFed materials on Class Canvas Site

    Michel de Certeau, Luce Giard, and Pierre Mayol. The Practice of Everyday Life, Vol. 2: Living and Cooking. Trans. Timothy J. Tomasik. Minneapolis: University of Minnesota Press, 1998, plus two pages from Volume 1.

    Jonathan W. Garlough. "Weighing in on the Wine Wars." William and Mary Law Review 46/4 (2005): Article 13.
    Richard Goff, et al. The Twentieth Century and Beyond: A Global History. 7th ed. New York: McGraw Hill, 2008 (excerpts). Tony Judt, A Grand Illusion?: An Essay on Europe. New York: New York UP, 2011 [orig. 1996]. ISBN 978-0-8147-4358-4. Ruth Keeling. "The Bologna Process and the Lisbon Research Agenda: the European Commission’s expanding role in higher

    education discourse." European Journal of Education, Vol. 41, No. 2 (2006)
    Magdalini Kolokitha. “It’s the End of the ‘University’ as we know it.” Unpublished speech: First RESUP International

    Conference. Paris 1st, 2nd and 3rd February 2007."European Agenda for the Integration of Third-Country

    Nationals." N. P.: European Commission, 2011.
    "Migration and Integration in Europe: State of the Research." ESRC Centre on Migration, Policy and Society (COMPAS).

    Oxford: Oxford University, 2008.

    WEB-BASED READINGS ON SYLLABUS

    Many readings are parts of websites. Generally, an excerpt from Wikipedia is present for its readibility, but WIkipedia is only usable as a point of comparison, not as "official" materials, which need to be found on official websites for governments and entities. The online archives of the various European Agencies, moreover, contain reference materials that are straightforwardly considered government documents. Use Wikipedia to steer you toward the right names and issues, especially in an area like European Studies, which present a dizzying array of names, dates, and quotations. Use websites that stem from the organizations themselves for quoting and for authoritative definitions in your written work; use scholarly literature for definitive work on your final projects.

    CLASS WEBSITE: Canvas Learning System
    BANDWIDTH: You will need enough bandwidth to post newslinks with commentary 5 times during the semester 

EUS 347 • Squaring The Vienna Circle

36610 • Spring 2011
Meets TTH 1100am-1230pm BUR 337
(also listed as C L 323, GRC 362E, PHL 354 )
show description

Description

Today's Anglo-American Analytic Philosophy grows out of the tradition of Logical Positivism/Logical Empiricism as it evolved in the circles around Wittgenstein in England after the Second World War, and it positions itself over and against Continental Philosophy.  That positioning, however, obscures how Wittgenstein and the group that Viktor Kraft, the first historian of the Vienna Circle of Logical Positivism, took over a much broader cultural project that is echoed in the work of twentieth-century theorists and philosophers from Walter Benjamin through Ernst Cassirer's Philosophy of Symbolic Forms.  Just as significant, the Vienna Circle's work parallels today's philosophy of science as practiced by figures like Bruno Latour.

This class will combine perspectives from philosophy and the history of philosophy to undertake a project in "historical epistemology":  it will trace how Logical Empiricism  actually came into being out of a set of methodological arguments about the philosophy of science and hermeneutics that were widespread in the late nineteenth century (and which find their echoes in figures as diverse as Nietzsche and Heidegger).  The new genesis narrative we will trace reverberates with problems of forced migration and emigration, as a generation of theorists and philosophers were forced out of continental Europe and to the US and Great Britain by the Nazis.  And in order to find their feet, these émigrés took up new projects and redefined their work for new audiences, offering a set of cases of culture transfer -- cases where philosophical logics responded directly, if tacitly, to politics and culture.

No background in philosophy is required for this course, and all readings will be available in English on the class blackboard site. Background reading on the history of science will ground our readings of primary texts, and each student will be responsible for evolving a semester project in writing a specific philosopher or project into a new kind of intercultural history of ideas.

