Professor — Ph.D., Stanford University
Professor of Germanic Studies and Women's and Gender Studies
- E-mail: email@example.com
- Phone: 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.
C L 323 • Exhibitionism/Public Spectacle
TTH 930am-1100am BUR 214
(also listed as
EUS 347, GRG 356T, GSD 360 )
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").
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
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
C L 381 • Restoration To Revolutn: 1968
TTH 930am-1100am CLA 0.124
This course will focus on the legacies of Fascist Europe and the intellectual forces that were mustered to bring the "new Europe" into existence and to recoup the continent's losses to emigration. As Europe's forces regrouped, so did the revolutionary forces that wished to recoup a more thorough-going revision of European politics -- 1968 will emerge as the return of fascism's repressed.
The course will be designed to highlight intersections between national cultural projects and international theorists. Tentative case studies include connections between:
-Marcuse and Angela Davis (and the SDS)
- Freudians, Politics, and Psychoanalysis (Fromm, Horney, Erikson)
- the Frankfurt School, Authoritarian Personality, and Die Unfähigkeit zu Trauern
(text: Die Intellektuelle Gründung der BRD)
- the Annales School and French engaged nationalism (Bloch and Co.)
- anti-state terrorism, in theory and practice
(Red Army Faction, SLA and Weather Underground, Irish Republican Army)
- "every-day facism": collaboration, the incomplete past
- feminism as continuations of the labor or other social justice movements
- public protest (anti-NATO, anti-colonialism [e.g. in France])
- the politics of public literature
(Sartre and literature engagée, Wiener Gruppe)
Students will be encouraged to evolve their own projects in intercultural intellectual history and political critique, and especially projects that tie particular works of media and literature into these explicitly political programs. They need not be from Europe. The goal of the work will be to give students an overview of immediate post-war intellectual history, as well as experience in seeing correlations between text, political action, and various theoretical developments, and in working in contexts of exile and emigration (where intellectual politics often require triangulations rather than oppositions).
The ability to read either French or German is highly desirable, but not required. Students in Comparative Literature or Germanic Studies will be required to treat at least some texts in the original. Assignments will build over the semester, from the assembly and presentation of facts and texts presented in a local Wiki, to more analytic/interpretive work leading to original research.
- 4 Precis = 4 x 5 % = 20% of grade
- http://www.1968conf.org = 10% of grade for attendence
- Wikipedia entry in the class theory wiki = 20% of Grade
- Final Product: Abstract = 10% of grade
- Final project: class presentation (7 pp.) plus 15 page research paper = 40% of grade (paper not required for CR/NC)
C L 382 • From Scholar To Teacher
TTH 1230pm-200pm BUR 232
(also listed as
GER 397P )
How does one teach literature, film, linguistics, interdisciplinary work, or cultural studies? And why should a scholar care about teaching? The courses typically taught or graded by students in graduate school often seem far removed from the scholarly enterprise. This course will help graduate students in any area of the humanities combine their dissertation and/or specialty research interests with their future careers as scholar-teachers or teacher-scholars.
The course is structured around the assumption that successful scholarship within a discipline can and must ground effective teaching at all levels; it will introduce graduate students in any field to the issues surrounding course development in today's higher education and will work through best practices in course design.
By the end of the semester, each student will have a course designed for one level/setting of their choice, with a plan to adapt it for a second level/setting, and a sketch of a teaching philosophy appropriate to that discipline and setting -- the core of a teaching portfolio for an area studies course that can tie a preferred scholarly profile to the practical contexts of academic employment.
The first section of the course will outline what it means to design a course in reference to:
- disciplinary factors such as norms for research, writing and presentation; the relation of area studies theories to disciplinary epistemologies and to disciplinary literacy beyond an individual research project
- institutional factors such as curricular initiatives, mission statements, current arguments about the purpose of education
- teaching and learning models (student-centered classrooms, learning styles, flipped classes, cognitive style issues)
- assessment and accreditation
- expectations for use of assets and strategies associated with digital humanities.
