ENG 640 Week 6: Kenneth Burke, Identification, Dramatism, and Victimage

Today’s Plan:

  • For Next Sessions: Week 7 Article Sign Ups
  • Your Passages
  • Break
  • Using the Pentad
  • My Burke Notes

Week 7 Article Sign Ups

As I mentioned last class, for next week everyone will be required to read 3 articles and lead the class in a brief discussion of those articles. Since we have 7 people, including myself, and 165 minutes (leaving 15 minutes for break), we have 9 minutes to discuss each article (more time if folks team-up).

So, to prepare for your nine minutes, write a 3 minute summation, then a question that we have 6 minutes to think about and discuss. This might be tied to a particularly important passage of the text.

To the syllabus.

Your Passages

Using the Pentad

I approach rhetoric more as how we think about thinking, communication, knowledge, identity, relation, etc. But tonight I want to try an activity–let’s try putting Burke’s Pentad (or Hextad) to work.

I have some news stories.

My Burke Notes

I do not have time tonight to walk through all of my notes, but I wanted to tease together some passages and themes.

Point #1
In Elements of Dramatism, Blakesley explicates how language works through an inherent ambiguity, that words can mean something precisely because they do not certainly mean something, that meaning is a messy process often open to misunderstanding and misinterpretation (see EoD 2, 9, 22-22, and especially 26-27). Let’s take a quick look at page 26.

Burke stresses, however, in many places that this “ambiguity,” this lack of certainty, tends to trouble us. We want solid ground, not turtles all the way down. We are scared of the abyss (DoM, 58).

Point #2
In proposing rhetoric as identification (rather than persuasion), Blakesley suggests that Burke opens rhetoric up to more and deeper understandings of the unconscious ways we play with language and it plays with us (see EoD 9, 15, 18). Burke notes that our human desire for identification is quite strong (RoHB 217), intensified by the looming abyss of relativism (DoM 58). According to Burke, Hitler was skilled at weaponizing this desire for unity, and understood that there was much to gain by defeating critical questioning (“objectivity” as Burke calls it, perhaps better understood as seeing things from multiple perspectives) and demonizing the “babel” of democracy in favor of the One Voice (of which, Davis was quite critical last week) (see RHB 205, 217, 218).

We desire the beautiful, not the sublime. The simple and the clear. One voice. We also, Burke notes, desire perfection, perfect opposites and enemies, purified of contingency. Hence the danger Hitler identifies in the kind of messy democracy Lanham (very much channeling Burke) describes (see Mein Kamph passage, qtd in Burke 193). And Hitler’s Aryan community, as Burke describes it, is very much a perversion and twisting betrayal of Lingis’ Rational Community–it is an irrational community made rational through force, repetition, and tradition. As Burke notes, uncertainty can be trumped by rage (see RNB 197).

Point #3
Burke offers us something akin to the “saying,” then, in its relentless pursuit to remind us of the humanity, frailty, presence of others by alerting us to the possibilities that their discourses, their terminologies, might offers something different than our own. Perhaps Davis would accuse me of offering Burke too much charity on this front, given her critique that he takes as divided, fundamentally and originally divided, that which is (according to neuroscience) whole. I would argue that, at the very least, Burke recognizes the danger of homes with walls too strong, homes with fires too warm, homes in which we sit comfortably shielded by the other(‘s) elements.

A bit more safer, perhaps then, to say that Burke’s Dramatism is a methodology for producing dissensus? For, in the words of Readings, holding open questions rather than letting them close? Yeah, I feel more comfortable with that comparison. Let’s look at Blakesley’s “ethical” justification of dramatism on pg. 23 of EoD. Let’s also look at the closing of Terministic Screens.

