Individual, Polis and Society - University of Warwick
INDIVIDUAL, POLIS AND SOCIETY Mark Philp COURSE PLAN Lectures and classes Bibliography Primary texts and multiple texts Preparation Fieldwork trip
Office hours Mondays 2-3; Fridays 11-12 . assessment. Assessment The assessment for this second-year module is as follows: 1 x 1,500 word essay (10%) Deadline T 1, week 5 1 x 3,000 word essay 40% Deadline Term 2 Week 5 1x two-hour exam (40%) Oral Participation/Engagement 10%
1st essay will be analysing the self-reflection and self presentation of a diarist - how do they represent themselves to themselves to the reader, anxieties, self-deceptions, how they see others and compare themselves in what they think their distinctiveness consists, how they treat others and reflect on how they are treated, how they rationalize their actions , their feelings of guilt, shame, triumph, pleasure. Etc. 2nd essay will be open to negotiation but will look at some aspect of political and social thinking in the period
The exam will cover the lot Oral participation is partly just that (with summary assessment by you at end of each 5 week period but also want people to expect to do a short 5 minute presentation to their seminar in one of the weeks ASSESSING SEMINAR CONTRIBUTION:
B1. Tutor awards a mark (and feedback) each for the half term module based on seminar contribution and presentation (2-3 in the year). AND B2. Students self-evaluate their own seminar
contribution and/or online engagement for the whole module, giving themselves a mark and explanation of their mark. Marks are adjusted if necessary and tutor gives brief feedback. ORAL CONTRIBUTION MARKING CRITERIA 1st The student engages in both large and small group discussions [and, if applicable, online] with very clearly expressed oral contributions that demonstrate excellent understanding of the readings and the wider significance of the
seminar questions. The student is able to engage with historiographical and methodological issues raised by the reading or seminar questions. The student provides well-evidenced and persuasive arguments in response to questions or source analysis. The student asks questions, or makes contributions, that extend the discussion. In discussion with others, the student demonstrates a high level of respectfulness and inclusivity. [If applicable, the student is able to critically reflect on and accurately evaluate their seminar performance] 2.1 The student engages in both large and small group discussions [and, if applicable, online] with clearly expressed oral contributions that demonstrate
understanding of the reading and the seminar questions. The student is able to identify, and may be able to explain, historiographical and/or methodological issues raised by the reading or seminar questions. The student provides evidenced arguments in response to questions or source analysis. The student may make contributions that extend the discussion. In discussion with others, the student demonstrates a good level of respectfulness and inclusivity. [If applicable, the student is able to reflect on and accurately evaluate their seminar performance] 2.2 The student may engage only in small group discussions [and, if applicable, online] with contributions that demonstrate understanding of the reading and the
seminar questions. The quality of their oral expression may be limited. The student may be able to identify historiographical or methodological issues raised by the reading or seminar questions. The student provides answers in response to questions or source analysis that may be fact-based or descriptive rather than interpretive. In discussion with others, the student demonstrates a reasonable AUTOBIOGRAPHY/DIARIS/SELFREFLECTION Diaries and journals Retrospective accounts
Private vs publication Precursors AUGUSTINE But I still postponed my renunciation of the Worlds joys, which would have left me free to look for that other happiness, the very search for which, let alone its discovery, I ought to have prized above the discovery of all human treasures and kingdoms or the ability to enjoy all the pleasures of the body at a mere nod
of the head. As a youth I had been woefully at faultI had prayed to you for chastity and said Give me chastity and continence, but not yet. Plato Republic IV, 440 Leontius and the bodies MONTAIGNE Of Experience (Book III) But is there anything so sweet as that sudden change, when from extreme pain, by the voiding of my stone, I come to recover as if by lightning the
beautiful light of health, so free and so full, as happens in our sudden and sharpest attacks of colic? Is there anything in this pain we suffer that can be said to counterbalance the pleasure of such sudden improvement? How much more beautiful health seems to me after illness, when they are so near and contiguous that I can recognize them in each others presence in their proudest array, when they vie with each other, as if to oppose each other squarely! WOMENS AUTOBIOGRAPHY AND DIARIES Teresa of Avila Bernini, St. Maria della Vittorio
THE FOUR STAGES OF THE ASCENT OF THE SOUL: 1. MENTAL PRAYER 2. DEVOTION OF PEACE SURRENDER TO GOD 3. ECSTATIC STATE OF ABSORPTION IN GOD 4. DEVOTION TO GOD CONSCIOUSNESS OF BODY DISAPPEARS JOHN BUNYAN 1628-1688
As for my own natural life, for the time that I was without God in the world, it was indeed according to the course of this world, and the spirit that now worketh in the children of disobedience (Eph 2:2,3). It was my delight to be taken captive by the devil at his will (2 Tim 2:26). Being filled with all unrighteousness: the which did also so strongly work and put forth itself, both in my heart and life, and that from a child, that I had but
few equals, especially considering my years, which were tender, being few, both for cursing, swearing, lying, and blaspheming the holy name of God. Yea, so settled and rooted was I in these things, that they became as a second nature to me; the which, as I also have with soberness considered since, did so offend the Lord, that even in my childhood he did scare and affright me with fearful dreams, and did terrify me with dreadful visions; for often, after I had spent this and the
other day in sin, I have in my bed been greatly afflicted, while asleep, with the apprehensions of devils and wicked spirits, who still, as I then thought, laboured to draw me away with them, of which I could never be rid. MEDIEVAL AUTOBIOGRAPHY AS THE SEARCH OF THE SOUL FOR SIN John Flemming: modern autobiography is grounded in subjectivity (the writers
consciousness and individuality) and expression(the artistic presentation of subjectivity). Early autobiography, on the other hand is generally grounded in exemplarity (a demonstration of the generalized meaning of a particular life in its illustration of a broad human or transcendental truths.. COMPARATIVE SELF-EXAMINATION Does Pepys think like us? Does he think like his predecessors?