The second section of the course will revisit these issues from a practical perspective, where each seminar participant will start with a course proposal and in successive presentation work through an entire syllabus, assignment, and assessment plan for that course.
Many assignments will combine reflective writing and research in disciplinary contexts and on professional organizations relevant to those contexts, along with formal presentations of elements of the class under development.
NO PRIOR WORK IN PEDAGOGY REQUIRED (beyond a basic 398T or equivalent). Students specializing in SLA, writing studies, or pedagogy should expect to design a content-course, not a language or writing course like the 506 or E 306 courses at UT.
Approximate grading schema:
10% course description proposal
10% research on discipline
20 % syllabus and materials
10% teaching philosophy
10% assignment structure
10% assessment plan that can lead beyond the individual course
30% reflective assignments, including a justification of why and for whom the course is planned
C L 381 • 20th-C Grmnophn Thought/Nexes
TTH 1100am-1230pm BUR 232
(also listed as
GER 382N )
"German" thought and intellectual history, like any other type of history, is a questionable construct. This course will be designed to introduce several critical moments in that history, mainly from the latter twentieth century, as a way of situating this body of twentieth-century thought as a transnational nexus rather than a national project. By tracing how the theorists, their work, and their students migrated, we can recover points of contact that elucidate the political and epistemological weight of projects that have mutated within their new national contexts.
The point of this course is twofold:
- To provide an environment to read and discuss a set of texts at the gorder of philosophy and theory that are central to the twentieth century
- To outline a context for 20th-century thought beyond the nationalist paradigm that fails in light of the era's intellectual migration, and thereby to open new opportunities for understanding these seminal texts.
Readings will include the following (some in brief excerpt, some in fuller versions):
- Freudianisms: Mitscherlich, Horney, Fromm, Erikson
- Existenzphilosophie/Existentialism: Jaspers, Heidegger, Sartre, de Beauvoir, Chardin, Bloch
- Sociology/Frankfurt School: Ralph Mannheim, Norbert Elias, Horkheimer, Adorno, Habermas, Luhmann,
- Sociology/Anthropology/History: Gregory Bateson, Wilhelm Wundt, Kosellek,
- Philosophy of Language: Wittgenstein, Speech Act theory, Cassirer (philosophy of symbolic forms)
- Philosophy of Science: Teilhard de Chardin, Neurath, Mach, Foucault
- Art History: Alois Riegl, Gombrich, Panofsky, Benjamin, Bourdieu (Habitus), Aby Warburg
- Political philosophy: Marcuse, Hannah Arendt, Cassirer, Karl Popper, Lukacs
This course requires no background knowledge, but just a willingness to confront a diverse body of texts in philosophy/theory/thought. Knowledge of German is helpful, but not necessary; virtually all texts are available in English.
Final project: Annotated bibliography on one area of theory (to be discussed with instructor) that will further the student's individual goals = 25% of grade
Short interpretations = 5 @ 10% each = 50%
Short paper (in the nature of a Wikipedia article) documenting the roots and transmission of a problem/body of texts/ author's work (etc.) transnationally, with the goal of establishing a provenance for a body of work relevant to the student's project = 25%
C L 385 • Hist Thry: Building Thry Canon
TTH 1230pm-200pm BUR 128
This course will aim to provide a reasonably representative introduction to literary theory from Socratic texts through Augustine’s important contributions into the late nineteenth century. Throughout the course we shall have a double emphasis: grappling with the original historical goals of these works and detecting the way in which the problems they address continue to define the terms of modern theoretical debates so as to remain pressing today. Particular attention will be paid both to the Platonic attack upon poetry and rhetoric, particularly in the course of his remarks about tragedy, and to Aristotle’s complex and multiple responses. The Roman revisers of the Greek inheritance will be viewed as a first reception, to be followed by several examples drawn from the Renaissance and from the eighteenth and nineteenth centuries. The later texts will draw out implications from the classical material of India, Japan, Greece and the Hebrew tradition in ways which inflect the material for particular aesthetic and ideological purposes. We shall be especially interested in the flurry of theoretical activity throughout the nineteenth century as the aesthetic and philosophical apparatus attempts to cope with the very real implications of the century: industrialism, empire, the decline of metaphysics, etc. A final gesture will be made towards the implications of this historical trajectory for the twentieth century.
