Tuesday, January 13, 2009

Some good reading and some good fun

by J J Cohen

The semester begins and every faculty member has a class that is overcrowded or assigned to a broom closet located within an obscure nook of the campus. And who do they think can reduce the number of living students enrolled in their course, or move their classroom out from the janitorial supplies and into some posh penthouse with a view of the Jefferson memorial? That'd be the department chair.

So in lieu of a post, I offer some links. No rhyme or reason behind them: they are simply sites or stories that have struck my fancy.

Saturday, January 10, 2009

Comments feed ...

by J J Cohen

... appears to have been restored. Fond as I am of Nicola's remarks from last June, it is not a bad thing to have them replaced by some more contemporary words in our "Recent Comments" sidebar.

Friday, January 09, 2009

As the new semester roars to life...

by J J Cohen

Herewith the syllabus for my spring semester course "Myths of Britain." It's a large class (78 students registered) that is designed for all students, not just English majors. This is my second time teaching it.

So, what are you teaching this semester?

ENGLISH 40W: MYTHS OF BRITAIN
spring semester, 2009
Professor Jeffrey J. Cohen

Much great English literature turns out not to be so English after all: the action of the epic Beowulf unfolds in Scandinavia; King Arthur was a Welsh king before he was an English monarch; Shakespeare's Tempest takes place on an island in the Mediterranean, but the play is also about the colonization of the New World. "Myths of Britain" looks at the early island within a transnational frame. We explore literature as both art and a way to imagine social and individual identities. Students will enjoy works like Seamus Heaney's version of Beowulf; various versions of the Arthurian myths; the lais of Marie de France; and two plays by Shakespeare.

Our objectives are threefold:
(1) to give you the chance to hone your writing through the careful analysis of literature within its historical context
(2) to introduce you to current methods of studying early England within a transnational frame
(3) to explore the relation between narrating the past and bringing about a desired future, paying close attention to who is excluded from this emergent community

Course format: The course meets twice a week: on Mondays at 11:10 a.m. in MPA 310 for lecture, and on Wednesdays for discussion sections. Attendance at both lecture and section is mandatory.

Required books: (available from the GWU Bookstore)
Beowulf (trans. Seamus Heaney, Norton Critical edition)
Chrétien de Troyes, Arthurian Romances (trans. William Kibler)
Marie de France, Lais (trans. Hanning and Ferrante)
Sir Gawain and the Green Knight (trans. Simon Armitage)
Thomas Malory, Le Morte Darthur, volume 2
William Shakespeare, King Lear (Norton Critical edition)
William Shakespeare, The Tempest (Bedford Case Study edition)

Requirements:
1. Attend lectures and sections; participate in discussions; complete readings and assignments on time.
2. Reading quizzes: Monday lecture sessions will begin with a brief reading quiz. Lateness or absence from lecture is not an excuse for missing the quiz, and quizzes cannot be made up. The quizzes cumulatively take the place of a midterm examination.
3. Writing assignments: Four short but intense writing assignments culminate in a fifth, a 5pp “problem paper.” Detailed information about the assignments will be available in advance, and you will have ample opportunity to discuss the assignments in section.

Policy on lateness and extensions: Except for a documented medical reason, late work will not be graded. You may not take an incomplete for this course.

Academic dishonesty: Academic dishonesty of any kind will be treated as a serious offense. In most cases, you will fail the course. You can find more on the Code of Academic Integrity at http://www.gwu.edu/~ntegrity.

Disability statement: If you feel you need accommodations based on the impact of a disability, contact Prof. Cohen and your TA. Disability Support Services (Marvin Center 242, 994 8250, http://gwired.gwu.edu/dss) is available to assist you.