 

Class Readings will Include (all in excerpts):

Ludwig Wittgenstein:   The Blue and Brown Books

Nietzsche:  On the Genealogy of Morals

Essays by Windelband and Rickert on the "science debate" of the nineteenth century.

Wilhelm Dilthey, On the Crisis of the European Sciences

Husserl, The Idea of Phenomenology

Cassirer, The Philosophy of Symbolic Forms

Benjamin,

Viktor Kraft, The Vienna Circle

Janik/Toulmin, Wittgenstein's Vienna

Friedrich Stadler, The Vienna Circle

Wittgenstein, Waisman, The Voices of Wittgenstein

Lakatos/Feyerabend, For and Against Method

Essays by Carnap, Neurath, Latour

 

Assignments:

Daily readings

Three one-page précis (analysis of individual texts) = 3 x 5% of grade =15% of grade

Midterm writing assignment = 10 % of grade

One comprehensive final essay test = 25% of grade

One semester project, done in stages (history/biography section [5% of grade], bibliography/research plan [5% of grade],  close reading of a text [15% of grade], plus 10-page paper presenting one issue from the texts read in class together with individual work [25% of grade]).

UGS 303 • Exiled To Hollywood

64900-64925 • Fall 2009
Meets TTH 930-1100 CAL 100
show description

This course is UNDERGRADUATE STUDIES 303 (UGS). 

THE FULL SYLLABUS IS ATTACHED AS A PDF to this description.

UGS 303:  Exiled to Hollywood: Immigrants in the Movie Machine

Hollywood’s golden age, from the 1930s through the 1960s, was due in no small part to the presence of emigrants or refugees: actors, directors, writers, studio heads, and technical production people.  That influence continues today.

This course will introduce you to some of their finest films, and to the problems faced by artists in exile then and now ,as they try to recoup careers and reputations, and deal with media, publicity, stereotyping, and  language barriers.  Case studies here will favor especially  “Austria in Hollywood.”   From Klaus Maria Brandauer through Arnold Schwarzenegger, from The Sound of Music to Sunset Boulevard, Ninotchka to Eyes Wide Shut -- these are the figures, texts, and films that create, transcend, exploit, and perpetuate international images of their homelands.  Yet within the culture industries, this exemplary immigrant community offered  an unparalleled  source of film industry talent and critical intelligence,  contributing   an urbane, witty tone to the Hollywood film, joining entertainment to sophisticated social criticism. 

These films will also be used to introduce how to “read” plays, films, and media  and think critically about their content -- especially what it means to cross cultural lines, to import and export culture across political and social boundaries.  Topics to be addressed include:adaptations (book to play to film to remakes)

  • adaptations (book to play to film to remakes)
  • conventions and  stereotyping
  • film genres
  • directors, esp. Ernst Lubitsch & Billy Wilder
  • famous faces:  how celebrity works

Readings: 

  • Neal Gabler.  An Empire of Their Own:  How the Jews Invented Hollywood.  New York:  Anchor Books, 1988.  ISBN 0-385-26557-3
  • Otto Friedrich.  City of Nets:  A Portrait of Hollywood in the 1940s.  Berkeley:  U of California P, 1997 [orig. 1986]  ISBN 0-520-20949-4

Recommended:

  •  Cornelius Schnauber, Hollywood Haven: Homes and Haunts of the European Emigres and Exiles in Los Angeles.  (Trans.Barbara Zeisl Schoenberg.)  Riverside, CA:  Ariadne, 1997;  # ISBN: 1572410426
  • Joseph Straubhaar and Robert LaRose.    Media Now:  Understanding Media, Culture, and Technology.  Belmont, CA:  Thompson/Wadsworth, any recent edition

Other Readings on the Class Blackboard Site

  • *This course is designed to fulfill the 6  requirements for a signature course: <http://www.utexas.edu/ugs/sig/propose/requirements>
  • *This course uses as its Gem the Fine Arts Library's media collections and PCL's general collections; see <http://www.utexas.edu/ugs/sig/propose/requirements/gems>.
  • * This class will NOT use +/- grading.

