Anderson's English 479 Home Page
This home page provides reading assignments, discussion
prompts, site links, and other resources for students in UTK's English
479, the History of Aesthetics from Plato to the Nineteenth Century.
English 479: The History of Literary Theory
Meeting Place: HSS 109
Class Time: TTh 2:10-3:25
Dr. Misty G. Anderson
Office Phone: 4-6953
Office Hours: T. 3:30-4:30, W. 2-4
Hazard Adams, ed. Critical Theory Since Plato(CT)
Folger Collective, ed.› Women Critics 1660-1820(WC)
William Shakespeare, King Lear
Reserve Packet, Hodges Library Reserve Room (R)
Class Handouts (H)
Class Web page: http://funnelweb.utcc.utk.edu/~misty/Anderson479.html
28 Introduction,› Sophocles, Oedipus (R)
2 Freud, Repression, The Unconscious, The Dissolution of the Oedipus Complex, (R)› Marx,
from The German Ideology and Contribution to Critique of Political Economy (CT)
Take a look at some discussion questions for class.
4 Nietzsche, from The Birth of Tragedy, (CT) Sophocles, Oedipus (R)
Hop to the Nietzsche Home Page for additional background.
9 Plato, "Ion" (CT), Aristotle, Poetics (CT), Sappho, lyrics (R), Oedipus continued.
PM screenings:› Mighty Aphrodite Sept. 9, 7:00-9:00, Library 211
and The Usual Suspects Sept. 10, 7:00-9:00, Library 211
11 Horace, Ars Poetica (CT), Aristophanes, The Clouds (R)?
Like to see pictures of some Greek
Philosophers?› How about some of the Romans?
To learn more about the epicurian background of Horace,
click here to
visit the Epicurus home page.
16The Clouds cont. Longinus (?) On the Sublime, Plotinus, St. Augustine (CT)
18 Boethius, Aquinus, Dante Alighieri (CT).› Take a look at Some Sound Advice (on papers).
23 Boccaccio, Castelvetro, (CT) King Lear Act I.
PM Screenings of King Lear Sept. 23, 7:00-9:30, 251 Library
25 King Lear, Acts II-IV
30 King Lear, Act V, Hic-Mulier (H)
2 Gosson, School of Abuse (H), Sidney, An Apology for Poetry (CT)
7 finish Apology, Bacon, from The Advancement of Learning (CT)
9 DrydenŪs Essay of Dramatic Poetry (CT)
14 Behn, Cavendish, Addison, Haywood (WC)
16 Pope, Essay on Criticism (CT)
21 EXAM 1 In Class
28 Johnson, žPreface to ShakespeareÓ (CT), Elizabeth Griffith and Lennox on Shakespeare (WC),
excerpts from Nahum TateŪs King Lear (H).
30 Baillie, Cowley, Sarah Fielding, Jane Barker, Barbauld, Alcock, (WC)
4 Inchbald, Burney, Reeve, Wheatley (WC), Austen (H)
6 Hume "On Taste," Reynold's Discourses, Blake's Annotations (CT)
11 Burke, A Philosophical Inquiry Into...the Sublime and the Beautiful,Wollstonecraft,
A Vindication of the Rights of Woman (CT)
13 Kant, Critique of Judgment (CT)
18 Wordsworth, "preface to 2nd ed. Lyrical Ballads", Mme de Stael (CT).
20 Coleridge, Shakespeare's Judgment... and from Biographia Literaria, Keats from Letters (CT)
21 PAPER 2 DUE 9:00 AM
25 Peacock (1820) and Shelley (1821/40) (CT)
2 Hegel (CT)
4 Hegel (1835) and Nietzsche reprise (CT)
9 Arnold, "The Function of Criticism at the Present TimeÓ (CT), žDover BeachÓ (H)
11 Marx and Freud reprise, review for final
About This Course
On our chronological path through the history of
aesthetics, we will try to make sense of the tastes, fears, and desires
of generations of western cultures.› Aesthetics, or writing about what
art should do, gives us some insight into the more psychological dimensions
of social groups long past.› It also helps us to see the very tenuous boundaries
between things that are žartÓ and things that are žnot artÓ as they are
being drawn.› A study of this type of philosophical writing promises to
tell us something about our expectations of literary texts and other artifacts.››
The tensions that writers in many different periods have identified, tensions
between chaos and order, passion and discipline, body and mind, and nature
and artifice (to name a few) still resonate for us.› Hopefully, our investigations
will bring these ideas about aesthetic experience and their implications
into clearer focus.› At the end of this course, I hope you will have a
stronger sense of the aesthetic debates of the western literary tradition
that will help you place the texts you read in other classes in terms of
their historical assumptions.
Requirements for the course
Class participation--10%. This is the area of your
grade over which you have the most control. By coming to class and participating
in the discussion, you can give yourself a wonderful class participation
grade and a better grasp of the material, which will be reflected in your
tests and papers. If you miss more than three classes, we will need to
have a conference to assess your progress in the course.
Leading a Class--10%. Think of this as the žother
halfÓ of your class participation grade. Pick a text (or a day) that sounds
good to you for a class discussion. You will need to meet with me a full
week before your discussion day, so we can go over the text on which you
will focus in your facilitator role. Some good approaches include discussion
questions for the class, a structured debate for the whole class, or possibly
a contemporary point of connection with the older text. Try to find something
that illustrates the issues of the text at hand; show instead of tell.›
Let your creativity roam free. Your main job is to interest your classmates
in the dayŪs reading. PLEASE do not give a short biography or lecture about
the writer unless he or she had a particularly colorful past. We might
Graduate students who are taking the course for graduate
credit should see me during the first two weeks of September to discuss
graduate requirements and to assess your particular plans for study.
Exams--20% each. We will go over the format of both
the midterm and the final before each test. The final will be cumulative.
Papers--20% each. I have provided paper topics below
for the first paper. You are welcome to write on a topic of your choosing
for the second paper as long as you clear it with me no later than a week
before the paper is due.
Useful Hot Links
The following links will give you additional support
as you prepare to lead class discussion. They may also come in handy around
paper time and for general clarification of terms and ideas. Please let
me know if you find any particularly helpful sites during the semester
and I will add them to the list.
Go to the next page.
If you have comments or suggestions, email me at firstname.lastname@example.org
This page created with Netscape Navigator Gold
Jack Lynch, perhaps the most wired man in literary
studies today, maintains this directory page. It is very comprehensive.
Guide to Philosophy on the Internet
A fine place to begin to explore the resources for
ancient philosophy and aesthetics.
Virtual Encyclopedia of Philosophy and Religion
Although this site has much that will not be of interest
to us, its philosophy resources are good. A little patience required.
at Carnegie Mellon
This site is a winner. It will link you to primary
texts as well as other resources.
This page was put together by a philosophy professor
at Harvey Mudd College. It might
be worth a glance, especially around paper time.
Although it is geared toward the
disciplinary concerns of philosophy, it will make
sense for us as well.
Philosophy Directory at GeoCities
This page is a recent and promising find. It
has direct links for most of the authors we will study this semester.
Content varies, but it is very user-friendly.