Last year, I posted the titles of all the papers on British Literature that were presented at MLA 2003.
This year, I’m doing it again. Why? Because people in the press and in the blogosphere tend to pull out a few paper titles, argue that they’re silly or worthless, and then imply first that most of the papers at MLA are silly or worthless and second that contemporary scholarship in language and literature is.
It makes for amusing commentary.
But not only is such commentary intellectually shallow (mocking paper titles? please); it’s demonstrably wrong. As I wrote last year, the majority of papers presented at MLA are “the kind of interesting work one would expect scholars of language and literature to be doing.”
Category Archives: language-and-literature
mortality of the humanities
“When the academic humanities are finally, definitively destroyed by the studied, self-important irrelevance of theorists’ dogmatically inaccessible progressivist stance, no one will be able to complain that there were not cogent warnings of what was to come.” –Erin O’Connor
If the academic humanities are finally destroyed–and reports of this impending destruction are greatly exaggerated–it will not be because of theorists. Death will come when people finally give in to the notion that institutions of higher education should be financially profitable enterprises run like corporations, and when they give in to the notion that the purpose of higher education is to allow those who partake of its benefits to earn more money at their jobs. What chance do the humanities have then? It won’t matter if humanities academics are writing like Jacques Derrida or like Cleanth Brooks. All the good writing in the world will not save the academic humanities at that point.
“This thing upon me like a flower and a feast. This thing upon me crawling like a snake. It’s not death, but dying will solve its power … And as my hands drop a last desperate pen in some cheap room they will find me there and never know my name, my meaning, nor the treasure of my escape.” -Charles Bukowski
letter writing in renaissance england
Those of you in the D.C. area might want to stop by this exhibit at the Folger:
This exhibition devotes itself to the myriad processes of letterwriting: the penning, sending, receiving, reading, circulating, copying, and saving of letters. The text of a letter provides one part of the story, while its very tangibility –the ancient folds, the grime and fingerprints deposited by the writer, deliverer, and readers, the broken seals, the ink blots, the idiosyncratic spelling, the location of a signature–tells another. An understanding of a letter’s written and unwritten social signals brings into focus a fuller, grittier, and ultimately more convincing picture of everyday life in early modern England.
(Via WaPo.)
summer institute on franklin
This 2005 summer institute at the National Humanities Research Center looks interesting:
Benjamin Franklin: Reader, Writer, Printer
Led by Peter Stallybrass (University of Pennsylvania)
July 10-15
This seminar will focus upon Benjamin Franklin’s Autobiography, and in particular upon his detailed descriptions of what and how he read from when he was a child, on his material practices as a writer, on his fascination with authorship and anonymity, and on his work in every aspect of the book trade.
neh summer seminar
This summer institute from the National Endowment for the Humanities looks interesting:
THE HANDWRITTEN WORLDS OF EARLY MODERN ENGLAND
Dates: June 20-July 29, 2005 (6 weeks)
Steven W. May, Georgetown College, KY
Faculty: Julia Boffey, Victoria Burke, S. P. Cerasano, A.S.G. Edwards, Mary C. Erler, Margaret J.M. Ezell, Adam Fox, Laura Gowing, Harold Love, Alan Stewart, Paul Werstine, H. R. Woudhuysen
Information: Kathleen Lynch
Folger Shakespeare Library
201 East Capitol St., SE
Washington, DC 20003-1094
202-675-0333
i n s t i t u t e AT f o l g e r DOT e d u
Maybe I’ll apply. I’ll write for more information. What is an NEH Summer Institute?
Institutes provide intensive collaborative study of texts, topics, and ideas central to undergraduate teaching in the humanities under the guidance of faculties distinguished in their fields of scholarship. Institutes aim to prepare participants to return to their classrooms with a deeper knowledge of current scholarship in key fields of the humanities.
Keep this in mind the next time proposals come around (and they will be coming around) to gut the funding for the NEH.