Grading rubric:
Your grade for the course will be determined by adding together the following:
Attendance at one special lecture (see below) 5
Participation and attendance at section 15
Reading quizzes 25 (12x2 points each)
Four short but intense writing exercises 4 x 5 = 20 total
Final writing exercise 10
Final examination 25
TOTAL POINTS 100

Special lectures:
A focus of this course is how contemporary scholars analyze the literature of the medieval and early modern period. You are therefore required to attend at least one of the presentations that have been arranged through the GW Medieval and Early Modern Studies Institute: David Wallace speaking about "Writing after Catastrophe" in the Marvin Center amphitheatre on 1/30; Lytton Smith talking about monsters, the medieval, and his own poetry on 4/3; Stephanie Trigg of the University of Melbourne discussing the Order of the Garter on 4/24. All of these events are on Friday afternoons. Exact times and places will be announced in class and via Blackboard. Make sure you check in with a TA when you do attend. Coming to more than one lecture will earn you an extra two points on your final average, and will also make you a better person.

Code of Courtesy
Arrive on time with your cell phone silenced. Bring the appropriate book to class. Give the professor and your TA your full attention. Remain in the room until the class ends. Conduct yourself in a manner respectful to all present. Never hesitate to ask a question, to express a doubt, or to request clarification.

Schedule of Readings and Assignments
January 12 Lecture: The Britain in England. Text: “The Wanderer” (handout; also on Blackboard)
January 14 Section: Introductions. “The Dream of the Rood” (please print out a copy via Blackboard and read before section meeting).
January 19 No lecture (MLK day)
January 21 Section: Comparison of opening lines of Beowulf in several translations. Short writing assignment #1 handed out (poetic language exercise).
January 26 Lecture: Beowulf: A Verse Translation, trans. Seamus Heaney lines 1-1798. First assignment due in lecture.
January 28 Section
January 30 Special Lecture: David Wallace, “Writing after Catastrophe: Conceptualizing Literary History and the Boundaries of Europe”
February 2 Lecture: Beowulf: A Verse Translation, trans. Seamus Heaney, lines 1799-end
February 4 Section: Seamus Heaney, “Translator’s Introduction.” Short writing assignment #2 handed out (close reading of passage).
February 9 Lecture: Chrétien de Troyes, The Knight with the Lion. Writing exercise 2 due.
February 11 Section
February 16 No lecture (President’s Day)
February 18 Section: Paper writing workshop on “How to Compose a Successful Problem Paper”
February 23 Lecture: Chrétien de Troyes, The Knight of the Cart.
February 25 Section. Writing assignment #3 (Problem Paper I) due.
March 2 Lecture: Marie de France’s Lais I (“Guigemar” to “Les Deus Amanz”)
March 4 Section.
March 9 Lecture: Marie de France’s Lais II (“Yonec” to “Eliduc”)
March 11 Section. Writing assignment #4 (Problem Paper II) due.
March 16-18 Spring Break
March 23 Lecture: Sir Gawain and the Green Knight
March 25 Section. Critical paper assigned.
March 30 Lecture: Thomas Malory, Le Morte Darthur, pp. 373-532
April 1 Section. First paragraph and prospectus of critical paper due.
April 3 Special Lecture: Lytton Smith (consult Blackboard for time and place)
April 6 Lecture: King Lear, Acts 1-3
April 9 Section
April 13 Lecture: King Lear, Acts 4-5.
April 15 Section
April 20 Lecture: The Tempest Acts 1-3
April 22 Section: Aimé Césaire, A Tempest
April 23 Critical paper due by 5 PM.
April 24 Special Lecture: Stephanie Trigg (consult Blackboard for time and place)
April 27 Lecture: The Tempest Acts 4-5
April 29 Section
TBA Final examination

Quote of the Day: Matthew Salomon

by J J Cohen

What is inspiration if it’s not the sudden recognition in a work of art that, all your life, you’ve harbored deep memories of something that is about to happen? And then, what is the result of such inspiration but a creation that is suffused with gratitude?

