Professor — Ph.D., Stanford University
- E-mail: firstname.lastname@example.org
- Phone: 512-232-6363
- Office: BUR 320
- Campus Mail Code: C3300
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 probably best described as intellectual history (Geistesgeschichte), wtih work 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, literary and cultural theory, Lacanian theory and identity politics, WGS theory, and the history and theory of the humanities).
This combination of theory 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 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).
WORK IN PROGRESS
Arens two other mongraphs just completed. One is project on how the Austro-Hungarian and Austrian public spheres have identfied with Europe since 1760, entitled Vienna Dreaming: Austria's Once and Future Europe, forthcoming with Continuum (2014). 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. The other 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 talks about Habsburg nostalgia as part of an international culture industry.
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.
After her 2005 book with Janet Swaffar, Remapping the Foreign Language Curriculum: A Multi-Literacies Approach (MLA, October 2005), Arens has in progress a book-length study of the relationship between theory and institutional frameworks of teaching and scholarship, this time as relevant to the graduate curriculum (and, to varying degrees, to the undergraduate major curriculum). Based around the notion of a "cognitive apprenticeship," it argues how the canon wars have led to an almost complete abandonment of the position of literary studies as systematic architectures of knowledge production and evaluation -- a tacit shift towards an almost exclusively ethically based curricular practice that priveges immmanence and voice, and hence particular interpretive communities and/or performance practices, where the older canons privileged hegemonic and often disembodied discourses.
For details on what else she has done, including dissertations and book reviews not listed here, see the attached CV.
EUS 347 • Squaring The Vienna Circle
TTH 1100am-1230pm BUR 337
(also listed as
C L 323, GRC 362E, PHL 354 )
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
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
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
TTH 930-1100 CAL 100
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
- 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
- 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)
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.
"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. (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) 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) "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., 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) Said's Colonial Fantasies: How Orientalism Marginalizes Eighteenth-Century Germany [article]. Herder Jahrbuch, 7, 11-29.
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) 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) 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, 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. (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) Marx. Oxford Guide to Literature in English Translation. Ed. Peter France. Oxford: Oxford UP, 2000: 327-329
Arens, K. (2000) Nietzsche. Oxford 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 Philosophy. Oxford Guide to Literature in English Translation. Ed. Peter France. Oxford: Oxford UP, 2000: 325-327
Arens, K. (2000) Karl Kraus. The Encyclopedia of Literary Translation into English. Ed. Olive Classe. 2 Vols. London: Fizroy Dearborn Publishers, 2000: 776-778
Arens, K. (2000, January) Johann Nestroy. The 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. & 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. (1996, Fall) The Habsburg Myth: Austria in the Writing Curriculum [article]. Unterrichtspraxis, 29(2), 174-187.
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) 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, Winter) H.D.'s Post-Freudian Cultural Analysis: Nike versus Oedipus [article]. American Imago, 52(4), 359-404.
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. (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) 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. (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) Between Disciplines and Methods: A Proposal for the Curriculum [article]. Journal of General Education, 36(14), 280-292.
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. (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.