Assignments and grading:

  • "Introduce your group " Wiki page: 5% of final grade
  • Daily Quizzes = 10 %   (2 points each:  one for taking it, one for correctness;  includesattendance at University Lecture series (2 events).
  • Film Worksheets = 2 x 10 % =   20 %
  • Group project, posted online = 20 % (any section submitted late will be a 3% deduction)
  • Midterm = 20 %Final = 25 % (15% for essay test;  10% for individual project submission)

 

Publications

________________ [books]

Arens, K. (2015) Belle Necropolis:  Ghosts of Imperial Vienna [book]. New York:  Peter Lang

Arens, K. & Swaffar, J. (2005) Remapping the Foreign Language Curriculum: A Multi-Literacies Approach [book]. New York: Modern Language Association.

Arens, K. (2001) Empire in Decline: Fritz Mauthner's Critique of Wilhelminian Germany [book]. New York: Peter Lang.

Arens, K., Janet Swaffar. & Susan Romano. (1998) Language Learning Online: Theory and Practice in the ESL and L2 Classroom [edited book]. Austin, TX: Labyrinth Publications.

Arens, K. (1996) Austria and Other Margins: Reading Culture [book]. Columbia, SC: Camden House.

Arens, K. & Jorun B. Johns, eds. (1994) Elfriede Jelinek: Framed by Language [edited book]. Riverside: Ariadne Press.

Arens, K., Swaffar, J.K. & Byrnes, H. (1991) Reading for Meaning: An Integrated Approach to Language Learning [book]. Englewood Cliffs, NJ: Prentice-Hall.

Vansant, J., Swaffar, J., Arens, K., Shattuck, S. & Gaettens, M. (1990) Blickwechsel [textbook]. Boston: Houghton-Mifflin.

Arens, K. (1989) Structures of Knowing: Psychologies of the Nineteenth Century [book]. Boston Studies in the Philosophy of Science, Vol. 113 Dordrecht: Reidel.

Arens, K. (1984) Functionalism and Fin de siécle: Fritz Mauthner's Critique of Language [book]. Bern: Peter Lang.

________________ [chapters and articles]

 "Discipline, Institution, and Assessment:  The Graduate Curriculum, Credibility, and Accountability." IN: Janet Swaffar and Per Urlaub, eds.,  Transforming Postsecondary Foreign Language Teaching in the United State.  Dordrecht:  Springer,  2014. 193-225 (August). [chapter].

 "Polydeuces in Weimar:  Goethe's Self-Fashioning."  In: Bärbel Czennia, ed. Celebrity:  The Idiom of a Modern Era."  New York:  AMS Press, 2013 (August). 167-189 [chapter].

"Wilhelm Griesinger: Philosophy as Origin of a New Psychiatry."  The Oxford Handbook of Philosophy and Psychiatry.  Eds.  K.W. M. Fulford, Martin Davies, Richard Gipps, George Graham, John Sadler, Giovanni Stanghellini and Tim Thornton. Part 1: Chapter 6.  Oxford: Oxford UP, 2013 (May/June).   53-67 [chapter].

 "Mayerling:  The Woman's Story."  Contested Passions:  Sexuality, Eroticism, and Gender in Modern Austrian Literature and Culture.  Eds. Clemens Ruthner and Raleigh Whitinger.  New York: Peter Lang, 2011. 1-16. [chapter

"Syncope, Syncopation:  Musical Hommages to Europe."  Billy Wilder, Movie-Maker:  Critical Essays on the Films.  Ed. Karen McNally.  Jefferson, NC, and London: McFarland, 2011. 41-55. [chapter]

"After the MLA Report:  Rethinking the Links between Literature and Literacy, Research and Teaching in Foreign Language Departments." In Critical and Intercultural Theory and Language Pedagogy.  Eds. Glenn S. Levine and Alison Phipps.  AAUSC Issues in Language Program Direction, 2010 Volume. Boston:  Heinle/Cenage, 2012 (appeared November 2010).  216-228 [chapter].