How do we tell? Varieties of self as other: detachment, control, fascination; disgust; shame; guilt Varieties of self expression: I am what I am What is admitted, what not? What is hidden from them? What is idiosyncratic to the writer what is symptomatic of wider trends SELF AND NOT SELF
WILLIAM UPCOTT New Years Day 1803 I never remember beginning a year with more unfavourable symptoms than the present. When I awoke at 8 oc my body was in pain, and my minds full of spleen and peevishness owing to the tooth ache- which has grievously tormented this poor tenement of mine for the past two days. I could have quarrelled with a stone had it lain in my way. Providence may have wisely ordered it, to convince me of the mortality and the frailty of human nature. This splenetic fit continued the whole day I well know I should strain against the humour as much as possible + will check it when it rises - but too often nature will prevail as it has done today.
Business very dull, which occasioned E to draw furrows on his brow, and added a wrinkle or two on mine. I felt no sort of inclination either for reading or writing drew up the outline of a letter to my sister, but made no further progress. Time, as must be supposed hung heavily went to bed at 12 with my face much swelled, but less pain. IPS WEB-PAGE RESOURCES Dudley Ryder early 18th C Benjamin Franklin c 1780s James Boswell - 1760s
David Hume - 1770s William Upcott 1800s Sharon Turner 1790s Laurence Sterne 1760s Montaigne (1580s), Montesquieu (1740s), Rousseau (1770s) BENJAMIN FRANKLINS VIRTUES
FRANKLINS 13 VIRTUES Temperance. Eat not to dullness; drink not to elevation. Silence. Speak not but what may benefit others or yourself; avoid trifling conversation. Order. Let all your things have their places; let each part of your business have its time. Resolution. Resolve to perform what you ought; perform without fail what you resolve. Frugality. Make no expense but to do good to others or yourself; i.e., waste nothing. Industry. Lose no time; be always employ'd in something useful; cut off all unnecessary actions. Sincerity. Use no hurtful deceit; think innocently and justly, and, if you speak, speak accordingly. Justice. Wrong none by doing injuries, or omitting the benefits that are your duty.
Moderation. Avoid extremes; forbear resenting injuries so much as you think they deserve. Cleanliness. Tolerate no uncleanliness in body, cloaths, or habitation. Tranquillity. Be not disturbed at trifles, or at accidents common or unavoidable. Chastity. Rarely use venery but for health or offspring, never to dullness, weakness, or the injury of your own or another's peace or reputation. Humility. Imitate Jesus and Socrates. FRANKLIN Beer is living proof that God loves us and wants us to be happy.