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ENG 328 6.M: Mini-Project #4, Restaurant Menu

Today’s Plan:

  • Mini-Project #4, Menus
  • For Wednesday’s Class: Find a Menu
  • Upcoming Schedule

Menus

For the next two weeks we will be designing a restaurant menu. This is a multiple-birds-with-one-project project, since we’ll be:

  • Learning InDesign
  • Learning Design Process and Grid Layout (developing a mock-up/sketch)
  • Practicing Typography

Pre-Writing a Design

Most of you are writers. As writers, you all probably have a different approach to pre-writing. Me? I read and write comments in the margins of a book. Then I type out quotes into a Google Doc with some transitions and some analysis. Pieces of stuff. I’m looking for terms I’ll need to explicate. Connectionss to other passages or writers. Places where I can offer a concrete example of an abstract concept. I try to identify what I have to write *first*, what idea or term I need to understand and pin down in order to explicate the other terms/materials/examples I plan on analyzing in the paper.

Eventually I start thinking of an outline (what, in my writing classes, I call a road map: first this paper explains X, then it uses X to examine A, B, and C. Or first it reviews how X and Y have defined Z. Then it compares X and Y’s treatment of Z to M, stressing A and B). Whatever. I do some math and start guessing how many pages I can dedicate to each element in the outline. As a profession academic, I often work backwards a bit on this part, since virtually anything I write will be 8-10 pages (for a conference) or 20-30 pages (for an article).

However we approach pre-writing, I think we can think of it as developing “a sketch” of what our work will look like. It is an exercise in planning organization, mapping ideas. It is also, at least for me, an exercise in space management, making sure I can fit what is needed in the area with which I have to work. I think you can see where this is going.

When I used to design websites, I would always begin with a mock-up: a hand-drawn sketch of site. That would become a mock-up, a Photoshop picture of what I wanted the site to look like. This would include some basic measurements and grid work. We’re going to use a similar, but more lo-fi, approach to developing a draft for the menu project: a hand-drawn map on a piece of paper. We’ll work on this Wednesday.

Working in InDesign

Things to cover:

  • Layers
  • Properties (and text styles)
  • Image Placeholder

General Design Advice and Resources for Menu Design

Schedule / Homework

For Wednesday, I would like you to bring a copy of a printed menu to class. We’re going to look at menus for a bit and discuss layout for the upcoming project. Note: I have transformed Chapter 6 into an extra-credit assignment.

  • 4.Friday: Typography, HW: Read WSINYE Chapter on Type (you do not have to read the section on logo design). HW: Adobe InDesign Classroom in a Book, start chapter 4 “Working with Objects” (90 minutes).
  • 5.Monday: Intro IFS Assignment. Discuss Typography. Quick InDesign Assignment.
  • 5.Wednesday: Work Day. Work on IFS Draft, InDesign Classroom in a Book 5 “Flowing Text”(45 minutes).
  • 5.Friday: IFS Crit.
  • 6.Monday: [Today] IFS Final. In Class: Introduce Menu Assignment. Homework: Complete IDCiaB 5. Grab a print menu to bring to Wednesday’s class.
  • 6.Wednesday: In class: Looking at Menus; Sketching out Designs. HW: WSINYE Color. InDesign Classroom in a Book 7 “Typography” (60 minutes). By Friday’s class, finish The Adobe Classroom in a Book chapters on Working with Objects, Flowing Text, and Working with Typography.
  • 6.Friday: Work Day. HW: WSINYE Mini-Art School
  • 7.Monday: Work Day.
  • 7.Wednesday: Menu draft crit. Menu reflection assignment.
  • 7.Friday: Menu Final. Reward: a glorious weekend without homework. Unless you didn’t complete the reflection assignment or failed to complete the Classroom in a Book assignments.
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ENG 231 5.M: Complicating Aristotle’s Notion of Catharsis

Today’s Plan:

  • Ross 1240 Computer Lab Wednesday and Friday
  • Game Sign Ups
  • Curran on Catharsis

Ross 1240 Computer Lab Wednesday and Friday

My goal is for us to work out a heuristic on tragedy in class. As with our first project, we will be working collaboratively in a Google Doc.