Hazard Adams, Critical Theory Since Plato (HBJ, 1992)
Reader, available from Speedway, Dobie Mall, 2nd Level (469-5653)
All texts will be available in the original languages as well as in suitable English translations. Students are encouraged to read texts in the original where possible. Selections will be drawn primarily from Hazard Adams, Critical Theory Since Plato with additional texts such as selections from the Natyasastra; Midrash, Tacitus, Dialogus, Giraldi Cinthio, Internal Discourse; Du Bellay, Defense and Illustration; Diderot, Rameau’s Nephew; Schiller, Naïve and Sentimental Poetry; Kleist, “On the Marionette Theater;” Shleiermacher, “1819 Lectures on Hermeneutics;” Derrida, Dissemination; Baudrillard, Simlulations.
C L 382 • States Of Exception, Theories
TTH 1230pm-200pm BUR 234
(also listed as
GER 382N )
This course imagines modern political thought through the lens of 19th and 20th century German thought and political experience as the crucible for particular analyses of the political as such -- not necessarily theories of state or justice, but pragmatic analyses of the political as states of being. These texts are often complicated by their relationships to particular historical moments, from Bismarck's Kulturkampf and Germany's unique path to colonialism in Africa, through the Third Reich and Europe's responses to this industrialized genocide and its unthinkability (including existentialism and Existenz-Philosophie). German history and thought inspired by it are reemerging as significant political documents in an era of post-nationalism.
This course pursues core German texts on the political as a state of being, and its resonances beyond Germany's borders. It will take up how German thought (starting with Marx, Schmitt, Clausewitz, and Weber) created modalities of political ratiocination that transmitted transformative theoretical concepts to the globe, and an image of politics centered around the individual, violence, social isolation, and revolution, rather than around governmentality. A mixture of texts from German and French sources (the latter particularly colored by the Second World War) will map this particular approach to the "political" and how it resonated abroad. The unique political experience of a nation never organized like a modern nation-state signals a complete reconceptualization of what the global political sphere.
This course will combine readings of excerpts with lecture, and with an evolving project in the historiography of intellectual history. As it presents issues raised at various political moments in or in response to German history, it will highlight problems of periodization and canonicity raised by the assumption of a "German" tradition of political thought that actually originated in a nation-state with radically multiple political identities, a discontinuous political entity unlike that posited in most theories of politics and governmental from France and England. The goal is to help students identify what disciplines these texts belong to and the voices of the contemporary debates concerning them.
All text will be available in English, but it will be expected that students working in German or French use editions in the original languages in their papers and as part of their bibliographies.
