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From Plato to Postmodernism - Understanding the Essence of Literature and the Role of the Author, ttc
[ Pobierz całość w formacie PDF ]From Plato to Post-modernism:
Understanding the Essence of Literature
and the Role of the Author
Part I
Professor Louis Markos
T
HE
T
EACHING
C
OMPANY
®
Louis Markos, Ph.D.
Associate Professor of English, Houston Baptist University
Louis Markos received his B.A. in English and History from Colgate University (Hamilton, NY) and his M.A. and
Ph.D. in English from the University of Michigan (Ann Arbor, MI). While at the University of Michigan, he
specialized in British Romantic Poetry (his dissertation was on Wordsworth), Literary Theory, and the Classics. At
Houston Baptist University (where he has taught since 1991), he offers courses in all three of these areas, as well as
in Victorian Poetry and Prose, Seventeenth-Century Poetry and Prose, Mythology, Epic, and Film.
He is a member of Phi Beta Kappa and has won teaching awards at both the University of Michigan and Houston
Baptist University. In 1994, he was selected to attend an NEH Summer Institute on Virgil’s
Aeneid
. In addition to
presenting several papers at scholarly conferences, Dr. Markos has become a popular speaker in Houston, Texas,
where he has presented five lectures at the Museum of Printing History Lyceum (three on film, two on ancient
Greece), a three-lecture series on film at the Houston Public Library, a class on film for Leisure Learning Unlimited,
a class on the
Odyssey
for a retirement center, and a lecture on Homer and the Oral Tradition for a seniors group.
His audiences for all these lectures and classes have been identical in their make-up to the typical student/client of
the Teaching Company. Although a devoted professor who works closely with his students, Dr. Markos is also
dedicated to the concept of the professor as public educator. He firmly believes that knowledge must not be walled
up in the academy, but must be freely and enthusiastically disseminated to all those “who have ears to hear.”
Needless to say, he is overjoyed to be fashioning this series for the Teaching Company.
Dr. Markos lives in Houston, Texas, with his wife, Donna, his son, Alex, and his daughter, Stacey.
©1999 The Teaching Company Limited Partnership
i
Bibliographical Note
I would like to take a moment here to suggest strongly that all students of this series purchase the textbook
Critical
Theory Since Plato
, revised edition, by Hazard Adams (HBJ, 1992). This excellent collection of literary essays
contains nearly all the works that I will be discussing in this series. Although the works I will be discussing do
appear in numerous anthologies, Adams’s collection is the only one I know of that is comprehensive enough in its
depth and breadth to include them all.
At the end of each lecture outline, under the heading “essential reading,” I will begin by giving the author and title
of the main essay (or essays) analyzed in that lecture. If the words “in Adams,” appear directly after the title, that
indicates that that essay is anthologized in
Critical Theory Since Plato
. In some cases, I will follow this citation with
an alternate source for this essay, especially if that essay is part of a larger work that I think it would be helpful to
consult. (This, for example, is the case in Lecture Two: the lecture primarily concerns itself with Book X of the
Republic
, which is anthologized in Adams; however, since many readers will want to consult the
Republic
in its
entirety, I have included a citation to that effect.) Full bibliographical information will, as usual, be given in the
Bibliography at the back of Part II.
Let me also warn the student now that the Bibliography will contain somewhat fewer secondary sources than is
typical for the Teaching Company. There is a reason for this. I want to encourage students to immerse themselves in
the primary material, in the theoretical essays themselves. Indeed, most students who have the courage to do so will
often find that the primary material is actually clearer and more forceful than the secondary material that is supposed
to explain and elucidate it. Don’t be afraid to read the theorists directly! If you give this series your full attention
and thought, you
will
be equipped with the requisite tools and background to enter
yourself
into the ongoing
dialogue of literary theory. That is my goal as a teacher; to usher you into that wonderful dialogue and then leave
you in the capable hands of Aristotle and Sidney and Shelley and Eliot to add you own unique insights to theirs.
Finally, you may also notice that the Bibliography is somewhat sparse in recent scholarship. There is a reason for
this too. With each passing decade, literary theory becomes more and more esoteric, more and more impenetrable.
The critics who write the scholarly essays have stopped speaking to the general public and are writing only for their
fellow academics. (Indeed, most Ph.D.’s today find themselves unable to pierce through the jargon and fractured
syntax of modern theory and those who critique it.) I have tried to confine the Bibliography to works that are written
in relatively lucid, jargon-free prose and have focused on enduring classics rather than scholarly fads. However,
though my Bibliography avoids this “bitter fruit” of modern academia, I will, in the course of my lectures, try to
give the student a sense of what is going on in the academy: what the “squabbles” are and what the status of poetry
is at the moment. In addition, in my glossary, I engage quite fully the modernist and postmodernist critique of
traditional literary theory. Students desiring a fuller exposure to the modern/postmodern mindset are encouraged to
study the glossary closely.
Once again, I issue my challenge: go to the primary sources! If you purchase only
Critical Theory Since Plato
and
challenge yourself to read one essay each week for the next year (guided, where relevant, by the lectures in this
series), you will have gotten a richer, more vivid, more lasting education than you would by reading a shelf-full of
books about theory. May God speed you on your voyage as you enter, to quote Machiavelli, “into the ancient courts
of ancient men.”
A full annotated bibliography can be found at the end of the booklet for Part II. Due to size limitations, we could
not include the bibliography in this booklet for Part I.
ii
©1999 The Teaching Company Limited Partnership
Table of Contents
From Plato to Post-modernism:
Understanding the Essence of Literature
and the Role of the Author
Part I
Professor Biography
............................................................................................i
Bibliographical Note
.......................................................................................... ii
Foreword
........... .................................................................................................1
Lecture One
Thinking Theoretically ..............................................3
Lecture Two
Plato: Kicking out the Poets ..................................... 5
Lecture
Three
Aristotle’s
Poetics
: Mimesis and Plot........................7
Lecture Four
Aristotle’s
Poetics
: Character and Catharsis............10
Lecture Five
Horace’s
Ars Poetica
...............................................13
Lecture Six
Longinus on the Sublime .........................................16
Lecture Seven
Sidney’s “Apology for Poetry”................................19
Lecture Eight
Dryden, Pope, and Decorum....................................21
Lecture Nine
Burke on the Sublime and Beautiful........................24
Lecture Ten
Kant’s
Critique of Judgment
....................................27
Lecture Eleven
Schiller on Aesthetics ..............................................30
Lecture Twelve
Hegel and the Journey of the Idea ...........................33
Timeline
............. ...............................................................................................36
Biographical Sketches
…………………………………………………………37
Glossary
............. .........................................................................................Part II
Bibliography
...... .........................................................................................Part II
©1999 The Teaching Company Limited Partnership
iii
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