The Discipline

March 2, 2016 By: Kate Stanley

"The Discipline" explores untold histories of literary study in the twentieth century. What futures for our discipline do these new pasts make possible?

December 21, 2021 By: Melanie Benson Taylor

My subtitle deliberately echoes Houston Baker’s pivotal monograph, Turning South Again: Re-thinking Modernism, Re-reading Booker T, which—when it was first published in 2001—fundamentally altered the course of Southern studies. Beginning with a primal reorientation around the experiences of Black slavery and incarceration, the New Southern Studies went on to perform a sweeping reevaluation of its terms, tropes, subjects, and geographies. Arguably one of the more exciting developments (for me, at...

October 7, 2021 By: Thomas Sorensen

Literature is a protean phenomenon. Nobody seems quite sure how to classify it. Is it an object, immutable and self-contained? Or is it an event that happens when a self makes contact with a line of letters on a page? Nowadays, critics regard the text primarily as a resource. “There’s a lot of useful knowledge here,” we say, and our job is to show how this knowledge can help us in real life. Recently, I have come upon a fourth option. What if the text were an organ of perception, an extension of the body that structures our muddled, all-too-narrow picture of reality?

May 13, 2021 By: Kate Stanley

What resources can literature from the past offer when confronting the urgent present-moment reality of climate crisis? What function should the humanities classroom serve when the future of human life seems increasingly precarious? Anne Raine’s post, “Modernism, Eco-anxiety, and the Climate Crisis,” helped catalyze these questions for me by challenging us “to find ways to make climate change our job.” I’ve been trying to figure out how to meet this challenge in a course I’m teaching on literature and climate justice.

February 8, 2021 By: Benjamin Hagen

I had not heard of ProctorU software until October 1, 2020 when I noticed that several folks on Twitter, whom I follow for their thoughts on pedagogy, had retweeted and responded to the same upsetting TikTok video I had come across earlier that same day. The video shows a young woman, crying, explaining that she had just failed an online exam not because she had been unprepared but because her professor’s surveillance software flagged her as “talking” out loud while taking the exam.

December 29, 2020 By: Katy Ryan

In 1994, Renaldo Hudson was on death row in Illinois. As we became friends, I knew where I stood in relation to the place where the plan was to kill him. I was not interested in starting a book club there or teaching a class. I was not interested in writing an essay on the literature of resistance.

November 17, 2020 By: Heather A. Love

In 1926, Gertrude Stein delivered the lecture “ Composition as Explanation” to the Cambridge Literary Club at Oxford University (fig. 1). The talk couches a description of her own evolution as an experimental author within a broader discussion of history, culture, and art as a series of distinct “composition[s].”As Kristin Bergen helpfully explains, the “multivocal term” composition at once designates “the dominant mode of daily life for a given period and also the production of those who...

June 8, 2020 By: Todd G. Nordgren

How did people learn to be queer in an era before stable identities, lifestyles, or representations of sexual outsiders were readily available or, for that matter, before they even existed?

February 5, 2020 By: Kate Stanley

In my first stab at drafting an inaugural post as the new editor of this forum, I went the Raymond Carver route, writing “What We Talk About When We Talk About the Discipline” across the top of a blank page. When that imagined dialogue hung fire for several weeks, I ventured greater specificity, replacing “We” with “I.” Pronouncements still unforthcoming, I searched my hard drive for toeholds. What have I talked about when I’ve talked about the discipline? My Documents folders returned zero hits for the phrase “the discipline.” I tried again, deleting “the” from the search, which revealed that I have only ever used the word “discipline” as a verb or an adjective—most often to describe the reading and writing habits and practices of the subjects of my first book (Ralph Waldo Emerson, Marcel Proust, Gertrude Stein, Henry James, and Nella Larsen). This lacuna was perhaps predictable: in my early career as a graduate student and then an untenured assistant professor, I was more concerned (and more comfortable) with proffering granular descriptions of literary activity in my field than with scaling up grand claims about the literary institution my studies were constituting

June 20, 2019 By: Alys Moody

In the Modernism/modernity Print Plus cluster on “ Modernism’s Contemporary Affects,” Claire Barber-Stetson writes probingly of the relationship between the precarious existence of graduate students and early career academics in English and the rise of global modernism. She sees the expansion of modernist studies, of which global modernism is perhaps the signal instance, as “driven­—at least in part—by more pervasive precarity in literary studies as a profession,” and worries about the various challenges it poses to modernism as practiced in English departments. “It threatens,” she writes, “to dilute the term modernism beyond critical purchase, to leave graduate students without sufficient institutional support, and to divert resources from other fields, periods, and movements, including contemporary literary studies.”