Game Sign Ups

Let’s make it official.

Curran on Catharsis

Once again we read. Note that in your paper I will ask you to cite this Anglea Curran chapter and argue for which senses of catharsis she explicates help you make sense of your gaming experience.

Homework

Keep on playing and writing in your gaming journal.

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ENG 328 5.M: Mini-Project #3, IFS Flyer Design

Today’s Plan:

  • Project Change! / Schedule
  • Flyer Information

Project Change!

As I was looking at our schedule this morning, I decided to make a change and flip-flop our next two mini-projects. While I am sure you are growing tired of making flyers, we’ve got one more to make–promotional movie flyers and instagram posts for UNCo’s International Film Series, led by the English Department’s own Yavanna Brownlee. I want us to work on these flyers this week (in-class crit on Friday, final drafts due Monday) and then we will move into InDesign and the menu assignment next week. I want to do this project first to make sure we get the posters to them in time to print and advertise the March 3rd film. So here’s our revised upcoming schedule:

  • 4.Friday: Typography, HW: Read WSINYE Chapter on Type (you do not have to read the section on logo design). HW: Adobe InDesign Classroom in a Book, start chapter 4 “Working with Objects” (90 minutes).
  • 5.Monday: Intro IFS Assignment. Discuss Typography. Quick InDesign Assignment.
  • 5.Wednesday: Work Day. Work on IFS Draft, InDesign Classroom in a Book 5 “Flowing Text”(45 minutes) and/or 6 “Editing Text” (45 minutes).
  • 5.Friday: IFS Crit
  • 6.Monday: IFS Final. Complete IDCiaB 5 and 6.
  • 6.Wednesday: Introduce Menu Assignment WSINYE Color. HW: InDesign Classroom in a Book 7 “Typography” (60 minutes).
  • 6.Friday: Menu Work day. HW: WSINYE Mini-Art School
  • 7.Monday: Menu Work day
  • 7.Wednesday: Menu draft. Menu reflection assignment.
  • 7.Friday: Menu Final. Reward: a glorious weekend without homework. Unless you didn’t complete the reflection assignment.

IFS Flyer Information

Here’s the information Tori Beaty supplied me back in early January. I emailed today to get confirmations on need/times/places:

They Called Me King Tiger as part of the LatinX Film Festival in partnership with the Caesar Chavez Center: March 3rd 2023

– ***This one is a maybe, it is part of a film festival and may have flyers being made for it already, I will let you know if we need it as soon as I know. It will be in Lindou Auditorium – Time isn’t set in stone yet but probably somewhere around 4 or 4:30, I’ll get those details to you if we need the flyer.

The Breadwinner: March 23, 2023 @ 7 PM in Lindou Auditorium (For Women’s History Month)

Cyrano (Peter Dinklage version): April 6th, 2023 @ 7 PM in Lindou Auditorium

Nausicaa – For the week of Earth Day: April 20th, 2023 in Lindou Auditorium @ 7 PM

The Last Shop on Main Street in partnership with the Greeley Holocaust Observance: April 27th, 2023 @ 6 PM in Lindou Auditorium.

We are still in the process of scheduling Lindou auditorium, so the date and venue for a few of these may change, but I will let you know of any changes ASAP. These should be finalized within the next couple of weeks. If you have any questions, I would be more than happy to assist you.

We appreciate you.

Deliverables:

  • One standard 8.5 x 11 design, preferably in InDesign (but Photoshop is acceptable)
    • You are free to design this with or without a bleed; however, if you do utilize a full-page bleed design, make sure it is no-bleed friendly (nothing essential sitting near a 1.2 inch of the edge)
    • Your flyer design should incorporate a description of the film. I want you to work with a block of body text and to find a place for it in your design
    • Your image can include as much or as little of the original movie design as possible
    • Your image needs to include UNC English and IFS logos
  • One square design for social media

I imagine we will be ripping and scrubbing some images for these projects, so I have created a folder to share .png assets.

