LIKE NEW, Univ. of Chicago, 1987, 1st Edition, 325p, illus., Hardcover, dust jacket,

The Ascetic Imperative in Culture and Criticism

Harpham, Geoffrey Galt

Literature & Fiction

Univ of Chicago Pr

In this bold interdisciplinary work, Geoffrey Galt Harpham argues that asceticism has played a major role in shaping Western ideas of the body, writing, ethics, and aesthetics. He suggests that we consider the ascetic as "the 'cultural' element in culture," and presents a close analysis of works by Athanasius, Augustine, Matthias, Grünewald, Nietzsche, Foucault, and other thinkers as proof of the extent of asceticism's resources. Harpham demonstrates the usefulness of his findings by deriving from asceticism a "discourse of resistance," a code of interpretation ultimately more generous and humane than those currently available to us.

Arts & Photography

History & Criticism

University of Chicago Press

In a critical scene deeply troubled by questions of justice and responsibility, and beset by political and moral scandals, no issue in recent years has been more urgent or more unsettled than the question of ethics. Geoffrey Galt Harpham, whose previous book, The Ascetic Imperative in Culture and Criticism, was one of the first to announce the critical renewal of ethics, attempts in this new book to explain why ethical questions resist settlement. He urges a new account of ethics not as a stable set of principles, values, or prescriptions, but as a variable factor of "imperativity" immanent in language, analysis, narrative, and creation.

Getting It Right: Language, Literature, and Ethics

The concept of mastery straddles a largely unexamined seam in contemporary thought dividing admirable self-control from a reprehensible will to power. Although Joseph Conrad has traditionally been viewed as an admirable master—master mariner, storyteller, and writer—his reputation has been linked in recent years to the negative masteries of racism, imperialism, and patriarchy.In this book, Geoffrey Galt Harpham delves not only into Conrad's literary work and reputation but also into the concept of mastery. Outlining a psychology of composition that embraces Conrad's personal as well as historical circumstances, Harpham sheds new light on traditional issues in Conrad criticism, such as his Polish background and his preoccupation with the sea, by linking them to less frequently discussed subjects, including his elusive sexuality and his idiosyncratic relation to the English language.One of Us represents both a methodological innovation in the practice of literary criticism and an important contribution to our understanding of how masters—and canons based on them—are made.

One of Us: The Mastery of Joseph Conrad

British & Irish

The Humanities and the Dream of America

In this bracing and original book, Geoffrey Galt Harpham argues that today’s humanities are an invention of the American academy in the years following World War II, when they were first conceived as an expression of American culture and an instrument of American national interests. The humanities portray a “dream of America” in two senses: they represent an aspiration of Americans since the first days of the Republic for a state so secure and prosperous that people could enjoy and appreciate culture for its own sake; and they embody in academic terms an idealized conception of the American national character.  Although they are struggling to retain their status in America, the concept of the humanities has spread to other parts of the world and remains one of America's most distinctive and valuable contributions to higher education. The Humanities and the Dream of America explores a number of linked problems that have emerged in recent years: the role, at once inspiring and disturbing, played by philology in the formation of the humanities; the reasons for the humanities’ perpetual state of “crisis”; the shaping role of philanthropy in the humanities; and the new possibilities for literary study offered by the subject of pleasure. Framed by essays that draw on Harpham’s pedagogical experiences abroad and as a lecturer at the U.S. Air Force Academy, as well as his vantage as director of the National Humanities Center, this book provides an essential perspective on the history, ideology, and future of this important topic.

In this bracing and original book, Geoffrey Galt Harpham argues that today’s humanities are an invention of the American academy in the years following World War II, when they were first conceived as an expression of American culture and an instrument of American national interests. The humanities portray a “dream of America” in two senses: they represent an aspiration of Americans since the first days of the Republic for a state so secure and prosperous that people could enjoy and appreciate culture for its own sake; and they embody in academic terms an idealized conception of the American national character. Although they are struggling to retain their status in America, the concept of the humanities has spread to other parts of the world and remains one of America's most distinctive and valuable contributions to higher education. The Humanities and the Dream of America explores a number of linked problems that have emerged in recent years: the role, at once inspiring and disturbing, played by philology in the formation of the humanities; the reasons for the humanities’ perpetual state of “crisis”; the shaping role of philanthropy in the humanities; and the new possibilities for literary study offered by the subject of pleasure. Framed by essays that draw on Harpham’s pedagogical experiences abroad and as a lecturer at the U.S. Air Force Academy, as well as his vantage as director of the National Humanities Center, this book provides an essential perspective on the history, ideology, and future of this important topic.