"Belehrende Öffentlichkeitssphäre oder didaktischer Erinnerungsraum?  Geschichtsdramen als Verwirklichung von Geschichtsvorstellung."  Hebbel Jahrbuch 65 (2010), 81-93 [article]

"Hochdruck über Österreich: Kultur und Wissenschaft."  Jahrbuch der Grillparzer-Gesellschaft (Wien:  Lehner), 3. Folge, Bd. 21 (2010) 35-46 [article].

 The Field of Culture:  The Standards as a Model for Teaching Culture.  The Modern Language Journal, 94, #2 (2010): 321-324.[article]

Erklären, Verstehen,  and Embodied Rationalities:  Scientific Praxis as Regional Ontology.  IN:  Uljana Feest, ed.  Historical Perspectives on Erklären and Verstehen.  Archimedes: New Studies in the History of Science and Technology, 21.Dordrecht:  Springer, 2010.  141-159. [chapter]

Arens, K. (2009). The Culture of 'Culture': The Paradox of Primacy in the Kulturwissenschaften.  In: The Meaning of Culture:  German Studies in the 21st Century, eds. Martin Kagel and Laura Tate Kagel.  Hannover:  Wehrhahn Verlag.  42-62 [chapter]

Arens,. K. (2009).  Teaching Culture: The  Standards as an Optic on Curriculum Development.  IN:  Virginia M. Scott, ed., Principles and Practices of the Standards in College Foreign Language Instruction.  AAUSC Issues in Language Program Directions, 2009.  Boston:  Heinle/Cenage:  160-180.[Chapter]

Arens, K. (2008) Disciplining Psychoanalysis: Freud's New Science and the Medicalization of the Subject [chapter]. In R.S. Thomas (Ed.), Madness and Crime in Modern Austria: Myth, Metaphor and Cultural Realities. Newcastle: Cambridge Scholars Press.  29-41.

Arens, K. (2008) Genres and the Standards: Teaching the 5 C's through Texts [article]. German Quarterly, 81(1), 35-48.

Arens, K. (2008) Pyrrhus et Cinéas: Un nouvel empire de l'écriture philosophique [chapter]. In T. Stauder (Ed.), Simone de Beauvoir cent ans apres sa naissance: Contributions interdisciplinaires de cinq continents (pp.199-210). Tubingen: Gunter Narr Verlag.

Arens, K. (2007) Credibility: The Next Challenge [article]. German Quarterly, 80(4), 421-424.

Arens, K. (2007) Stadtwollen: Benjamin's Arcades Project and the Problem of Method [article]. PMLA, 122(1), 43-60.

Arens, K. (2007) Response to Forum: Is Literature Still Central to German Studies [article]. German Quarterly, 80(1). 104.

Arens, K. (2007-2008) Die Klassik als Tyrannei der Moderne: Wie Grillparzer Weimar widersteht [article]. Jahrbuch der Grillparzer-Gesellschaft, 22, 13-50.

Arens, K. (2007) The Four-Fold Way to Internationalism: Grillparzer's Non-National Historical Literacy [chapter]. In R. Whitinger & C. Ruthner (Eds.), Aneignungen, Entfremdungen: The Austrian Playwright Franz Grillparzer (pp.21-48). New York: Peter Lang.
Arens, K. (2007) Kristeva on the Encyclopedists: Linguistics, Semanalysis, and the Epistemology of Enlightenment Science [chapter]. In D.A. Kibbee (Ed.), History of Linguistics 2005: Selected Papers from the Tenth International Conference on the History of the Language Sciences (ICHOLS X), 1-5 September 2005, Urbana-Champaign, Illinois (pp.416-431). Amsterdam/Philadelphia: John Benjamins Publishing Company.

Arens, K. (2007) Expert Personae in the Humanities: Ideologies of Academic Performance in the Knowledge Economy [article]. The International Journal of the Humanities, 5(1), 141-147.