I have also created a table for sign-ups.

While I expect collaboration on this project, I also want everyone to create their own design. Everyone, no matter your current proficiency level, will benefit from getting more practice with our technological tools and applying our design concepts.

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ENG 328 4.F: Typography & InDesign

Today’s Plan:

  • Did You Complete the English Department Student Survey?
  • Introduction to Typography
  • Upcoming Schedule
  • Homework

Introduction to Typography

So far this semester we’ve generally worked with layouts and alignment. We’ve talked about creating focal points (often by) developing contrast. In a sense, we’ve been thinking about design in terms of grabbing attention more than communicating information. Most of our designs have included minimal amounts of body copy, if any. Now we are going to transition a bit to working with more text, and that means we have to talk about typography.

For homework I’ll ask you to read the WSINYE chapter on Typography. But, to be honest, I learned a lot about typography from websites and communities dedicated to mocking bad typography. Here’s my theory, typographers and designers are often a fragile bunch because no one really wants to pay them for the work they do. Everyone sort of thinks that they can just do it. This is a problem with art in general. My wife has an MFA in painting, worked in some great theaters over the years. After our daughter was born, she decided she would do some painting to make some extra money. She found that people generally were willing to pay about $100 for a portrait of their child or dog. A portrait that might take her 8 hours to complete. Do the math. It is bad.

Hmm. Might be time for this. (As a counterpoint).

Anyways, on to the mockery.

A few keys terms:

  • Font: style (serif (traditional, old style, modern), sans-serif (thin or slab), decorative (script, weird stuff). (see WSINYE for which fonts work best on paper and which on screen). Note that Canva has a useful page for pairing fonts.
  • Font: weight, thick / thin
  • (Vertical) Space
  • : leading (pronounced ledding), line-spacing. If your letter has exaggerated x-height, then you might increase line-height.

  • (Horizontal) Space: tracking and kerning, space between letters. Do we have time for a game?

Upcoming Schedule

  • Friday (today): Typography, HW: Read WSINYE Chapter on Type (you do not have to read the section on logo design). HW: Adobe InDesign Classroom in a Book, start chapter 4 “Working with Objects” (90 minutes).
  • Monday: Intro Menu Assignment. Discuss Typography. Quick InDesign Assignment.
  • Wednesday: Work on InDesign Classroom in a Book 5 “Flowing Text”(45 minutes) and 6 “Editing Text” (45 minutes).
  • Friday: Work Day. HW: Menu draft.
  • Monday: Menu Crit.
  • Wednesday: Final Menu / IFS Posters Assignment / WSINYE Color. HW: InDesign Classroom in a Book 7 “Typography” (60 minutes).
  • Friday: IFS Poster Work Day, HW: WSINYE Mini-Art School
  • Monday: IFS Poster Crit
  • Wednesday: IFS Poster Final
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ENG 231 4.M/W: Games and/as Tragedy

Today’s Plan:

  • Meakin Reading
  • Tragedy Introductory Lecture
  • Homework

Meakin Reading

I asked you to respond to 3 of the following 5 questions:
What do Meakin et al see as the purpose and/or value of tragedy?
How do Meakin et al define catharsis?
How do Meakin et al define aporia? How does it relate to catharsis?
How do Meakin et al define epiphany? How does it relate to catharsis?
How do Meakin et al describe our relationship to a tragic character (hint: they describe it as movement)?

Tragedy

Introductory lecture.

Homework

For homework I would like you to read the Mateas article in the files section of Canvas. The article draws on Janet Murray’s 1998 book Hamlet on the Holodeck, which is a classic in video game studies. As Mateas notes, Murray provides us with three key terms for thinking about “interactive narrative” (or video games, there was this debate in the 1990’s about whether we need to call serious-artsy-games something other than video games, in the same way that we call serious books novels). Those three terms:

  • Immersion
  • Transformation
  • Agency

Read sections 3, 4, and 5 and come up with descriptive and useful definitions for those terms. What is agency? How do we know when we have it? Etc.