- Clausewitz, On War (war as economic and technological engagement)
- Kant, Perpetual Peace
- Karl Marx, Communist Manifesto, The Civil War in France
- Nietzsche, Birth of Tragedy
- Max Weber, Protestant Ethics and the Spirit of Capitalism
- The cases of Belgian and German colonialisms and technologies of violence (Isabel Hull, Absolute Destruction: Military Culture and the Practices of War in Imperial Germany, and Adam Hochschild, King Leopold's Ghost)
Moving into the Modern State: Weimar through the Third Reich
- Carl Schmitt, On Dictatorship, The Crisis of Parliamentary Democracy, The Concept of the Political
- Benjamin, Theses on the Philosophy of History, Origin of Tragedy
- Adorno/Horkheimer, Dialectic of Enlightenment
- Adorno, et al. The Authoritarian Personality
- Paul Tillich, The Interpretation of History
- Roger Caillois, exceprts from College of Sociology volume
Responses to Nazism and the Experience of Totalitarianism
- Martin Heidegger, Letter on Humanism
- Karl Jaspers, Philosophy of Existence
- Simone de Beauvoir, Ethics of Ambiguity
- Jean-Paul Sartre, Being and Nothingness
- Hannah Arendt, Totalitarianism
Later Responses: Re-Thinking the Totalitarian-Military-Industrial State
- Jean-François Lyotard: Heidegger and "the jews", The Political Ontology of Martin Heidegger
- Klaus Theweleit, Male Fantasies
- Georges Bataille, Accursed Share
- Pierre Klossowski, Sade, My Neighbor
- Giorgio Agamben, States of Exception, Homo Sacer
- Zizek, Badiou, Sarah Kofman
- Four précis assignments (one-page analyses, one for each section of the course) = 4 x 5% = 20% of the grade
- Project proposal: statement of what aspect of "the political" pertains to one's own work and what "the canon" of that aspect of the political will be = 10% of grade
- Annotated bibliography: Assembling the canon of the chosen thread of intellectual history (primary and secondary texts) = 20% of grade
- Short essay (abstract plus conference-length paper): Arguing a single text (or small group of related texts) as part of a German and European tradition = 20% of grade
- Final project: Topic in consultation with Professor; formal academic paper of 15-20 pp, arguing for the applicability/salience of some theory texts in understanding an artifact of culture or a moment in history, capitalizing on the bibliography and short paper = 30% of grade
C L 323 • Squaring The Vienna Circle
TTH 1100am-1230pm BUR 337
(also listed as
EUS 347, 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]).
C L 382 • Global & Globalizing Cultures
TTH 1230pm-200pm BUR 234
Scholarly prejudice says that empire-building is part of the Enlightenment project and a eurocentric phenomenon related to modern capitalism. Michael Hardt and Antonio Negri's Empire, however, has opened our eyes to the possibility that the empires rising from European colonization since the early modern period might be only some forms of a more general property of nation states.
This course will take on the project of Empire as a force for culture, not just nation-building, and as a globalizing force in medialization. To establish new ways for thinking about empires in terms of culture transfer, medialization, and transnational literary and culture studies, case studies drawn form moments of cultural contact within imperial frameworks will be interrogated as to what kinds of cultural capital are involved and how that capital is transacted. In other words, it will focus on the cultural mechanisms of Empire in order to attack myths about cultural dominance and hegemony that have guided our scholarly work at least since Said's Orientalism and Kirkpatrick Sales' work on first contact in the Americas.
After an introduction to the phenomenon of Empire using Hardt and Negri's work, he first part of the course will be devoted to explorations of how specific cultural capital functioned in particular empires, including:
- Islamic Empires in Europe (Ottoman Empire, Moors in Spain)
- The Holy Roman Empire (a Catholic empire)
- Habsburg Empire (in the New World and in the Balkans)
- Orientalism in Europe (eighteenth-century luxury goods transfer)
- World literature (scholarly empires, international prize networks)
- Media empires (global film production, early Broadway)
In each case, one or more categories of cultural objects will be traced from a source to a target within an imperial formation -- either a political empire, or a more metaphoric one. Each case study will be contextualized in history.
The second part of the class will be devoted to addition theory readings and to students' work on their own projects involving imperial cultures. It will be constructed as a work-in-progress seminar, interrogating how research and interpretation in cultural studies is to be conducted. That research will be conducted and submitted in stages. The overall goal is to help students figure out the map of the cultural and political forces beyond the nation-state that are determining of world culture -- and not only in terms of marginalization and hegemony.
History and theory readings will be available on Blackboard; specific cultural artifacts (usually literature and art, but sometime architecture) will be chosen as centers of cultuat studies. Each case study will also be represented by the secondary literature which has canonized it into scholarly studies.