Arens, K. (2006) Glücklich ist, wer [nicht] vergisst: From Museum Culture to Broadway-an-der-Wien [chapter]. In G. Bayer (Ed.), Mediating Germany: Popular Culture between Tradition and Innovation (pp.73-91). Newcastle: Cambridge Scholars Press.

Arens, K. (2006) "Das Schiff ist das Urbild einer sehr besonderen und strengen Regierungsform": Herder's Journey to Hermeneutic Conversion [article]. Herder Jahrbuch/Herder Yearbook, 8, 43-59.

Arens, K. (2005) Globalizing Information: Accountability and Disciplinarity [article]. German Quarterly, 78(3), 374-378.

Arens, K. (2005, May) When Comparative Literature Becomes Cultural Studies: Teaching Cultures through Genre [article]. Comparatist: Journal of the Southern Comparative Literature Association, 29, 123-147.
Arens, K. (2005) From Kristeva to Deleuze: The Encyclopedists and the Philosophical Imaginary [chapter]. In S.H. Daniel (Ed.), Current Continental Theory and Modern Philosophy (pp.179-196). Evanston, IL: Nortwestern UP.
Arens, K. & Markus Weidler. (2004) I and Thou [translation of section by Buber]. In R.C. Solomon (Ed.), Existentialism. Oxford: Oxford UP.

Arens, K., Fowler, N., Gilbert, L.A., Payne, S.M., Reichl, L.E. & Staiger, J. (2004, Fall) Graphic Stories: Representing the Status of Female Faculty [article]. Feminist Studies, 30(3), 689-701.

Arens, K. & Eyck, J.R. (2004, Spring) The Court of Public Opinion: Lessing, Goethe, and Werther [article]. Monatshefte, 96(1), 40-61.

Arens, K. (2004) Antäus and the Critique of Language: Fritz Mauthner's Gruppe [chapter]. In L. Bernays (Ed.), Otto Friedrich Gruppe 1804-1876: Philosoph, Dichter, Philologe (pp.73-94). Freiburg im Breisgau: Rombach Verlag.
Arens, K. (2004) Beyond Vienna 1900: Habsburg Identities in Central Europe [chapter]. In M. Cornis-Pope & J. Neubauer (Eds.), A History of the Literary Cultures of East Central Europe: Junctures and Disjunctures in the 19th and 20th Centuries, Vol. 1 (pp.216-228). Amsterdam/Philadelphia: Benjamins.
Arens, K. (2004) Central Europe's Catastrophes on Film: The Case of István Szabó [chapter]. In M. Cornis-Pope & J. Neubauer (Eds.), A History of the Literary Cultures of East Central Europe: Junctures and Disjunctures in the 19th and 20th Centuries, Vol. 1 (pp.548-558). Amsterdam/Philadelphia: Benjamins.

Arens, K. (2004) Said's Colonial Fantasies: How Orientalism Marginalizes Eighteenth-Century Germany [article]. Herder Jahrbuch, 7, 11-29.

Arens, K. (2004) Colonialism in Austria: Fritz Mauthner's Bohmenian Novellas [chapter]. In E. Leinfellner & J. Thunecke (Eds.), Br (pp.149-166). Wuppertal: Arco Verlag.

Arens, K. (2003) Castrati and the Masquerade of the Eighteenth Century: Farinelli and Sitwell [article]. 1650-1850: Ideas, Aesthetics, and Inquiries in the Early Modern Era, 9, 237-268.

Arens, K. (2003, July) Geister der Zeit: The Allies' Enlightenment and German Literary History [article]. JEGP, 102(3), 336-361.

Arens, K. (2003) Why Austrian Studies Isn't German Studies: Germanophone Culture(s) -- A Once and Future Tale [article]. Modern Austrian Literature, 36, # 1/2, 53-68.

Arens, K. (2003) Arthur Schnitzler and the Discourse of Gender [chapter]. In C. Dagmar & G. Lorenz (Eds.), Companion to the Works of Arthur Schnitzler (pp.243-264). Rochester, NY: Camden House.