December 20, 2018 By: Morgan Day Frank

“If it’s secret and elite, it can’t be good,” intones Luke McNamara, played by Joshua Jackson, the guy from The Mighty Ducks and Dawson’s Creek, in the final moments of the now forgotten movie, The Skulls (2000). The line is presented as a hard-earned revelation. Though McNamara, a scholarship student at Yale, is at first seduced by the secret society Skull and Bones, taking a vertiginous journey into its hidden world of power and luxury, he eventually comes to the sobering realization, after surviving a series of near-fatal altercations with its leaders, that the society’s anti-democratic tendencies “can’t be good.” The fact that such a banal revelation is presented as a revelation at all suggests the exhaustion of this bit of common sense. We’ve become tired—as worn out as McNamara is in the scene—of the lesson that secret society stories teach, the lesson that exclusive student organizations are nefarious while the universities that house them are meritocratic and transparent.

October 3, 2018 By: Angus Connell Brown

When a convener adds Things Fall Apart (1959) to their syllabus something strange happens. If all goes well the class will read Chinua Achebe’s novel together, discussions will grow around the colonial history of Nigeria, and textual details will emerge from their conversation. Two systems will touch: context and close reading will intersect. The imperial damages and fugitive traditions of world history will come into contact with the New Critical leftovers of contemporary criticism. What’s...

July 4, 2018 By: Lavelle Porter

The epigraph implies origin. As a literary device it often announces source material for a text, and it is a place where, presumably, the reading experience begins. The epigraphs I have placed above are modeled after the form that Samuel R. Delany uses for his 1995 novella “Atlantis: Model 1924,” which has two literary excerpts at the beginning of each chapter. [1] Four of the five chapters of “Atlantis: Model 1924” contain epigraphs from Robert Hayden’s poem about the trans-Atlantic slave trade, “ Middle Passage.”

April 11, 2018 By: Rachel Sagner Buurma and Laura Heffernan

From this day forward, every time you see the name Roberto Busa invoked as a—or the—founding scholar of either quantitative or computational method in the humanities, we want you to mentally search and replace with another name: Josephine Miles.

January 4, 2018 By: Kate Stanley

What can the acknowledgements page of an academic book reveal to us about the discipline of literary studies? Scholarly acknowledgment is often characterized by the special fulsomeness of its intimate enumeration of gratitude. It’s easy to experience a kind of vertigo when moving from the cozy intimacy of these expressions of thanks to the rigorous delimitations and impersonal critical surveys of the introductory material that follows. What would it mean to close the gap between these modes—to uncordon acknowledgment from prefatory convention so that it infuses more overtly within a monograph’s critical investigations? How might the work of denoting scholarly debts extend beyond a demarcated page to shape the sensibility of a book as a whole?

August 30, 2017 By: Séan Richardson

In the Spring of 2016, I received confirmation that I had been awarded funding to undertake doctoral study that coming October. Overwhelmed, I physically jumped for joy, promptly thumping my skull on the shelf that rested shortly above me. Usually, we bang our heads due to frustration brought about by inertia, but I think about this literal knock as a transitional moment, one which allowed me to cross the battle lines drawn by my desk, seceding from the administrative camp and joining the ranks of graduate school

June 8, 2017 By: Sara Bryant

An early letter from Willa Cather to Zoë Akins in 1914 consists almost entirely of blunt feedback to the aspiring writer. Some representative lines, "This story, my dear Zoe is written to be smart. . . . There’s either got to be real feeling in a story, or an intellectual interest of the highest order. . . .

March 15, 2017 By: Christopher Findeisen

In Mary McCarthy’s 1952 academic novel The Groves of Academe, the protagonist Henry Mulcahy is let go from Jocelyn College, a self-described sanctuary of academic freedom in a world haunted by the specter of Joseph McCarthy. The facts of the matter are undisputed: Mulcahy writes an article for Marxist Quarterly about dialectical materialism in James Joyce, donates money to the Henry Wallace campaign, attends a meeting given in support of dissenting political opinions, and then is informed by his employer that his contract with the college will not be renewed.

