THE UNIVERSITY OF TEXAS AT DALLAS

Graduate Program in the Humanities

HUHI 6325 501 Spring, 2007

Call 13612 CBW 1.103 R 7:00 - 9:45

Professor Gerald Soliday Office: Jonsson 5.406

Hours: R 5:30-6:30 and by appointment: 972-883-2760
E-mail: soliday@utdallas.edu Internet: http://www.utdallas.edu/~soliday
Please note that all e-mail correspondence related to the course must now
occur through a UTD e-mail address.

HUHI 6325 Movements in Thought and Culture

THE EUROPEAN ENLIGHTENMENT & EIGHTEENTH-CENTURY CULTURE

This course is an introduction to European culture and thought in the eighteenth

century. It attempts to situate intellectual movements (like the Enlightenment or the
Counter Enlightenment) as well as cultural developments (such as neoclassicism or the
rise of the novel) in their concrete social and political settings. While it brings together
readings of interest to all three sections of the Arts & Humanities graduate program, the
course also introduces some of the newer methods or approaches used in the social
history of ideas, literature, and the arts.

Course requirements include active participation in discussions (20%), an oral and

written report on an important book or scholarly debate (20%), as well as a final paper of
roughly twenty pages (60%). Students may choose writing projects that match their own
interests or places in the graduate program: a research paper suitable for revision in an
M.A. portfolio, a pedagogical or scholarly report suitable as a draft for an M.A.T.
casebook essay, or a critical review helpful for preparing doctoral exam fields.

All written work and class discussion for this course is in gender-neutral,
nonsexist language and rhetorical constructions. Such practice is part of a
classroom situation according full respect and opportunity to all participants by all
others.

Written work is submitted in paper copy, without cover pages or special folders.
Simply put your name and course identification at the top of the first page and staple
the upper left corner. Papers are always paginated (at the bottom and center of
 each page after the first), double-spaced, and presented in clear 10- to 12-point
type.

Parenthetical annotation is now strongly recommended, though any form of

annotation (foot- or endnotes) and bibliography is acceptable for this course,
provided that you use it correctly and consistently. Probably most appropriate for
your work in the arts and humanities are standard guides like Joseph Gibaldi’s MLA
Handbook for Writers of Research Papers (6th ed.; NY, 2003) or Kate L. Turabian’s
Manual for Writers of Term Papers, Theses, and Dissertations (6th ed.; Chicago,
1996).

At the same time, Diana Hacker's Rules for Writers (5th ed.; Boston and NY, 2004)
summarizes MLA stylistic conventions, outlines current grammatical practices and
mechanical presentation, and offers helpful guidelines for researching and writing
papers. You may find it and/or Hacker's Web site (www.dianahacker.com)
especially useful for your work in the course this semester. Any student who has
not already read William Strunk Jr. and E. B. White, The Elements of Style (4th ed.;
Boston, 2000), should do so immediately.

I should also mention that the eleventh edition of Merriam-Webster’s Collegiate

Dictionary (Springfield, MA, 2003) is now the standard for everyday university work.

Most required readings as well as some recommended items for the course are on
reserve in the McDermott Library. Paperback books used extensively are also for sale, if
you wish to purchase them, both in the University Bookstore and at Off-Campus Books.
Rather than being on the library’s reserve shelf, however, shorter readings marked with
an asterisk (*) are available online through the copy of this syllabus on my Internet Web
site. Please note that those materials are under copyright, you must always cite them
properly, and you must have a password to gain access to most of them. I will give you
the password in class.

Please also note that this syllabus is a working document, so there will be changes in
the following schedule, especially as we add reports on readings of special interest . As
they occur, I will announce them in class and post them on the syllabus at my Web site
on the Internet.

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 SCHEDULE OF CLASS MEETINGS AND ASSIGNMENTS

11 Jan Introduction to the Course

18 Jan Structures & Events: Europe in the Eighteenth Century

Discussion of T.C.W. Blanning, The Culture of Power and the Power

of Culture : Old Regime Europe, 1660-1789

Recommended: William Doyle, The Ancien Regime

Isser Woloch, Eighteenth-Century Europe: Tradition and Progress, 1715-1789
T.C.W. Blanning, The French Revolution: Class War or Culture Clash? (2nd ed.)