Then, watch this play-through video of Mateas’ conceptual interactive narrative “Facade” (he describes it in the remainder of the article). If you have a PC, you can still download and play the game. Use the terms you have just defined, Immersion, Transformation, and Agency to reflect on your own experience of playing (or watching a playthrough video) of that game.

I’m thinking about two things here: first, are those terms useful? On Friday we are going to start building a Handbook for Digital Tragedy. Should we include them? Second, Facade is a 20 year old game. At the time it was launched, it was heralded as the future of video games. That hasn’t happened. Why not?

Here is another playthrough video I want to talk about a bit in Friday’s class.

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ENG 640 Week 4: Levinas

Today’s Plan:

  • Responding to the Reading Responses
  • Levinas: Major Themes
  • Break
  • Let’s Actually Pick Those End of Year Readings
  • Paper Day #1
  • Jim Corder

Levinas: Major Themes

I have a handout.

Let’s Actually Pick Those End of Year Readings

Let’s revisit the syllabus.

Paper Day #1

Let’s go look in Canvas.
I also have a second handout.

Jim Corder

Standard Battery of Questions:

  • What does Corder mean by the idea that we make narratives? Why do said narratives complicate traditional notions of argument and rhetoric? What challenge does Corder issue that problematizes all rhetoric, but especially positivistic [rational] rhetoric?
  • Why is Corder opposed to framing Rogers as a model for *all* argument? (His critique of Maxine Hairston, which involves one of the greatest “shade” sentences in the history of academia)(my favorite question)
  • What dimensions does Corder add to argument that are often ignored?
  • What is the meaning(s) of the anecdote Corder uses later in the essay? Why include it? What claim/idea does it support?
  • Why does Corder use the word “love”? In what way is Corder’s approach to rhetoric like “love”? [That’s a really interesting terministic choice. I have a few ideas that I’ll share with you in class, but I am interested in how you interpret his decision. Note that I think this is *by far* the hardest question]

I have my stock lecture.

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ENG 328 3.F: Photoshop Friday

Today’s Plan:

  • Some Review
  • Photoshop
  • Homework

Photoshop Friday

A few basics

  • If at any time you cannot find a panel in a tutorial, then go Windows > Workspaces > Reset Essentials. Sometimes as I am working I accidentally close a panel or click on a different workspace. This will take you back to home base.
  • First thing: always make sure to unlock the image with which you are working in the layers panel. It is generally good practice to make a copy of the original just in case.
  • Once you merge layers in a photoshop file, there is no going back. Generally, there is no reason to ever do this (except for rasterizing some layer masks for transformation, but this is super high end stuff. If you think you need to do this, make a copy of the .psd file first). TL;DR: beware the word “rasterize.”
  • On the left-side of the screen is the tool panel. Any tool with an arrow in the bottom-right corner has extra options. Left-click and hold to see those options.
  • If you get into trouble with marching ants, then go Select > Deselect. Hold shift to add more, hold alt to take away.

Here’s the list of things that we listed on the board last class and a few other things I remembered reviewing previous tutorial days:

  • How to resize an image (image size vs. canvas size; how to change between inches, pixels, and picas)[Download this image]
    • Note image display size on the bottom-left corner
    • Image > Image Size vs. Image > Canvas Size
    • Reminder: Resolution; 72 for most screen projects, 300 for print. Photoshop has gotten a lot better at improving the resolution of an image. Save first; this can crash a machine.
    • Left-toolbar > Crop Tool. First rotate, then trim. Then hit the check mark to commit to the crop. NOTE: notice how the crop is a permanent effect.
  • Repairing an image. Left-toolbar > Magic Healing (looks like a band-aid).
    • More complicated: sharpening a blurry image. With the photo layer selected in the Layers panel, go to the Filter menu and choose Convert for Smart Filters, so you can sharpen without permanently changing the photo. In the Filter menu, choose Sharpen > Unsharp Mask.
  • How to work with text (resizing, selecting, placing text on a line)
  • How to work with color
  • Selectin objects and Using Blur and other effects
    • Simple Blur
    • Blur Effect on one layer
    • Spot Grab
    • New Content Aware Grab (note–this nearly crashed my computer). Select > Select Inverse. Now we can do all kinds of stuff.
      • Erase a background
      • Layer > New Layer Adjustment > Black and White
      • Filter > Go Nuts
  • Creating a Background Gradient
  • Using a layer mask. Here is a fairly quick (11 minute) tutorial on how to clip an image into block text. Doing so isn’t hard and teaches you some advanced layer techniques.
  • Saving and exporting