"Behold the rain which descends from heaven upon our vineyards, and which incorporates itself with the grapes to be changed into wine; a constant proof that God loves us, and loves to see us happy. or Letter to Morellet On parle de la conversion de leau en vin, la nce de Cana, comme dun miracle. Mais cette conversion est faite tous les jours par la bont de Dieu, sous nos yeux. Voil leau qui tombe des cieux sur nos vignobles, et alors elle entre dans les racines des vignes pourtre change en vin. Preuve constante que Dieu nous aime, et quil aime nous voir heureux. CHANGING IMAGINARIES, CHANGING
WIGS AMOUR DE SOI/AMOUR PROPRE THE SOCIAL CONSTRUCTION OF IDENTITY TYPES OF DIARY WILLIAM GODWIN DIARY:1756-1836
JUNE 29 1812 JOSEPH FARINGTON 1747-1821 29 JUNE 1812 HENRY CRABBE ROBINSON 20 JUNE 1812
29. This day I shall long remember. It was the day of the interment of M rs Becker I attended as one of the Mourners And I had never been present at a funeral before. I went in a Mourning Coach with Allingham & Haydon. At the house I found a larger number collected than I had any expectation of seeing Or than I think proper on such an occasion; but funerals are more numerously attended in Germany than in England. I went in the first Coach with M r G. B., Alfred, Dalgas, Barker & Aders Three other coaches followed. There were about 20 persons in all. The burial was in Hackney Church Yard. The church Service was impressively delivered And I felt the general beauty & force of the form. Every one seemed to feel strongly the merits & excellence of the deceased. I returned to the House Where I found Miss Lewis & Mrs Barlow in deep sorrow. I walked to the City with Aders. Calling on M r Sam:
Robinson I was induced to dine there, though in no mood for society. Indeed my dinner with him was not festive. Returned home to tea; After which I called with Thomas on Anthony Robinson. Thomas was pleased with A. R. Afterwards the Lambs and Gooden came & supped with us. I never enjoyed Lambs company less. A dull rubber at Whist was followed after Supper by forced runs & fun on his part. An old lady, it seems, has promised to give him a freehold. He joked unceasingly on his importance as a freeholder And we had not a change of the subject, till I stole away to bed, after it was late. Mem: Mrs Siddons left the Stage this Evening.
ELIZA SOANE 1812 April 1 Wed Mr S out of town, had a little dance 4 Gave M a shawl and Ann a piece of cloth 9 James Cutler and Thomas Young came to live August 9 Sunday Mr Soane fetched me back from Chertsey after staying there 3 weeks and 5 days Aug 13 Thurs Walked in the Bedford
14 Frid - sent Cofee, sugar etc SEMINAR Assignment for August/September This week will examine some of the diary writing of Samuel Pepys, Dudley Ryder, James Boswell, and Fanny Burney, and consider also more public facing reports of the self, such as Rousseau's Confessions and Benjamin Franklin's Autobiography, or the more novelistic Sterne's Sentimental Journey, or Mackenzie's Man of Feeling. Each of the former group kept an extensive diary, recording events and their reactions, but also exploring their internal and their social life, their bodily states and desires, their social status and intellectual anxieties, and so on. Who were these diaries written for, and for what purpose? And what were Rousseau and Franklin doing in setting out their lives for a public readership? How far are we witnessing a form of largely non-religious
internal reflection in which the body and society are accepted and indulged as having their own imperatives and pleasures; how far is this an exploration of the changing character of masculinity in the enlightenment world; and how far is it an attempt to gain some sense of self in a world experienced as other and in which place and standing cannot be assumed? It is also worth getting a sense of the contrast between such writing and that of, for example, John Bunyan in Grace Abounding or Pilgrim' Progress. Assignment for September Before the start of term all students should read a year of at least two or three of these diaries (Pepys, Rider, Bosewell, Burney) Pepys's is available online (see below). And dip into either Pilgrim's progress or Grace abounding to compare the style and concerns James Boswell, London Journal 1762-3 (3 copies in the Library PR3325) see extract including brief sections from Montaigne, Montesquieu, Hume and
Rousseau here Rousseau's Confessions: http://www.gutenberg.org/files/3913/3913-h/3913-h.htm see short extract in Boswell extract William Upcott - transcription of a ms Diary in the BL 1803-7 see here Sharon Turner - transcription of diary of a ms in the BL 1794-5 see here The following are items that, if you are interested in autobiography and self-analysis, might form the basis for essay work. Franklin Autobiography: http://www.gutenberg.org/files/20203/20203-h/20203-h.htm see short extract here Laurence Sterne, Sentimental Journey - http://www.gutenberg.org/ebooks/804 Henry Mackenzie, The Man of Feeling - http://www.gutenberg.org/files/5083/5083-h/5083-h.htm
WEEK 2 SEMINARS Womens self analysis Wollstonecrafts Vindication; Memoirs of Emma Courtney Secondary literature: Faramerz Daboiwala, The Origins of Sex (2012) Vivien Jones (ed) Women in the Eighteenth Century (1990) Ruth Perry, Novel Relations (2004) SLEEPING BEAUTY Sun Moon and Talia,by Giambattista Basile, published in 1634 (the wife).
Calvinos Sleeping Beauty and her children (Mother). Perrault, (the mother); Grimms Briar Rose (Happily ever after) Adult or Child orientated? Dangers to children Illustrations
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