25 Jan The British Enlightenment

Discussion of Roy Porter, The Enlightenment (2nd ed.), and his Creation of
the Modern World, Introduction and chs. 1-11

Report on J.C.D. Clark, English Society 1688-1832: Ideology, Social

Structure and Political Practice During the Ancien Regime

1 Feb The Late or Inner Enlightenment in Britain

Discussion of Porter, Creation of the Modern World, chs. 12-21, and James
Van Horn Melton, The Rise of the Public in Enlightenment Europe, 1-44

Recommended: John Brewer, The Pleasure of the Imagination: English Culture

in the Eighteenth Century

8 Feb The Notion of a Public Sphere in Eighteenth-Century Politics & Culture

Continued discussion of Melton, Rise of the Public in Enlightenment

Europe, 45-275

Report on The Enlightenment in National Context, ed. Roy Porter and Mikuláš
Teich

15 Feb News from the Republic of Letters

Discussion of Dena Goodman, The Republic of Letters: A Cultural History

of the French Enlightenment

Report on Robert Darnton, The Literary Underground of the Old Regime

and “Anatomy of the Republic of Letters,” The Great Cat Massacre, ch. 4

Report on Thomas Crow, Painters and Public Life in 18th-Century Paris

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22 Feb The Formation of Identities—Individual & Collective

Discussion of Dror Wahrman, The Making of the Modern Self: Identity and
Culture in Eighteenth-Century England, xi-153

Report on David A. Bell, The Cult of the Nation in France: Inventing

Nationalism, 1680-1800

The Emergence of Separate Spheres? Gender Relations

Report on Robert B. Shoemaker, Gender in English Society 1650-1850

Report on Lieselotte Steinbrügge, The Moral Sex: Woman’s Nature in

the French Enlightenment

Recommended: Tim Hitchcock, “Redefining Sex in Eighteenth-Century

England,” History Workshop Journal 41 (1996): 73-90

1 Mar A Modern Regime of Selfhood?

Discussion of Wahrman, The Making of the Modern Self, 157-321

Enlightened Religion?

Report on S.J. Barnett, The Enlightenment and Religion

Report on Jonathan Sheehan, The Enlightenment Bible: Translation, Scholar-

ship, Culture

( 8 Mar Spring Break)

15 Mar Feminisms & English Novels

Discussion of Eve Tavor Bannet, The Domestic Revolution: Enlightenment

Feminisms and the Novel

Report on Marilyn Butler, Jane Austin and the War of Ideas

Recommended: Ian Watt, The Rise of the Novel

G.J. Barker-Benfield, The Culture of Sensibility: Sex and Society in Eighteenth-
Century Britain

22 Mar Counter Enlightenment: Antiphilosophic Discourse

Discussion of *Isaiah Berlin, “The Counter-Enlightenment,” Against the Current, 1-

24, and *Darrin McMahon, Enemies of the Enlightenment: The French Counter-
Enlightenment and the Making of Modernity, 3-53

Report on McMahon, 56-203

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 Report on Isaiah Berlin's Counter-Enlightenment, ed. Joseph Mali and Robert
Wokler

29 Mar Discussion of Paper Topics

Noble Simplicity & Quiet Grandeur?

Discussion of instructor’s *outline of Paul O. Kristeller, "The Modern System of

the Arts," Renaissance Thought and the Arts (Princeton, 1980), 163-227 [originally
1951-52; NY, 1965]

Report on Alex Potts, Flesh and the Ideal: Winckelmann and the Origin of Art
History

Recommended: Andrew McClellan, Inventing the Louvre

David Solkin, Painting for Money: The Visual Arts and the Public Sphere
in Eighteenth-Century England

5 Apr Cultural Subversion?

Discussion of Pierre Augustin Caron de Beaumarchais, The Marriage

of Figaro (1784), tr. John Wood

Further Discussion of Paper Topics

12 Apr Figaro from Play to Opera: Cultural Appropriation

Viewing and Discussion of the Mozart-da Ponte Marriage of Figaro (1786)

[1993 performance at the Théâtre du Châtelet, Paris, under the direction of
John Eliot Gardiner]

Recommended: Andrew Steptoe, The Mozart-DaPonte Operas: The Cultural

and Musical Background …

Further Discussion of Paper Topics

19 Apr Final Paper Due. Party at the Instructor’s Home

Please attach a stamped self-addressed envelope to the proposal,
so I may return it with comments and your marks for the course.