Arens, K. (2003) Jefferson in Paris: Imperious History, Un-Domesticated [article]. Das achtzehnte Jahrhundert, 27(1), 76-84.

Arens, K. (2003) Dreams, Visions, and Cosmology: Swedenborg and the Protestant Reformation in Science [chapter]. In B. Dieterle & M. Engel (Eds.), The Dream and the Enlightenment/Le Rêve et les Lumières (pp.135-167). Paris: Honoré Campion.

Arens, K. (2002, October) Mayerling: Women's Lives, Affairs of State. Royal Ballet, Covent Garden.

Arens, K. (2002, Fall) Canons, Generations, Bridges: Rethinking Our Gardens [article]. ADFL Bulletin, 34(1), 21-25.

Arens, K. (2002) Hanswurst redux: Staberl, Titus, and Annina [article]. Modern Austrian Literature, 35 (3-4), 1-26.

Arens, K. & Valdez, M.K. (2002, Spring) Anna Karenina: Medical Propriety as Social Practice [article]. South-Central Review, 19(1), 26-52.

Arens, K. (2002) Teaching and the MLA International Bibliography [article]. Profession, 158-163.

Arens, K. (2002) The Persistence of Kasperl in Memory: H. C. Artmann and Peter Handke [chapter]. In L. DeMeritt & M. Lamb-Faffelberger (Eds.), Postwar Austrian Theater: Text And Performance (pp.33-53). Riverside, CA: Ariadne Press.
Arens, K. (2002) The Habsburg Myth: Austria in the Writing Curriculum [article reprint], in Teaching German: Past Progress amd Future Progress. In G. Peters (Ed.), (pp.163-180). AATG.
Arens, K. (2002) Hofmannsthal's Essays: Conservation as Revolution [chapter]. In T.A. Kovach (Ed.), A Companion to the Works of Hugo von Hofmannsthal (pp.181-202). Rochester, NY: Camden House.
Arens, K. (2002) Politics, History, and Public Intellectuals in Central Europe after 1989 [chapter]. In S. Totosy de Zepetnek (Ed.), Comparative Central European Culture (pp.115-132). West Lafayette, IN: Purdue University Press.
Arens, K. (2002) Eclipses, Floods, and Other Biedermeier Catastrophes: The theatrum mundi of Revolution [chapter]. In R. Pichl & C.A. Bernd (Eds.), The Other Vienna: The Culture of Biedermeier Austria, (pp.173-188). Wien: Lehner.

Arens, K. (2000) Adalbert Stifter. The Encyclopedia of Literary Translation into English.  Ed. Olive Classe.  2 Vols.  London:  Fizroy Dearborn Publishers, 2000: 1336-1338

Arens, K. (2000) Heimito von Doderer. The Encyclopedia of Literary Translation into English.  Ed. Olive Classe.  2 Vols.  London:  Fizroy Dearborn Publishers, 2000:  363-365

Arens, K. (2000) MarxOxford Guide to Literature in English Translation.  Ed. Peter France.  Oxford:  Oxford UP, 2000:  327-329

Arens, K. (2000) NietzscheOxford Guide to Literature in English Translation.  Ed. Peter France.  Oxford:  Oxford UP, 2000:  329- 330

Arens, K. (2000) Freud. Oxford Guide to Literature in English Translation.  Ed. Peter France.  Oxford:  Oxford UP, 2000:  321-325

Arens, K. (2000) Kant, Hegel, and Romantic PhilosophyOxford Guide to Literature in English Translation.  Ed. Peter France.  Oxford:  Oxford UP, 2000: 325-327

Arens, K. (2000) Karl KrausThe Encyclopedia of Literary Translation into English.  Ed. Olive Classe.  2 Vols.  London:  Fizroy Dearborn Publishers, 2000: 776-778

Arens, K. (2000, January) Johann NestroyThe Encyclopedia of Literary Translation into English.  Ed. Olive Classe.  2 Vols.  London:  Fizroy Dearborn Publishers, 2000:  997-999

Arens, K. (2000) Translators Who Are Not Traitors: Herder's and Lessing's Enlightenment [article]. Herder Jahrbuch/Herder Yearbook, 5, 91-109.