–Matthew Salomon, poet

Wednesday, January 07, 2009

Year in Review 2

by J J Cohen

For part one and a prefatory apology, go here.
  • July: I went to Swansea for NCS. This sojourn was only my second to Wales. The first occurred during the backpack trek through the UK that I undertook between finishing my undergraduate degree and commencing study for the PhD. Literary nerd that I was am, I brought a copy of the Wordsworth's "Tintern Abbey" to read at, um, Tintern Abbey. Which I did. Ah those steep woods and lofty cliffs / And that green pastoral landscape. Ah. On this most recent trip, however, I didn't do anything quite so romantic ... but I did stay in a gulag. [serious conference write-up here]
  • August: During a troubled time, I thought about friendship.
  • September: So much of my energy was absorbed into departmental administration that I fear the fall semester of 2008 marks a low point in my teaching career. I had only one class, "Chaucer," which I can teach blindfolded and juggling cupcakes, but I don't ever want to be the kind of teacher who executes a course while on autopilot. I tried nothing especially new, I didn't introduce any radical interpretations, and (worst of all) I did not get to know my students as well as I would have liked. The course was in no way a disaster: according to the student evaluations, in fact, it was well enjoyed. But I still found the class unsatisfying, at least compared to the previous (um) 15 times I've taught it.
  • October: Eileen Joy organized the best conference I have ever attended.
  • November: I enjoyed THE BEST BIRTHDAY EVER. There was also this other little symposium thingy, at which I got to hang around with my ITM co-bloggers and soak up their good company.
  • December: I realized as I did the department budget that no chair in the history of GW English has ever spent so much of our funds on alcohol. This is, to say the least, a dubious distinction. I also wrote an end of the year post I like, sketched out some of my Leeds plenary, did some flash reviews ... and in general realized that I need to calm down. Maybe some time in 2010. Yeah, it's on my calendar.

Tuesday, January 06, 2009

Three Links of Interest

by J J Cohen

If you are one of those rare readers capable of multiple learngasms, you may enjoy the following:
  1. A review of Burton Raffel's new, simple and straightforward translation of the Canterbury Tales at Slate [h/t Dan Kline]
  2. An AHA inspired piece on transnational history at Insider HigherEd. Haven't medievalists always been doing this? [h/t Jonathan Hsy]
  3. At the Medieval Material Culture blog, a listing of medieval and early modern Washington DC sightseeing to be done, especially while you are in town for Inauguration. Just remember that as the millions attend the Obamafest, the government will provide only one Port-a-Potty per 6000 celebrants, and that the English Department is charging only $10 per use for its facilities (proceeds for the Chair's Slush Fund). I've even told the work-study students that they will be stationed by the loos with white towels draped over their arms for that added touch of class.
  4. [edit 1/7] plus two bonus links from M. Hensel: Stonehenge as prehistoric rave venue, and a poem about the temporality of the syllabus.

ITM: now, learngasmic

by J J Cohen

Did you know that BachelorsDegreeOnline.com has a blog called the Learn-gasm? (a neologism that means, of course, "educating and exciting") (but shouldn't that be "educational and exciting"?) (what's up with online degrees these days? The quality is really slipping). ITM is therein listed as a top fifty learngasmic ancient history blog.

BachelorsDegreeOnline, by the way, does not offer degrees in medieval studies or even history or literature. You may, however, pursue a BA in Fire Science.

Remember to practice safe pedagogy whenever you have a learngasm here at In the Middle. We thank you for your patronage, and will endeavor to continue to stimulate with our educational excitations.

Monday, January 05, 2009

Slankets and Monks

by J J Cohen

Is it just me, or is the Slanket simply the newest way to become a monk without taking irksome vows of chastity, obedience, and poverty? From the jazzy Slanket ("the blanket with sleeves!") website, it seems the only thing Slanketeers are obligated to do in the robe is ingest food and libations before the altar of the living room's television. And never move from the sofa again.

Illustration: très fashionable teen ... or Franciscan wannabe? (Other attractive colors available. Apricot is clearly marketed for intellectuals, and thus has sold out -- the pre-Kalamazoo rush, perhaps. Limoges looks like a good alternative ... but what would Saint Benedict think?)

Sunday, January 04, 2009

Some good news: GW MEMSI receives its charter

by J J Cohen

Yes, I am in my office on a Sunday so that I can get a head start on the spring semester, which is about to batter down my door like a marauding Grendelkin ... and you know, it is almost worth it to be here, because waiting on my desk was the following:

President Steven Knapp has written to inform me that the GW Medieval and Early Modern Institute has been officially chartered by the university from December 2008 to December 2012, contingent upon continued adequate funding.

