Sunday, November 26, 2006

Your Final Exam

Here is your final exam. You must answer Question One (although it is up to you to choose which two pieces you are going to compare and contrast) and then choose to answer one more question from the five remaining options. Each of your answers should be approximately 3-4 pages long. You may spend as much time as you wish on the exam and you should use your texts to help substantiate your points. Stick to the questions and be sure to finish on time. You are to submit a physical copy of your exam to me on the last scheduled meeting of the course.

Question One:

To be recognized as human is to be accorded a special or “authentic” kind of ethical standing, while to be dismissed as nonhuman, subhuman, infrahuman through racializing, sexualizing, pathologizing, infantilizing, primitivizing, or bestializing language is to be rendered especially vulnerable to being cast outside of both culture and history. Discuss what you take to be significant similarities or differences in the role of this proposition in any two of the pieces we read in class by Valerie Solanas, Judith Butler, Franz Fanon, Carol Adams, or Donna Haraway.

Question Two:

In his 1888 Preface to The Communist Manifesto, Frederick Engels attributes to Marx a “proposition which, in my opinion, is destined to do for history what Darwin’s theory has done for biology[.]” This proposition is as follows:

“[I]n every historical epoch, the prevailing mode of economic production and exchange, and the social organization necessarily following from it, form the basis upon which is built up, and from which alone can be explained, the political and intellectual history of that epoch; that consequently the whole history of mankind (since the dissolution of primitive tribal society, holding land in common ownership) has been a history of class struggles, contests between exploiters and exploited, ruling and oppressed classes; that the history of these class struggles forms a series of evolutions in which, nowadays, a stage has been reached where the exploited and oppressed class -– the proletariat –- cannot attain its emancipation from the sway of the exploiting and ruling class –- the bourgeoisie -– without, at the same time, and once and for all, emancipating society at large from all exploitation, oppression, class distinctions and class struggles.”

First, describe simply and in your own words the three propositions that characterize Marx’s unique contribution to the interpretation of history from this viewpoint. And second, describe the status of these three propositions in Barthes' Mythologies and how any change in their status for Barthes might have an impact on his own interpretive project as a Marxist or post-marxist critical theorist.

Question Three:

In the Preface to the 1970 edition of his Mythologies Roland Barthes says that his ambition for the book was to “account in detail for the mystification which transforms petit-bourgeois culture into a universal nature.” In the extended theoretical essay “Myth Today,” at the end of the volume, Barthes spells out this transformation in greater detail. In a key section of that culminating essay, “Myth as Depoliticized Speech,” Barthes writes:

[M]yth has the task of giving an historical intention a natural justification, and making contingency appear eternal. Now this process is exactly that of bourgeois ideology… [M]yth is the most appropriate instrument for the ideological inversion which defines this society… [:] What the world supplies to myth is an historical reality, defined… by the way in which men have produced or used it; and what myth gives in return is a natural image of this reality… The world enters language as a dialectical relation between activities, between human actions; it comes out of myth as a harmonious display of essences. A conjuring trick has taken place; it has turned reality inside out, it has emptied it of history and has filled it with nature[.]

In the series of shorter essays that make up the bulk of the volume, Barthes offers up interpretations of a host of phenomena, popular icons, events, attitudes, and so forth. In each essay he exposes is the way something that is actually a contingent and specific product of historical circumstances (which might therefore be open to contestation and reform in the ongoing social struggle of history) has come to assume the status of the natural, the inevitable, the taken-for-granted, the best of all possible worlds, the best workable solution, and so on. But although each short essay testifies in its own way to the ideological accomplishment of naturalization, the fact is that the force of “nature” for each of the objects of his interpretations is a bit different in the specific work it seems to do, and in the specific forms it seems to take.

Pick two of the objects Barthes interprets in his shorter essays. First, show how these essays both illustrate the more general thesis that myth is naturalization, and then point to some significant differences in the way “the natural” seems to function more specifically in each of your chosen examples.

Question Four:

Would you characterize John Carpenter’s film “They Live” as a film about ideology? Why or why not? In what ways does the film recognizably depict the workings of ideology in contemporary American society? Do you think the account of ideology we discussed in Barthes’ Mythologies corresponds to (or interestingly fails to do so) the account of ideology one might discern in the film? Does Carpenter’s film express its own ideological commitments? Substantiate your claims with examples from the film and quotations from any relevant texts.