Homework

Complete and submit the Photoshop exercise in Canvas (if you didn’t do that Wednesday).

Work on your poster designs–I’d like to do a crit on Monday so that I have time to comment on them and you have time to revise them before Friday.

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ENG 231 3.W: Collaboratively Describing Procedural Rhetoric

Today’s Plan:

  • Resources / Group Formation
  • Read, Write, Transcribe for 20 minutes
  • Synthesize and Discuss for 20 minutes

As I indicated Monday, I want to spend some time today having you work in groups. Our goal is to try and define/explain Bogost’s theory of procedural rhetoric in a few paragraphs–at least 2 but probably not more than 4. I want this paragraph to combine primary and secondary sources–so quotes and paraphrases from Bogost’s own writing as well as descriptions by other scholars. We should identify key terms with which the audience might be unfamiliar and provide some clear examples that help a reader visualize/comprehend the theoretical terms.

As an experiment, here is the response the AI ChatGPT provides when I ask it to “explain Bogost’s theory of procedural rhetoric:

Bogost’s procedural rhetoric is a theory of how the design and structure of a computer program can be used to persuade or argue for a particular point of view. The term was introduced by Ian Bogost, a professor at Georgia Institute of Technology and a leading thinker in the field of game design and game studies.

According to Bogost, procedural rhetoric is not about the use of language, images, or other traditional forms of rhetoric in the user interface of a program, but rather about the way the program itself operates. He argues that the processes and procedures of a program can be used to create an experience that is not just informative or entertaining, but also persuasive.

For example, Bogost suggests that a computer game that simulates the experience of a factory worker might be used to make a political argument about the conditions of factory work, and that the experience of playing the game would be a form of persuasion in itself.

He also explain that the way the program represented the world, the kind of interactions the player could have and the outcome of those interactions will shape the user’s understanding of the theme.

Additionally, the design of the code, the structure of the program, the way data is represented, the flow of the code are used to make a point and to shape how a user interacts and understand the digital artifact in question.

Bogost’s work has been influential in the field of game design and game studies, but also in other fields where computational artifacts are used as a form of persuasion such as Human Computer Interaction, Critical Code Studies, and more.

While this is pretty impressive–it also has some “empty calories” and/or fails to explicate Bogost to the point where I, as a reader, would feel I could conduct a procedural analysis. But it does give us a staring point, some categories to think about. I have questions:

  • How does the design of a computer game, the world in which it places us, the world as backdrop for player action, make an argument?
  • What kinds of actions are more likely to shape a user’s understanding of a game’s theme?
  • Is procedural rhetoric something designers intend to do?
  • What are examples of how the “experience” of playing a game is an argument? [we can do better than the factory worker example]
  • What are the elements of a procedural analysis
  • Group 1: Bogost, “The Rhetoric of Video Games” 117-123. Pay particular attention to bottom of 119–note how he is differentiating his analysis from the values of the game’s community. Page 121 and possibility space and rules. Finally, paragraph that begins “video games depict real and imagined systems on the bottom of 122 through the end of that section.
  • Group 2: Bogost, “The Rhetoric of Video Games,” 125- top of 128. Y’all get to tackle the “Procedural Rhetoric” section. Why does Bogost think procedural rhetoric is necessary and important?
  • Group 3: Bogost, “The Rhetoric of Video Games,” 128-130. You’ll tackle the “Ways of Using Procedural Rhetoric: Interrogating Ideology” section. Note: we probably need to distinguish procedural rhetoric form the study of epistemic and/or serious games.
  • Group 4: Bogost, “The Rhetoric of Video Games,” 130-136. You’ll tackle the “Ways of Using Procedural Rhetoric: Making and Unpacking an Argument” section. This is a long chunk–note the distinction between games designed to make arguments and games that might make those arguments less intentionally (the Bully vs. McDonald’s Game paragraphs at the bottom of 134).
  • Group 5: Bogost, “The Rhetoric of Video Games,” 136-137. Y’all get the conclusion–short but dense.
  • Group 6: Custer, “Understanding Procedural Rhetoric.” 1-5
  • Group 7: Custer, “Understanding Procedural Rehtoric” 5-8 (has useful “how to” list)
  • Group 8: Love, “Problematizing Videogames: Teaching Students to be Critical Players.” p. 7’s paragraphs on Bogost. Good luck summarizing what an enthymeme is in a few sentences–if you Google it, you’ll get explanations about how an enthyememe is a “truncated syllogism.” Essentially, it is an argument that leaves out a few claims that an audience will fill in themselves.

Stage One: Gather, Collect, Copy/Paste, Label

Your group will have 20 minutes to go through the pages you have been assigned and collect and catalogue the valuable ideas, terms, passages, quotes, and examples it contains. We will dump that material into this document, which has sections similar to the questions I have laid out above.

You can use anything we develop collaboratively in your papers.

Stage Two: Share, Discuss, Paraphrase or Quote?

Let’s talk and mess with what we have.

Homework

Play your game. Finish your journals. Start drafting your paper. Think about what smart things you have to say about your game, and what parts of today’s explication are necessary for your paper.

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ENG 640 Week 3: Heidegger, Worsham, Questions Concerning Technology, Invention, and Inventional Technology

Today’s Plan:

  • A few questions
  • Discuss Worsham
  • Break
  • Discuss Heidegger
  • Prep Levinas and company

A Few Questions

  • What does it mean to teach writing?
  • Why is it important to teach writing>
  • When did you learn to write? (And, perhaps, who taught you?
  • How sure are you that/ can writing be taught?

I want to listen to a Bomani Jones clip from the Jan 23 episode “Coverage Dak” (starts at 35:31).

One more question:

  • Does Chat GPT threaten what you think writing is, how we teach it, or why we think writing is important?
  • In what ways *might/should* we rethink our pedagogy based on the emergence of ChatGPT

We might want to read this.
On why ChatGPT might be more “worrisome,” see Worsham 209.

Discussing Worsham

Chances are we will have already started to do so. I’d like everyone to pick a favorite moment or line in the Worsham and share it.

A few questions to consider:

  • What is Heidegerrian about Worsham’s critique of invention in R/C?
  • What is Heideggerian about the model of invention she introduces in the essay’s closing sections?

It might be worth illustrating Worsham’s approach, or comparing it, to Kalman.

Discussing Heidegger

  • Explicate the nature of danger that Heidegger sees in the destining/enframing of revealing as standing-reserve? Why is the destining of revealing (of the essence of technology) the greatest danger humanity faces?
  • How does Heidegger’s solution to the question concerning technology (poesis) compare to Lyotard’s solution for the emerging metanarrative of performativity (parology)? In explicating this distinction you *might* want to think back to how Heidegger opens the essay pointing to Aristotle’s four causes Links to an external site.. Bring the essay full circle.

I want to pay especial attention to pages 320-322. Let’s read.