All of our events are free and welcome anyone who would like to attend. If you live anywhere near the DC area, check out our blog, with its exciting traveler on an elephant mascot. A calendar is maintained on the side: you'll see that next up is David Wallace. Details to follow.

Friday, January 02, 2009

Year in Review

by J J Cohen

[So I hit the PUBLISH button yesterday when I thought I hit SAVE. I didn't mean for this post to go out yet; it's only half done, and it is certainly half baked. Nonetheless since Rob has already commented upon it ... here is the year in review part one]

So John tagged me quite some time ago for a year in review meme.

On the theory of "better fashionably late rather than a no-show," I offer the following. I've attempted to stay true to the spirit in which John's own post was composed, combining the personal with the professional. A few of these topics have not yet been mentioned here, so what you'll read is not entirely yesterday's news.
  1. January: An offer arrived from a department chair to take me out to dinner when she was in DC, and so began a long conversation about my leaving GW for an endowed chair elsewhere. For a variety of reasons (<--bland, evasive formulation that cannot quite hide my discomfort at talking about academia's taboo subject, jobs) I eventually removed myself from candidacy. Still, even though I realized this was not the right move at the right time, it was a useful invitation for my family to ponder what in our lives we value, and what we desire to change. We agreed that a great attraction of potentially moving to a distant city would be the chance to jump from the ever-running treadmill of commitments that make our lives such a complicated ballet (and ballet is never executed well on a treadmill -- have you tried a grand jeté while that conveyor belt thing is on?). We would have had the chance to catch our breath. We're now determined to find other ways to do that ... and that is one reason why I will not be serving a second term as chair of the GW English department.
  2. February: I got to hang out this month with Nadeem Aslam, whose novel Maps for Lost Lovers has long been among my favorites. His writing process gave me pause: on the one hand he seems so gregarious, on the other so solitary (Because I spend my life surrounded by people, and because a part of me just wants to read, I often fantasize about being a hermit. In fact that seclusion appeals to me only until I gain a small measure of it; then I'm lonely). My son still treasures a voodoo baseball player we have in our car, which Nadeem insisted was a voodoo cricket player.
  3. March: I spent much of 2008 thinking about hybridity and Jewish identity. This year and next I'll be giving plenaries on the topic ... but I realize how personal the theme remains. The Cohens also took a family trip to NYC via bus that was so much fun we'll do it again this year, in April.
  4. April: I composed yet another manifesto for medieval studies. My next manifesto will be a manifesto about how we need to stop manifesting manifestos. Honestly, it isn't a genre I'm very good at: I'm not as comfortable talking meta as, say, Eileen is (no one does meta as well as she does). The partial wrongness of every general statement I make renders it difficult for me to make general statements.
  5. May: Post-Kzoo (and what a Kzoo it was -- Celery World!), I realized that my fourth monograph is coming together. Though the book is very much in process, though I won't have a good idea of its actual contours until I have some time to think, still I know that it will likely bear the title Art from a Stone: Dreaming the Prehistoric in the Middle Ages. As you may have noticed from recent blog posts at ITM, I've been rather interested in megaliths, deep history, and vast temporal gaps.
  6. June: I learned once again what an admirable person my son is. Unfortunately of late he has begun to roll his eyes at most everything I say. Often he seems embarrassed that I could, you know, even be alive within proximity to him. He still cannot decide if he most enjoys cuddling with or torturing his younger sister. Still, I am proud of the transition he has made to middle school. In fact he's in his room studying the division of negative exponentials for his midterm exam right now. Boxing Bob, by the way, is still in search of a publisher.

Thursday, January 01, 2009

ITM Congratulates the 2008 Cliopatria Awardees

by J J Cohen

The History News Network has announced the 2008 Cliopatrias.

We congratulate the winners:

Felix sit annus novus

by J J Cohen

In the Middle wishes all of its readers a very happy 2009.

All best to you in the coming year.

[image credit: very realistic pseudomedieval coiffure by Great Wigs. This is the Medieval party wig in blonde. I don't know about you, but I purchase all my medieval party wigs from Great Wigs, your source for really great wigs.] [Oh and did I tell you that ITM has started taking paid endorsements? Medieval Party Wigs is an official sponsor of this blog. For the best medieval party wigs at the best prices, shop Great Wigs. For £6.22 you can't go wrong!] [Also, this wig will improve your teaching prowess. I will be wearing it throughout 2009, kind of like Tiger Woods with the Nike swoosh].