Arens, K. & Swaffar, J. (2000, January/February) Reading Goals and the Standards for Foreign Language Learning [article]. FLAnnals, 33(1), 104-122.

Arens, K. (1999, Fall) For Want of a Word: The Case for Germanophone [article]. Unterrichtspraxis/Teaching German, 32(2), 130-142.

Arens, K. (1999) German for Reading Knowledge Tutorial [learning website]

Arens, K. & Rader, J. (1999) Women's Studies Reading and Resource List. The Center for Women's Studies Austin, TX: The Center for Women's Studies.

Arens, K. & Swaffar, J. (1998) Going the Distance: Reading [educational website]

Arens, K. (1998) From Caillois to 'The Laugh of the Medusa': Vectors of a Diagonal Science. Textual Practice, 12(2), 225-250. [article]

Arens, K. (1998) The Linguistics of French Feminism: Sémanalyse as Critical Discourse Practice [article]. Intertexts, 2(2), 171-184.

Arens, K. (1998) Discourse Analysis as Critical Historiography: A Sémanalyse of Mystic Speech [article]. Rethinking History, 2(1), 23-50.

Arens, K. & Richmond-Garza, E.M. (1997) The Canon of Theory: Report on an Institutional Case [article]. Comparative Literature Studies, 34(4), 392-413.

Arens, K. (1997) Engagement. In F. Eigler & S. Kord (Eds.), The Feminist Encyclopedia of German Lilterature (pp.111-112). Greenwood Press.
Arens, K. (1997) Phenomenology. In F. Eigler & S. Kord (Eds.), The Feminist Encyclopedia of German Lilterature (pp.395-395). Greenwood Press.
Arens, K. (1997) Existentialism. In F. Eigler & S. Kord (Eds.), The Feminist Encyclopedia of German Lilterature (pp.131-133). Greenwood Press.

Arens, K. (1996, Fall) The Habsburg Myth: Austria in the Writing Curriculum [article]. Unterrichtspraxis, 29(2), 174-187.

Arens, K. (1996, September) Wilhelm Griesinger: Psychiatry between Philosophy and Praxis [article]. Philosophy, Psychiatry & Psychology, 3(3), 147-163.
Arens, K. (1996, March) Commentary on 'Lumps and Bumps: Kantian Faculty Psychology, Phrenology, and Twentieth-Century Psychiatric Classification [article]. Philosophy, Psychiatry & Psychology, 3(1), 15-16.
Arens, K. (1996, March) Central Europe and the Nationalist Paradigm [article]. Working Papers in Austrian Studies, 96(1).

Arens, K. (1996) A Power-Base of Our Own: A New Case for the Historiography of the Language Sciences [article]. Beiträge zur Geschichte der Sprachwissenschaft, 6(1), 19-52.

Arens, K. (1996) On Rereading Paul's Prinzipien der Sprachgeschichte [chapter]. In K.R. Jankowsky (Ed.), Multiple Perspectives on the Historical Dimensions of Language (pp.105-114). M: Nodus Publications.

Arens, K. (1996) History as Knowledge: Herder, Kant, and the Human Sciences [chapter]Johann Gottfried Herder:  Academic Disciplines and the Pursuit of Knowledge. Ed. Wulf Koepke. Camden House Columbia, SC: Camden House.106-119.

Arens, K. (1995, Fall) Between Hypatia and Beauvoir: Philosophy as Discourse [article]. Hypatia, 10(4), 46-75.

Arens, K. (1995) Characterology: Weininger and Austrian Popular Science [chapter]. In N. Harrowitz & B. Hyams (Eds.), Jews and Gender: Responses to Otto Weininger (pp.121-139). Philadelphia: Temple University Press.

Arens, K. (1995, Winter) H.D.'s Post-Freudian Cultural Analysis: Nike versus Oedipus [article]. American Imago, 52(4), 359-404.