Assignments and Grading:
3 precis = 3 x 5 % = 15 % of final grade;
abstract = 10% of final grade;
research plan = 20% of grade;
class presentation = 20% of grade;
final paper = 35% of grade
C L 382 • The French Connection
TTH 1230pm-200pm BUR 234
(also listed as
GER 392 )
GER 382: The French Connection: German Theory in Comparative Contexts
Semester: Fall, 2010 TTH 12:30-2, BUR 232 Unique 37880 (= CL 382 unique 32970)
Office: BUR 320 Office Hours: T 12-12:30 and by appointment
Contact: firstname.lastname@example.org (512-232-6363)
This course is designed to correlate the emergence and adaptation of major streams of 19th and 20th-century criticism with specific cultural/political/social agenda of their contexts. The goal is to take a comparative approach to theory, to show how philosophical models adapt under institutional pressures over time -- the fundamental problem of an historical epistemology. In particular, we will stress how tacit problems remain when nineteenth-century German philosophical models are reintroduced into twentieth-century contexts (particularly in France, but also in Germany and the United States).
This course will focus on how to read theory comparatively and diachronically, instead of internationally and synchronically, working with theory as philosophical interpretive models undergoing national adaptations in a "source and target" model or what has come to be called a project of historical epistemology, correlating scientific knowledge with a cultural context. It will reveal the secret of the 20th century theory project: most, if not all, contemporary theory sources back to six to seven Germanophone philosophers.
Over the course of the semester, each student will be responsible for building up their own philosophy/theory project. Ideally, students should have a reading knowledge of German and French for this course; practically, most major texts are available in translation, and will be on reserve.
- First writing assignment = 20 % of grade
- 3 précis x 5% of grade = 15 % of grade
- Second writing assignment (abstract) = 25% of grade
- Final paper or bibliography = 40% of grade
- Plus/minus grading will be used.
C L 382 • Fundamentals Of Scholarship
TTH 1230pm-200pm BUR 234
(also listed as
GER 389K.1 )
cross list with C L 382. 33445
Complete syllabus materials attached to this page as pdf.
GER 389K.1 Fundamentals of Scholarship = x-list CL382
Instructor: Katherine Arens email@example.com
Office: Burdine 320; Hours W 9-11 and by appointment
This course is designed for beginning graduate students, to introduce the various branches of literary, linguistic, and cultural studies today, in the context of the national literatures and for comparative literature.
The first section of the course focuses on today’s professions of teaching and research in languages and literature; it introduces literary, linguistic, and cultural studies as professions and as areas of scholarship. Intertwined with this introduction of the major subject areas will be systematic work on bibliographic and reference sources, professional organizations, journals, and conferences. The goal of this introduction is to aid students in developing efficient research strategies and to familiarize them with basic reference tools; students will work on evolving their own lists of professional tools as they go along.
The second section of the course is an introduction institutions of higher education, and how they function and will affect your career. The third section of this course introduces major streams of literary and cultural theory (including some kinds of linguistics), as they can be used to analyze the texts and artifacts at the basis of literary, linguistic, and cultural studies.
Throughout the course, students will be working on entries on the Texas Theory Wiki (http://www.laits.utexas.edu/wiki/theory), as practice in research and basic writing, and in order to familiarize themselves with basic areas of literary, linguistics, and cultural studies.
Assignments and Grading:
Personal Bibliographic Wiki Page = 10% of grade
CV and Personal website on WEBSPACE = 10 % of grade
3 Wiki articles @ 10% each = 30% of grade
Set of Wiki annotations = 5 % of grade
Two précis, due as indicated on syllabus = 2 x 5% of grade = 10% of grade
Two end of semester portfolios = 25% of grade
Online comprehensive final = 10% of grade
**NOTE: for assignments other than the in-class final, full credit will be given for appropriate work done on them, not for any “correct” or exhaustive answer. Conversely, points will be deducted for answers that do not address the full scope of the assignment, or that simply do not make an appropriate attempt to identify and fulfill the tasks set in the assignments.
More time spent will not necessarily mean a better grade, since you will be graded on quality and logic rather than on sheer quantity.
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.