Wednesday, December 31, 2008

New Year, Old Traditions

by Mary Kate Hurley

Anglo-Saxonists spend a lot of time thinking about tradition. Just ask John Miles Foley, Michael Drout, or John Niles.

In case you haven't guessed, dear readers, this is a small link to medieval studies to validate a more modern focus: The end of 2008, and the beginning of 2009.

I write this from the living room of the house in which I grew up, in Winston-Salem, North Carolina. My family is pretty big on traditions, particularly around the holidays. It's not really Christmas until we watch the Muppet Christmas Carol, which my sisters and I know well enough to recite whole scenes from. We still "fight" (emphasis on the quotations) over whose "baby's first christmas" ornament is highest on the tree. But the best tradition of all is New Year's Eve.

Even though the Wake Forest library is open today, I find myself drawn towards working from home -- and all to keep with a tradition that lasts a full 24 hours on New Years. If it's New Year's Eve at the Hurley household, you see, we must be watching the Twilight Zone.

I could sing the show's praises, recite the litanies of how it exposed the contingencies of ideas of beauty, the dangers of mass-thought processes, or the danger of obsession. But I want to ask you, ITM readers -- what are *your* favorite holiday traditions? It can be anything from working in that library in your parent's hometown to the annual re-watching of Frosty the Snowman.

And, on behalf of everyone here at ITM, Sǽlig Niwe-Gear*!




*NOT authentic Old English. If you find yourself in a particularly medieval Twilight Zone, I'd suggest a more authoritative source.

Friday, December 26, 2008

Green Children: Faeries, Transporter Mishaps, and/or Characters for your RPG

by J J Cohen

Remember the Green Children? They've been a scholarly talk and a scholarly article. They've figured in a reply to Lee Edelman's saying no to Annie and Tiny Tim. They offer an enticement to tourists to visit a nondescript English village (check out Woolpit's town sign, left). They've been spotted off Broadway. A version of their story was stolen by Disney.

Now you can use them in your role playing games, because they have stats.

I don't know where the Kobold Quarterly (my new objective: publish something in the Kobold Quarterly, because I want that title on my CV) obtained its version of the story, but find the addition of a dissection narrative intriguing ... and as to theories that the green kids are the product of a transporter accident or Flemish, I say: what if they were both Flemish and the products of a transporter accident? Because I think that in medieval Flanders, transporter technology probably wasn't so advanced as it is now. Stats and special abilities below. Thanks, Rob!

STATISTICS
Str 8, Dex 21, Con 13, Int 12, Wis 12, Cha 15
Base Atk +3; Grp –2
AP 0; Rep 0
Feats Alertness, Weapon Finesse (claws), Wild Talent (daze)
Skills Handle Animal +12, Hide +19, Knowledge (arcane lore) +11, Knowledge (earth and life sciences) +11, Listen +8, Move Silently +15, Ride +7, Sleight of Hand +15, Spot +8
SQ Healing touch

SPECIAL ABILITIES
Healing Touch (Su): A green child has the ability to perform limited healing with her touch. This ability functions exactly like a paladin’s lay on hands ability, granting the green child an amount of healing per day equal to her Charisma modifier multiplied by her level. She may spread this healing out over any number of uses, deciding before activating the ability how much she wishes to use.
Screech (Su): A green child has the ability to alter the sub-harmonics of her voice, causing unattended glass, ceramic, and similar objects in a 10-foot radius to break, as though affected by a shatter spell. In addition, creatures within the area must make a Fortitude save (DC 14) or suffer 1d4 points of sonic damage. Using this ability requires a standard action and does not provoke attacks of opportunity. The save DC is Constitution-based.

Wednesday, December 24, 2008

Identities and Impurities

[illustration: Winter Shack with Child, photo by author]
by J J Cohen

The close of December is a difficult time of year for anyone whose identity is pure. The holiday that looms tomorrow is too secular; is being warred against; is too Christian; is too commercial; carries with it too much paganism; distracts from Easter; doesn't matter; matters too much; carries a weight it does not merit; should be replaced by the ten days of Newton; and so on.

