2: Towards a Theoretical
Vocabulary: In reader from Copy Central
on Bancroft down through selection from
de Sousa, xerox p. 143. These readings present
some different ways of talking about emotions
that we will attempt to organize in class
by focussing on what issues cause debate
and how we might formulate the basic problems
3. For the first half of
this class two or three participants will
write to the others by e-mail before Friday
telling them what literary texts or works
of art they have chosen as a way of using
or problematizing the readings and discussions
from the last class. These people will then
lead discussion during this class. It might
be useful if we choose most of our examples
from the texts I have ordered, but I do
not want to make those the exclusive sources,
or even literature the exclusive medium.
If the works are not easily available we
will set up a drop box in the Graduate Reserve
Reading Room. For the second half of the
class we will discuss limitations developed
from within Anglo-american philosophy of
the now dominant cognitivist views of emotions.
And we will take up the question of taxonomies
of emotions in order to try alternative
versions of emotional dynamics. Reader down
through Descartes, xerox p. 193 (be sure
to read the Moran essay especially carefully).
(Walton in Emotions and the Arts
responds to this essay.)
4. Again two or three presentations
for the first half of class. Second half
will concern itself with how to handle the
imaginary dimension of emotions that is
one factor making cognitive accounts problematic
(others are the issue of the relation of
emotions to values and emotions to boundaries
of subject positions). Readings will be
from Nicholas Luhman in reader (mislabelled),
xerox pp. 264-76, and as much of Richard
Wollheim as you can read (he is very readable).
For reasons I can explain, the Wollheim
text is available only as a single typescript
text that you will have to make your own
xerox of. It is on the reserve shelf that
I hope will be in the new Graduate reading
room in Doe.
5. Again two or three presentations.
Second half of class will be devoted to
phenomenological critiques of both cognitive
and imaginary frameworks. I am treating
Gilles Deleuze as a phenomenologist for
this experiment, so please read at least
chapter 5 of his Difference and Repetition.
You can pick up the basic logic of the book
from the opening and conclusion of the first
chapter and beginning of the conclusion.
In addition please read in reader from Smith
to Cataldi, xer pp. 194-263.
6. Again two or three presentations.
Discussion will focus on various readings
about the relation of emotions to theories
of value, especially in the domain of aesthetics.
Please read the rest of the reader and in
Emotions and the Arts essays by Levinson,
Walton, Sparshott, Livingston and Mele,
and de Sousa.
7. I see this week as largely
time to catch up and see if we can agree
on working paradigms or formulations of
problems that will be provocative. We will
have the opening presentations again, and
readings will be essays of mine on Hegel
on force, on Eliot, on Stevens, and on Mei-Mei
Berssenbrugge which by then I hope to have
on my web site.
8-15. The rest of the seminar
will consist of two participant presentations
per class. Those performing will select
and text and make it available (if it is
difficult to get) by Friday before class.
They will then present a twenty minute conference
paper. There will be one or two respondents
who will spend just ten minutes indicating
what aspects of the paper might create problems
or require further thought, and then the
group will have to sustain conversation.
I assume that the final paper will learn
something from these conversations. It will
be crucial to the class that we all read
whatever the person is writing about.