Arens, K. (1995) Mach und Mauthner: Der Fall eines Paradigmawechsels [chapter]. In E. Leinfellner & H. Schleichert (Eds.), Fritz Mauthner: Das Werk eines Kritischen Denkers (pp.95-109). Wien: Böhlau.
Arens, K. (1993) Applied Scholarship in Foreign Languages: A Program of Study in Professional Development [chapter]. In D.P. Benseler (Ed.), The Dynamics of Language Program Direction (pp.33-63). Boston: Heinle & Heinle.

Arens, K., Josef Brozek. & Vilém Kuthan. (1991) Contributions to the History of Psychology: LXXVII. Note on Issues for the Discipline [short article]. Perceptual and Motor Skills, 72, 637-638.

Arens, K., Brozek, J. & Kuthan, V. (1991) Contributions to the History of Psychology: LXXXIII. J.E. Purkinje and Mathias Klotz: Who First Described 'The Phenomenon'? [short article]. Perceptual and Motor Skills, 73, 511-514.

Arens, K. (1991, Fall) Training Graduate Students to Teach Culture: A Case Study [article]. ADFL Bulletin, 23(1), 35-41.

Arens, K. (1991, March) Robert Wilson: Is Postmodern Performance Possible? [article]. Theatre Journal, 43(1), 14-40.

Arens, K. (1990) Kant, Herder, and Psychology [chapter]Herder Today: Contributions from the International Herder Conference 1987.  Edited by Kurt Mueller-Vollmer.    Berlin: Walter de Gruyter. 190-206.

Arens, K. (1989, September) Der Seidelstein/Seidelstein [translation]. Dimension, 17(3), 344-353.

Arens, K. (1989) Characterology: Hapsburg Empire to Third Reich [article]. Literature and Medicine, 8, 128-155.

Arens, K. & Swaffar, J. (1987) Logik und Leseproze [article]. Deutsch als Fremdsprache, 24(2), 103-109.

Arens, K. & Swaffar, J. (1987, April) Tracking Objectives:Conceptual Competencies and the Undergraduate Curriculum [article]. ADFL Bulletin, 18(3), 16-20.

Arens, K. (1986) Schnitzler and Characterology [article]. Modern Austrian Literature, 19 (3/4), 97-127.

Arens, K. (1986, Summer) Mozart: A Case Study in Logocentric Repression [article]. Comparative Literature Studies, 23(2), 141-169.

Arens, K. (1985, April) Mach's Psychology of Investigation [article]. Journal of the History of the Behavioral Sciences, 21(2), 151-168.

Arens, K. (1985) Between Disciplines and Methods: A Proposal for the Curriculum [article]. Journal of General Education, 36(14), 280-292.

Arens, K. & Swaffar, J. (1985) Die Grammatik des Textes [chapter]. In M. Heid (Ed.), Literarische Texte im kommunikativen Fremdsprachenunterricht: New Yorker Werkstattgespr (pp.290-351). Munich: Goethe-Institut.

Arens, K. (1984) Humboldt and Goethe's Märchen: A Generic Interpretation [article]. German Quarterly, 57(1), 42-58.

Arens, K. (1983) Kleist's 'Bettelweib von Locarno': A Propositional Analysis [article]. Deutsche Vierteljahrsschrift, 57(3), 450-468.

Arens, K. (1983) Grammatik des Kontexts: Umriss und Bedingung eines kontextbezogenen Lernprozesses [chapter]. In New Yorker Werkstattgespr (pp.34-52). M: Goethe-Institut.

Arens, K. (1982) Linguistic Skepticism: Towards a Productive Definition [article]. Monatshefte, 74(2), 145-155.

Swaffar, J., Arens, K., & Morgan, M. (1982) Teacher Classroom Practices: Redefining Method as Task Hierarchy [article]. Modern Language Journal, 66(1), 24-33.

Out of Department Courses

Courses for Comparative Literature

Some of my courses are not cross-listed with Germanic Studies.  See my Comparative Literature Courses here.

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