Question Five:

In the History of Sexuality, Vol. I, Michel Foucault complains that “[i]n political thought and analysis, we still have not cut off the head of the king.” Similarly, quite early on in the text he expresses doubt at the notion that “the workings of power… belong primarily to the category of repression.” Is Foucault’s own account of power in the book different in a way that makes a difference from the account he criticizes? Why or why not? Provide concrete textual evidence in support of your view.

Question Six:

Nietzsche’s Ecce Homo certainly appears at first glance to be an exercise in rampant and relentless megalomania. But how might you the argument that Nietzsche is actually rather modest in the claims he makes in the book? What insight might this modesty provide as we try to make sense of Nietzsche’s project and his interpretive method of “affirmation” in Ecce Homo?

Saturday, November 11, 2006

SCUM Manifesto

Here's a link to Solanas' SCUM Manifesto. Enjoy!

Saturday, November 04, 2006

William Burroughs' "Immortality"

Here is the link to an online version of the text "Immortality" by William Burroughs. As I mentioned in class, this version is somewhat abbreviated. I'll be reading a longer version aloud in class on Tuesday before our discussion. After you have read the short text at the other end of the link, return to this post and read the follwing extended version of the conclusion of the piece as well:

"We are such stuff as dreams are made of."

Recent dream research has turned up a wealth of data, but no one has assembled the pieces into a workable field theory.

By far the most significant discovery to emerge frm precise dream research with vounteer subjects is the fact that dreams are a biological necessity for all warm-blooded animals. Deprived of REM sleep, they show all the symptoms of sleeplessness no matter how much dreamless sleep they are allowed. Continued deprivation would result in death.

All dreams in male subjects, except nightmares, are accompanied by erection. No one has proffered an explanation. It is interesting to note that a male chipanzee who did finger and dab paintings, and was quite good too, went into a sexual frenzy during his creative acts.

Cold-blooded animals do not dream. All warm-blooded creatures including birds do dream.

John Dunne discovered that dreams contain references to future time as experienced by the dreamer. He published his findings in An Experiment with Time in 1924. Dream references, he points out, relate not to the event itself but to the time when the subject learns of the event. The dream refers to the future of the dreamer. He says that anybody who will write his dreams down over a period of time will turn up precognitive references. Dreams involve time travel. Does it follow then that time travel is a necessity?

I quote from an article summarizing the discoveries of Professor Michel Jouvet. Jouvet, using rapid eye movement techniques, has been able to detect dreaming in animals in the womb and even developing birds in the egg. He found that animals like calves and foals, who can fend for themselves immediately after birth, dream a lot in the womb and relatively little after that. Humans and kittens dream less in the womb and are unable to fend for themselves at birth.

He concluded that human babies could not walk or feed themselves until they had enough in practice in dreams. This indicates that the function of dreams is to train the being for future conditions. I postulate that the human artifact is biologically ddesigned for space travel. So human dreams can be seen as training for space conditions. Deprived of this vital link with our future in space, with no reason for living, we die.

Art serves the same function as dreams. Plato's Republic is a blueprint for a death camp. An alien invader, or a domestic elite, bent on conquest and extermination, could rapidly immobilize the earth by cutting dream lines, just the way we took care of the Indians. I quote from Black Elk Speaks by John Neihardt:

"The nation's hoop is broken and scattered like a ring of smoke. There is no center any more. The sacred tree is dead and all its birds are gone."

Monday, August 28, 2006

Syllabus for Critical Theory A, Fall 2006

Critical Theory A

“The Point Is to Change It”

Fall 2006

Tuesdays, 9.00-11.45
Instructor: Dale Carrico,;
Office Hours: Before and after class and by appointment.
Course Blog:

Course Description

What is theory good for? Marx famously complained that while philosophers have only interpreted the world, “the point is to change it.” Just what are the relations of theory and practice? How does theory illuminate and invigorate human agency?