December 1, 2016 By: Mark Cooper

As we completed our book on the US research university amidst the political tumult of the last several months, we resisted the urge to add laments, policy recommendations, or vision statements to the growing pile. Instead, we sought to reframe familiar arguments about the university by calling attention to its media, which are so often looked past (or through) by critics of higher education.

May 26, 2016 By: Jonathan Goodwin

Laura Heffernan’s introductory post describes work being done in what she calls the “new disciplinary history.” I have an interest in using quantitative methods to practice disciplinary history. In this post, I explore some of these methods using the archives of Modernism/modernity. The quantitative analysis of a journal has a long history. Sociologists of science, for example, have long used citation patterns to reveal the disciplinary structure of a field.

March 2, 2016 By: Laura Heffernan

In the Spring of 2001, while a graduate student in Philadelphia, I inherited the instructorship for a Temple University continuing education course called, accurately if awkwardly, “Books You Wish You’d Read.” Everything about this gig screamed “easy money,” starting with the course title’s modest past perfect promise — no one, it seems, was expecting me to transform adult students into readers of the classics; all I had to do was turn a few classics into books they had read.
Print Plus Exclusive

Simone Weil and the Text as Organ of Perception

October 7, 2021 By: Thomas Sorensen

Volume 6 Cycle 2

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Literature is a protean phenomenon. Nobody seems quite sure how to classify it. Is it an object, immutable and self-contained? Or is it an event that happens when a self makes contact with a line of letters on a page? Nowadays, critics regard the text primarily as a resource. “There’s a lot of useful knowledge here,” we say, and our job is to show how this knowledge can help us in real life. Recently, I have come upon a fourth option. What if the text were an organ of perception, an extension of the body that structures our muddled, all-too-narrow picture of reality?

I hesitate to call this option new. It’s not. I’ve actually come across it many times, in many different thinkers, but it coalesces most clearly and most recently in the thought of Michael Clune. The work of literature, Clune argues in A Defense of Judgment, is like a blind person’s cane. Just as a blind person senses the world through a pattern of wooden prods and taps, so the reader senses the world through literary texts. It takes a lot of training to perceive the world through a cane; it takes a lot of training to perceive the world through a text. But gradually, arduously, painfully, the object enters the body and elaborates upon our perceptual faculties.[1] Canes and texts, then, are not like other tools. If the carpenter misplaces a wrench or the cook a spatula, they can buy another wrench or spatula and get back to work without skipping a beat. But an unfamiliar cane must tap an unfamiliar world into place. And if it were possible to detach a text, fiber by fiber, from the body of a deep and longtime devotee, imagine how alien life would then appear.

But how, exactly, do texts come to merge with bodies? How do they thread themselves throughout the fabric of our nervous systems? I don’t have a complete answer to this question. It is a complicated, multi-step process. But I can, with the help of the French philosopher-activist-mystic Simone Weil, at least identify what one of those steps might be.

Photo of Simone Weil
Fig. 1. Simone Weil, public domain.

For Weil too, a cane dilates the body’s soft parameters: “Let the whole universe be for me, in relation to my body, what the stick of a blind man is in relation to his hand. His sensibility is really no longer in his hand but at the end of the stick,” and this constitutes “a transference of the consciousness into an object other than the body itself.”[2] These hands, these eyes, this torso, form only one locus in which the mind resides—the nearest and the most familiar. A stick affords an equally hospitable receptacle. Why not, then, a tree or sky or work of art? One possible objection is that trees, skies, and works of art are not tools. Maybe the only reason a cane merges with the body so seamlessly is that we use it. But Weil does not seem to mean that we should use trees, skies, and universes. The process by which consciousness enters an object outside the body must then, be germane but not specific to utility. What is this process, and in what other domains of life is it involved?

When we use a tool, we break it into us: new shoes soften to the shape of our feet—but tools also break us into them. Think of what a violin does to the hands and posture of a violinist. Until my fingers can curl upward from their joints as tight as fiddleheads; until I can wrench my head perfectly in line with my shoulder and keep it there for a long time; and until these contortions feel not only painless but natural; my violin will make no pleasant sound.