Levinas and Company

Here’s the reading for next week:

  • Levinas, Ethics and Infinity:
    • Translator’s Introduction, 1-15
    • Chapter 4, Solitude of Being, 55-62
    • Chapter 7, The Face, 85-92
    • Chapter 8, Responsibility
  • Selections from essays pdf in Canvas:
    • Being for the Other, 114-117
    • Philosophy, Justice, and Love, 167
    • The Awakening of the I, 182-183 and 186-187
    • The Question of the Other, 99
  • Alphonso Lingis, Community of Those Who Have Nothing in Common
    • Intro 1-13
    • Chap 4 Murmur of the World, 69-91
    • Chap 5 The Element that Faces, 107-127
  • Diane Davis, “Addressing Alterity: Rhetoric, Hermeneutics, and the Nonappropriative Relation”
  • Jim Corder, Argument as Emergence, Rhetoric as Love

I want to explicate a few difficulties you will face reading Levinas. I’ll call this “Levinas, the Other, the other, and the face (to face)”

One difficulty reading Levinas: French has two words for other: autre and autrui. (Levinas adds a layer of complexity by sometimes capitalizing these terms and sometimes using them lowercase, although most translators–inclduing Cohen in Ethics and Infinity, simply ignore this distinction). Put simply, autrui refers to another person, in their concrete materiality. L’autre is the more abstract sense of alterity in general, when (in French) Levinas capitalizes either term, it is often to mark off its (im)possible transcendence (the ultimate other as God, or the resonance of God that sounds in my perception of another human face).

Another difficulty: Levinas will often talk of the encounter with another person as an encounter with the face of the other. Face here is tricky. The French is visage, a word that has some resonance with our English word semblance. Levinas is also playing with the fact that (even in French) “face” can operate as a noun and a verb. As a phenomenologist, he is caught up in analyzing the affective contours in the encounter with another person. It doesn’t necessarily mean the fleshy, material thing on your head. Rather the face of the other is there presence–their Being (there) before they arrive to you as a person. That’s a really tricky concept to grasp, but hopefully Heidegger and Worsham help you conceptualize a phenomenological encounter prior to consciousness in knowledge–the presence of a person (as an other) before they appear to human subjectivity as a person (who can be known). Here’s how Bruce Young describes it:

By “face” Levinas means the human face (or in French, visage), but not thought of or experienced as a physical or aesthetic object. Rather, the first, usual, unreflective encounter with the face is as the living presence of another person and, therefore, as something experienced socially and ethically. “Living presence,” for Levinas, would imply that the other person (as someone genuinely other than myself) is exposed to me and expresses him or herself simply by being there as an undeniable reality that I cannot reduce to images or ideas in my head. This impossibility of capturing the other conceptually or otherwise indicates the other’s “infinity” (i.e., irreducibility to a finite [bounded] entity over which I can have power). The other person is, of course, exposed and expressive in other ways than through the literal face (e.g., through speech, gesture, action, and bodily presence generally), but the face is the most exposed, most vulnerable, and most expressive aspect of the other’s presence.

Which leads us to think about this seemingly hyperbolic line in Levinas:

[An] infinite resistance to murder, . . . firm and insurmountable, gleams in the face of the Other, in the total nudity of his defenceless eyes, in the nudity of the absolute openness of the Transcendent. (Totality and Infinity 199)

Of course I can murder someone. There is nothing in the injunction voiced by the face of the other that prevents me from beating them to death with a crowbar. But even having done so I will not be able to murder their face–nor counter my ability to master (know) them (hence, reading Young above, the infinity of the face).

As you read Levinas, understand that he considers his work indebted to Heidegger but also a critical response to him. If, as Worsham describes, Heidegger seeks to help us recover a more authentic relation to the mystery of Being, then Levinas would remind Heidegger that the ultimate experience of mystery, of the limitations of our powers, lies in the relationship to others and, more important, to Other. Not to the world in general, but specifically to the call inherent in the faces of others.

Also, the heart of Levinas’ project is to suggest that the central concern of philosophy lies not in the pursuit of knowledge, but rather in recognizing our obligations to others (what he terms ethics).

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