Course Requirements

Required Texts Include:

Friedrich Nietzsche, Ecce Homo

Karl Marx and Frederick Engels, The German Ideology

Roland Barthes, Mythologies

John Carpenter (dir.), They Live

Michel Foucault, Discipline and Punish

Michel Foucault, History of Sexuality, vol. 1

Franz Fanon, Black Skin, White Masks

Paul Gilroy, Postcolonial Melancholia

Judith Butler, Undoing Gender

Essays Available Online or Distributed In-Class:

Donna Haraway, “A Manifesto for Cyborgs,” from Simians, Cyborgs, and Women: The Reinvention of Nature

William Burroughs, “Immortality,” from The Adding Machine

Valerie Solanas, SCUM Manifesto

Carol Adams, “On Beastliness and a Politics of Solidarity,” from Neither Man Nor Beast: Feminism and the Defense of Animals

Your final grade will be based on the following:

Attendance/Participation/Quizzes: 25%
Five 2-3pp Blog Posts: 50%
Final Examination: 25%

Schedule of Meetings

Week One, August 29

Administrative Introduction
Personal Introductions

Week Two, September 5

Course Introduction
Haraway, “A Manifesto for Cyborgs”

Week Three, September 12

Nietzsche, Ecce Homo

Week Four, September 19

Nietzsche, Ecce Homo
Marx and Engels, The German Ideology

First Blog Post Must Be Published by Now

Week Five, September 26

Marx and Engels, The German Ideology

Week Six, October 3

Barthes, Mythologies

Week Seven, October 10

They Live (Screening)
Barthes, Mythologies

Second Blog Post Must Be Published By Now

Week Eight, October 17

They Live (discussion)

Week Nine, October 24

Foucault, Discipline and Punish

Week Ten, October 31

Foucault, History of Sexuality, vol. 1

Third Blog Post Must Be Published By Now

Week Twelve, November 7

Burroughs, “Immortality”

Week Thirteen, November 14

Solanas, “SCUM Manifesto”

Week Fourteen, November 21

Fanon, Black Skin, White Masks

Fourth Blog Post Must Be Published By Now

Week Fifteen, November 28

Fanon, Black Skin, White Masks
Gilroy, Postcolonial Melancholia

Week Sixteen, December 5

Gilroy, Postcolonial Melancholia
Adams, “On Beastliness and a Politics of Solidarity”

Week Seventeen, December 12

Butler, Undoing Gender
Concluding Remarks

Take-Home Final Examination Due In-Class
Fifth Blog Post Must Be Published By Now

Monday, January 16, 2006

Syllabus for Rhetoric 1A

Rhetoric 1A
Ranting, Raving, Writing

Spring 2006

Monday, Wednesday, Friday, 9.00-10.00
Instructor: Dale Carrico,
Office Hours: Before and after class and by appointment; Office: Dwinelle
Course Blog:

Course Description

This is a course in argumentative reading and writing, which means for me a course both in expository writing and critical thinking. But the works we will be reading together are anything but exemplary argumentative texts. Our texts rant and rave, they are brimming with rage, dripping with corrosive humor, suffused with ecstasies. In ranting and raving arguments are pushed into a kind of crisis, and in them rhetoric becomes a kind of poetry.

What does it tell us about argument in general to observe it in extremis like this? How can we read transcendent texts critically, in ways that clarify their stakes without dismissing their force, and enable us to communicate intelligibly to others the reactions they inspire in us and the meanings we find in them?

Course Requirements and Policies

1. Attendance -- You should warn me in advance about absences. When this is not possible, call the Rhetoric Office (642-1415) and leave a message explaining why you are absent. Keep in mind that missing classes or arriving late disrupts the community of the classroom, especially since you will be doing a great deal of work with your peers this term. Absences and lateness will affect your performance negatively, and will lower your final grade significantly.

2. Deadlines -- You are required to observe assignment deadlines. If you anticipate trouble completing an assignment on time, you must speak to me in advance about an extension. Any paper or homework assignment handed in late without an extension will be reduced by a half of a letter grade for each day ? including Saturdays and Sundays – that it is late. Try to break the procrastination cycle: leave enough time so that printer failures, disk errors, and lines at the printout place do not make you late.

3. Format -- All written work for this course must be printed on a word processor or typed. Written work that is not printed on a word processor or typed will not be accepted (unless of course it is an in-class assignment), and the late policy (see #2 above) will apply. Always spell-check your written assignments. Resist the use of your computer’s thesaurus. Use your own vocabulary. Always proofread your papers after you have printed them out. Excessive spelling and proofreading errors will be subject to significant grade reductions. Also, it is a good idea to keep copies of papers and other important written assignments. Papers do get lost, and if an instructor loses a paper it is your responsibility to provide a new copy.