Tom Roberts, “The Violin Lesson,” 1889, painting of two boys playing violin
Fig. 2. Tom Roberts, “The Violin Lesson,” 1889

It is our submission to the world, not the world’s submission to us, Weil suggests, that consummates the union of embodiment: “getting hurt: this is the trade entering into the body. May all suffering make the universe enter the body” (Gravity and Grace 141). Weil strikes a sad note here: suffering can imbue us with the universe, but that doesn’t mean it always does. Knives, needles, fists pierce us in the wrong sort of way. We flinch, curl, shiver—all gestures of contraction. I retreat from the world instead of opening myself towards it. So what, then, is the right kind of suffering?

Perhaps Weil has in mind the suffering of beauty, that “joy which by reason of its unmixed purity hurts, a pain which by reason of its unmixed purity brings peace” (Gravity and Grace 150). Beauty hurts, the poets ceaselessly remind us. There’s nothing frivolous or extravagant about it. It breaks and then resets the self as doctors break and reset bones. A friend of mine once confessed that Darren Aronofsky’s Black Swan precipitated an aesthetic experience so intense that he can’t honestly say he enjoyed it, a rapture too overwhelming to be pleasurable. My husband and I recently rewatched Bong Joon-Ho’s Parasite, and the word “entertainment” seems inadequate to its administrations. We did not have fun, we did not enjoy ourselves. Instead, it left us feeling as though we had just come out of surgery. The career-oriented pursuits that had occupied us all day long now seemed trivial. Our habitual frames of mind now seemed complacent and self-absorbed. Any wounds to our pride that we had been nursing now seemed childish and indulgent. Beauty cuts something out of us that we hold dear: the pacifying lull of the mundane, the comfort of a stable bounded ego.

Weil’s word for this kind of suffering is “renunciation”: “The beautiful is a carnal attraction which keeps us at a distance and implies a renunciation. This includes the renunciation of that which is most deep-seated, the imagination” (Gravity and Grace 149). By “imagination,” Weil means our flattering self-images, our dreams of wealth and status. We must hollow ourselves out for the text to inhabit us; and once the text inhabits us, a hollowing inevitably commences. At first, the process is passive. The eyes take in a line, a page, a book, quickly and with ease, and the immediate, pre-reflective enticements weaken our egotistical resistances. Yet it is also possible for us to participate in our renunciation. Insofar as we read consciously, with attention and control, we assent to the text’s aesthetic regimen. Interpretation, analysis, savoring, intensifies and prolongs our experience of beauty. And if intensified and prolonged enough, beauty deepens from an acute to a chronic form of suffering. We shut and shelve Paradise Lost or Emma or Citizen, yet find it follows us through waking life, dogged as any pathology.

The body must change permanently to receive the text. And the text, upon a deep, attentive reception, changes the body forever. What we end up with is something similar to virtue ethics, but also very different. For virtue ethicists, the text functions like a piece of training equipment: by reading Henry James’s The Golden Bowl, we cultivate the virtue of empathy, and empathy is distinct from The Golden Bowl such that another text with comparable affordances could cultivate it just as well.[3] But training equipment does not weld itself into the body. It does not follow us home from the gym. A poem, an essay, a novel, does. It’s the text itself we cultivate and strengthen, the text itself that furnishes political and moral life. Taking Clune and Weil as my mentors, I would not read The Golden to cultivate empathy or, God forbid, critical thinking. I would read The Golden Bowl because it violates the encrustations of routine and extends consciousness into an apparatus of language which can sense things that would be invisible without it.

I cannot say what, exactly, I obtain from the text’s exalted vantage. If I could, the text would not be necessary. And what I obtain is not an isolated scrap of knowledge, a new star appended to the constellation of my worldview. Instead, I put the book down to find that the entire constellation itself has shifted: a new order, a new configuration, has settled around what I already know. Rearrange the furniture, and it looks like an entirely different room; rearrange the facts, values, beliefs, associations, and it looks like an entirely different existence. There are texts so interwoven through my past that they could not depart from memory without taking memory itself along. There are texts so embedded in my life that I’m not entirely sure I could remember how to walk without them.


Notes

[1] Michael Clune, A Defense of Judgment (Chicago: University of Chicago Press, 2021), 67-70.

[2] Simone Weil, Gravity and Grace, trans. Emma Crawford and Mario von her Ruhr (New York: Routledge, 2002), 141.

[3] See Martha Nussbaum, “James’s The Golden Bowl: Literature as Moral Philosophy” in Love’s Knowledge: Essays on Philosophy and Literature (Oxford: Oxford University Press, 1990), 125-147.