I was going to compose a long post about hybridity versus purified identities, modern and medieval, Christian and Jewish. Some notes (or at least some URLs) towards that post are collected here. I thought I had the duration of The Care Bears Movie to get those words assembled, but a series of phone calls involving an unexpected saving of a stranger's life and the complications of a surgery have conspired to leave me with about three minutes before those polychromatic ursines save the day. Then I've obligated myself to construct a house out of frosting, graham crackers, and leftover Halloween candy.

So I'll say this. Over the past year I have been engaged in two simultaneous reading projects, some small fruits of which have appeared on this blog: surveying new work in the history of Jewish-Christian identities (e.g. Boyarin, Yuval, Elukin, Horowitz), and researching contemporary [youth] reinventions of Jewishness via media old (Heeb, Nextbook) and new (Jewschool, Jewdas, Jewcy and the like). The two projects have much in common, though I'm not certain that the scholars from group one would agree that they have fellow travelers in group two. Both movements redefine what Jewish identity means in the past or the present (and in Boyarin's case, both at once, especially in Border Lines. If Gloria Anzaldua read Talmud and patristics, she'd have composed Border Lines). Both groups have seen strong public reactions against what they propose: Boyarin condemned as anti-Jewish, Yuval having been informed it would have been better had he never published his research, contemporary movements feeling a backlash as in this article from n+1 or the predictable identitarian comments to this story. Two common emphases within this criticism are (1) the border line must be drawn somewhere in order to provide coherent identity, so why not draw the line where it has always been drawn? (2) those who refuse the inherited identity paradigm are actually rejecting the hard work that it takes to merit such an identity.

Neither of these seem to me particularly cogent critiques: if the identity border is arbitrary, then why retain the same-old same-old after all? This same-old same-old is typically NOT the timeless and unchanging identity it has passed itself off as being. A longer historical view provides effective counter arguments to both. And what could be more labor intensive than forging an identity out of inherited and new pieces? Nothing facile about that process...

You'll hear more about this history of hybridity and mutability in the future (though in a way you've heard quite a bit about it from me already, here and here). For the time being, though, I simply offer this thought, appropriate to the ending of the year and the completion of another twelve months of this blog.

The medievalist identity advocated at ITM, often implicitly, always with passion, is an impure one: practicing a contingent rather than a known-in-advance Medieval Studies, touching present and past, embracing the creative potential of both. We've never argued that codicology or paleography or philology or any other -gy ought to be denefestrated from the House of Medieval, but we do want to keep our doors open wide enough to welcome whatever rough beast, Tiny Shriner, Muslim punk, mestizo, or monster slinks our way. We want -- I want -- not so much to change the field, but to acknowledge that medieval studies has already been deeply and enduringly transmuted. If it ever had a stable and well bounded identity, that went out the window some time in the 1980s, when feminism changed its rules, made it a space more welcoming to strangers. Maybe the welcome arrived even before that, when atheist Marxists were grumbling against allegory-mad Robertsonians (or maybe that was just one doctrine replacing another; it is hard for me to tell). I've suspected that sometimes in my own work I've imported new shibboleths, turns of phrase and schools of theory implicitly necessary to belong to the reconfigured field: if you can't say extimité you can't drink mead in this hall, buddy. On this blog and in my work, I've now attempted to submerge the theory somewhat rather than cite it as frequently as I did in some of my earlier publications. I have worked towards a more congenial prose style, one that invites rather than simply sorts its readers, one that develops that lingua franca et jocundissima that I mentioned in my Kzoo paper.

This blog is an ongoing part of that project, and I thank you for being among its community this year. Whether you are in the midst of celebrating Hanukkah, or hanging your stocking for Christmas, or festivating at the solstice, or doing the Saturnalia or holding a Molochmas or even if you are just enjoying the trickling away of the last month of 2008, Wæshail.

So, how are you celebrating? And if you feel like answering a much harder question, for what [medievalist] identity do you yearn?