HUHI 6325: European Enlightenment Some Recommended Readings

General Works
Encyclopedia of the Enlightenment. Ed. Alan Kors. 4 v.
Encyclopedia of the Enlightenment. Ed. Peter Hanns Reill and Ellen Judy Wilson
Cassirer, Ernst. The Philosophy of the Enlightenment
Gay, Peter. The Enlightenment: An Interpretation. 2 v.

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Israel, Jonathan. Radical Enlightenment: Philosophy and the Making of Modernity 1650-1750
Dupré, Louis. The Enlightenment & the Intellectual Foundations of Modern Culture
Outram, Dorinda. The Enlightenment
Munck, Thomas. The Enlightenment: A Comparative Social History 1721-1794

Eighteenth-Century Enlightenments
Roche, Daniel. France in the Enlightenment
Gay, Peter, Voltaire’s Politics
Herr, Richard. The Eighteenth Century Revolution in Spain
Jacob, Margaret. Living the Enlightenment: Freemasonry and Politics in Eighteenth-Century
Europe
Scott, H.M. Enlightened Absolutism
Dülmen, Richard van. The Society of Enlightenment: the rise of the Middle Class and
Enlightenment Culture in Germany
Till, Nicholas. Mozart and the Enlightenment: Truth, Virtue and Beauty in Mozart’s Operas
Epstein, Klaus. The Genesis of German Conservatism
Berlin, Isaiah. Three Critics of the Enlightenment: Vico, Hamann, Herder

Eighteenth-Century Religions
Ward, W.R. Christianity Under the Ancien Regime 1648-1789
Aston, Nigel. Christianity and Revolutionary Europe c. 1750-1830
Barnett, S.J. The Enlightenment and Religion: The Myths of Modernity
Van Kley, Dale. The Religious Origins of the French Revolution: From Calvin to the Civil
Constitution 1560-1791
H.C. Erik Midelfort, Exorcism and Enlightenment: Johann Joseph Gassner and the Demons of
Eighteenth-Century Germany
Freedman, Jeffrey. Poisoned Chalice
Enlightenment and Religion: Rational Dissent in Eighteenth-Century Britain, ed. Knud
Haakonssen
Sutcliffe, Adam. Judaism and Enlightenment.
Schechter, Ronald. Obstinate Hebrews: Representation of Jews in France, 1715-1815

Enlightenment & the World of Letters

Lowenthal, Leo. Literature, Popular Culture, and Society, chs. 2 and 3
Christensen, Jerome. Practicing Enlightenment: Hume and the Formation of a Literary Career
Kernan, Alvin. Printing technology, Letters, & Samuel JohnsonSamuel Johnson & the Impact of
Print
Clark, J.C.D. Samuel Johnson: Literature, Religion and EnglishCultural Politics from the
Restoration to Romanticism
Butler, Marilyn. Jane Austen and the War of Ideas
Darnton, Robert. The Great Cat Massacre, ch. 4: “Anatomy of the Republic of Letters”
Darnton, Robert. The Forbidden Best-Sellers of Prerevolutionary France
Woodmansee, Martha. The Author, Art, and the Market: Rereading the History of Aesthetics
McNeely, Ian F. The Emancipation of Writing: German Civil Society in the Making,1790s-1820s

Roche, Daniel. The People of Paris

Ménétra, Jacques-Louis. Journal of My Life, intro. and comm. Daniel Roche
Chartier, Roger. “Culture as Appropriation: Popular Cultural Uses in Early Modern France,“
Understanding Popular Culture, ed. S. Kaplan (Berlin, 1984), 229-253
Chartier, Roger. The Cultural Uses of Print in Early Modern France

Porter, Roy. Flesh in the Age of Reason: The Modern Foundations of Body and Soul
The Languages of Psyche: Mind and Body in Enlightenment Thought, ed. G.S. Rousseau

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 FURTHER INFORMATION
The university now requires that every syllabus provide the following information.