4. Participation – Participation in class discussion is required. I know that some people are less enthusiastic about class participation than others. Let me state my philosophy on this: Classroom discussion is the only way I know to make visible the genuinely broad range of valid responses any complicated argument will provoke. Understanding objections to your viewpoint will either sharpen the effectiveness of that view or it will change your mind, and either outcome can only be a good thing. If you are pathologically shy it may be possible to satisfy the participation requirement by attending office hours regularly. But please make an effort at class participation – I’ll do what I can to make the class a safe environment for the exploration and dispute of ideas. Feel free to disagree with one another or with me or with anybody, but always respect one another and keep an open mind about other viewpoints. And keep in mind also that borderline grades will be affected both positively and negatively by regular classroom participation or by its lack.

Your final grade will be determined by summing the grades of the following assignments in the given proportions:

1. Peer Responses on the First Paper Draft 05%
2. First Paper 12%
3. Peer Responses on Second Paper Draft 05%
4. Second Paper 12%
5. Peer Responses on Third Paper Draft 05%
6. Third Paper 12%
7. Peer Responses on Fourth Paper Draft 05%
8. Fourth Paper 12%
9. In-Class Work and Homework 12%
10. Class Participation 10%
11. Final Report 05%
12. Journal 05%

Provisional Schedule of Meetings


Week One

Monday, January 16, Martin Luther King, Jr. Holiday
Wednesday, January 18, Administrative
Friday, January 20, Introduction

Week Two
Monday, January 23, 2-3 Minute Personal Introductions
Wednesday, January 25, 2-3 pp. Diagnostic Due,
Discussion of Anonymous, “Fuck the South”
Friday, January 27, Four Habits of Argumentative Writing

Week Three

Monday, January 30, Discuss Plato, Symposium


Wednesday, February 1, Discuss Plato, Symposium
Friday, February 3, Thesis/Opposition Workshop

Week Four

Monday, February 6, Draft of Paper One Due, Make Copies for Peer Editors
Discuss Ginsberg, “Howl”
Wednesday, February 8, Discuss Ginsberg, “Howl”
Friday, February 10, Peer Editing Workshop

Week Five

Monday, February 13, Paper One Due, 4pp.
Discuss Dostoievski, Notes from the Underground
Wednesday, February 15
Discuss Dostoievski, Notes from the Underground
Friday, February 17
Discuss Dostoievski, Notes from the Underground

Week Six

Monday, February 20, President’s Day Holiday
Wednesday, February 22,
Friday, February 24, Thesis/Opposition Workshop

Week Seven

Monday, February 27, Draft of Paper Two Due, Make Copies for Peer Editors
Discuss Wilson, Preface to A Massive Swelling: Celebrity
Re-Examined as a Grotesque Crippling Disease


Wednesday, March 1,Discuss Wilson, A Massive Swelling
Friday, March 3, Peer Editing Workshop

Week Eight

Monday, March 6, Paper Two Due, 4-5pp.
Discuss Woolf, Orlando
Wednesday, March 8, Discuss Woolf, Orlando
Friday, March 10, Discuss Woolf, Orlando

Week Nine

Monday, March 13, Discuss Woolf, Orlando
Wednesday, March 15, Discuss Woolf, Orlando
Friday, March 17, Discuss Woolf, Orlando

Week Ten

Monday, March 20, Discuss Woolf, Orlando
Wednesday, March 22, Discuss Woolf, Orlando
Friday, March 24, Thesis/Opposition Workshop

Week Eleven

March 27 – March 31, Spring Recess

Week Twelve


Monday, April 3, Draft of Paper Three Due, Make Copies for Peer Editors
Discuss Burroughs, “Immortality”
Wednesday, April 5, Discuss Burroughs, “Immortality”
Friday, April 7, Peer Editing Workshop

Week Thirteen

Monday, April 10, Paper Three Due, 4-5pp.
Screen/Discuss Network
Wednesday, April 12, Screen/Discuss Network
Friday, April 14, Screen/Discuss Network

Week Fourteen

Monday, April 17, Discuss Film
Wednesday, April 19, Discuss Solanas, “SCUM Manifesto”
Friday, April 21, Thesis/Opposition Workshop

Week Fifteen

Monday, April 24, Individual Meetings
Wednesday, April 26, Individual Meetings
Friday, April 28, Individual Meetings

Week Sixteen


Monday, May 1, Draft of Paper Four Due, Make Copies for Peer Editors, Final Reports Due
Wednesday, May 3, In-class Workshop
Friday, May 5, Notebooks Due, Peer Editing Workshop

Week Seventeen

Monday, May 8, Final Paper Due, Final Reports Due, Concluding Remarks