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and regulations for the
orderly and efficient conduct of their business. It is the responsibility of each student and each student
organization to be knowledgeable about the rules and regulations which govern student conduct and
activities. General information on student conduct and discipline is contained in the UTD publication, A to Z
Guide, which is provided to all registered students each academic year.

The University of Texas at Dallas administers student discipline within the procedures of recognized and
established due process. Procedures are defined and described in the Rules and Regulations, Board of
Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student
Services and Activities of the university’s Handbook of Operating Procedures. Copies of these rules and
regulations are available to students in the Office of the Dean of Students, where staff members are
available to assist students in interpreting the rules and regulations (SU 1.602, 972/883-6391).

A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she
is expected to obey federal, state, and local laws as well as the Regents’ Rules, university regulations, and
administrative rules. Students are subject to discipline for violating the standards of conduct whether such
conduct takes place on or off campus, or whether civil or criminal penalties are also imposed for such
conduct.

Academic Integrity
The faculty expects from its students a high level of responsibility and academic honesty. Because the
value of an academic degree depends upon the absolute integrity of the work done by the student for that
degree, it is imperative that a student demonstrate a high standard of individual honor in his or her scholastic
work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to applications for
enrollment or the award of a degree, and/or the submission as one’s own work or material that is not one’s
own. As a general rule, scholastic dishonesty involves one of the following acts: cheating, plagiarism,
collusion and/or falsifying academic records. Students suspected of academic dishonesty are subject to
disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from any other source is
unacceptable and will be dealt with under the university’s policy on plagiarism (see general catalog for
details). This course will use the resources of turnitin.com, which searches the web for possible plagiarism
and is over 90% effective.

E-mail Use
The University of Texas at Dallas recognizes the value and efficiency of communication between
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security and the identity of each individual in an email exchange. The university encourages all official
student email correspondence be sent only to a student’s U.T. Dallas e-mail address and that faculty and
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university to maintain a high degree of confidence in the identity of all individual corresponding and the
security of the transmitted information. UTD furnishes each student with a free e-mail account that is to be
used in all communication with university personnel. The Department of Information Resources at U.T.
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Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level courses. These
dates and times are published in that semester's course catalog. Administration procedures must be
followed. It is the student's responsibility to handle withdrawal requirements from any class. In other words, I
cannot drop or withdraw any student. You must do the proper paperwork to ensure that you will not receive
a final grade of "F" in a course if you choose not to attend the class once you are enrolled.

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the
university’s Handbook of Operating Procedures.

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In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of
academic responsibility, it is the obligation of the student first to make a serious effort to resolve the matter
with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter
called “the respondent”). Individual faculty members retain primary responsibility for assigning grades and
evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the
respondent with a copy of the respondent’s School Dean. If the matter is not resolved by the written
response provided by the respondent, the student may submit a written appeal to the School Dean. If the
grievance is not resolved by the School Dean’s decision, the student may make a written appeal to the Dean
of Graduate or Undergraduate Education, and the deal will appoint and convene an Academic Appeals
Panel. The decision of the Academic Appeals Panel is final. The results of the academic appeals process
will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of Students, where
staff members are available to assist students in interpreting the rules and regulations.

Incomplete Grade Policy

As per university policy, incomplete grades will be granted only for work unavoidably missed at the
semester’s end and only if 70% of the course work has been completed. An incomplete grade must be
resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work to
complete the course and to remove the incomplete grade is not submitted by the specified deadline, the
incomplete grade is changed automatically to a grade of F.

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The goal of Disability Services is to provide students with disabilities educational opportunities equal to
those of their non-disabled peers. Disability Services is located in room 1.610 in the Student Union. Office
hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.;
and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to
eliminate discrimination on the basis of disability. For example, it may be necessary to remove classroom
prohibitions against tape recorders or animals (in the case of dog guides) for students who are blind.
Occasionally an assignment requirement may be substituted (for example, a research paper versus an oral
presentation for a student who is hearing impaired). Classes enrolled students with mobility impairments
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services such as registration, note-taking, or mobility assistance.

It is the student’s responsibility to notify his or her professors of the need for such an accommodation.
Disability Services provides students with letters to present to faculty members to verify that the student has
a disability and needs accommodations. Individuals requiring special accommodation should contact the
professor after class or during office hours.