What Do You Think, Mr. Ramirez?: The American Revolution in Education

Geoffrey Galt Harpham’s book takes its title from a telling anecdote. A few years ago Harpham met a Cuban immigrant on a college campus, who told of arriving, penniless and undocumented, in the 1960s and eventually earning a GED and making his way to a community college. In a literature course one day, the professor asked him, “Mr. Ramirez, what do you think?” The question, said Ramirez, changed his life because “it was the first time anyone had asked me that.” Realizing that his opinion had value set him on a course that led to his becoming a distinguished professor. That, says Harpham, was the midcentury promise of American education, the deep current of commitment and aspiration that undergirded the educational system that was built in the postwar years, and is under extended assault today. The United States was founded, he argues, on the idea that interpreting its foundational documents was the highest calling of opinion, and for a brief moment at midcentury, the country turned to English teachers as the people best positioned to train students to thrive as interpreters—which is to say as citizens of a democracy. Tracing the roots of that belief in the humanities through American history, Harpham builds a strong case that, even in very different contemporary circumstances, the emphasis on social and cultural knowledge that animated the midcentury university is a resource that we can, and should, draw on today.

Geoffrey Galt Harpham’s book takes its title from a telling anecdote. A few years ago Harpham met a Cuban immigrant on a college campus, who told of arriving, penniless and undocumented, in the 1960s and eventually earning a GED and making his way to a community college. In a literature course one day, the professor asked him, “Mr. Ramirez, what do you think?” The question, said Ramirez, changed his life because “it was the first time anyone had asked me that.” Realizing that his opinion had value set him on a course that led to his becoming a distinguished professor. That, says Harpham, was the midcentury promise of American education, the deep current of commitment and aspiration that undergirded the educational system that was built in the postwar years, and is under extended assault today. The United States was founded, he argues, on the idea that interpreting its foundational documents was the highest calling of opinion, and for a brief moment at midcentury, the country turned to English teachers as the people best positioned to train students to thrive as interpreters—which is to say as citizens of a democracy. Tracing the roots of that belief in the humanities through American history, Harpham builds a strong case that, even in very different contemporary circumstances, the emphasis on social and cultural knowledge that animated the midcentury university is a resource that we can, and should, draw on today.

Language Alone

How did the concept of language come to dominate modern intellectual history? In Language Alone, Geoffrey Galt Harpham provides at once the most comprehensive survey and most telling critique of the pervasive role of language in modern thought. He shows how thinkers in such diverse fields as philosophy, psychoanalysis, anthropology, and literary theory have made progress by referring their most difficult theoretical problems to what they presumed were the facts of language.Through a provocative reassessment of major thinkers on the idea of language-Saussure, Wittgenstein, Derrida, Rorty, and Chomsky, among them-and detailed accounts of the discourses of ethics and ideology in particular, Harpham demonstrates a remarkable consensus among intellectuals of the past century and beyond that philosophical and other problems can best be understood as linguistic problems. And furthermore, that a science of language can therefore illuminate them. Conspicuously absent from this consensus, he shows, is any consideration of contemporary linguistics, or any awareness of the growing agreement among linguists that the nature of language as such cannot be known.Ultimately, Harpham argues, the thought of language has dominated modern intellectual history because of its singular capacity to serve as a proxy for a host of concerns, questions, and anxieties-our place in the order of things, our rights and obligations, our nature or essence-that resist a strictly rational formulation. Language Alone will interest literary critics, philosophers, and anyone with an interest in the uses of language in contemporary thought.

Language Alone: The Critical Fetish of Modernity

Teen & Young Adult

Routledge

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Books by Harpham, Geoffrey Galt

See the best price to sell, buy, or rent books by Harpham, Geoffrey Galt. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

The Ascetic Imperative in Culture and Criticism

The Ascetic Imperative in Culture and Criticism

Getting It Right: Language, Literature, and Ethics

One of Us: The Mastery of Joseph Conrad

One of Us: The Mastery of Joseph Conrad

The Humanities and the Dream of America

The Humanities and the Dream of America

What Do You Think, Mr. Ramirez?: The American Revolution in Education

What Do You Think, Mr. Ramirez?: The American Revolution in Education

Language Alone: The Critical Fetish of Modernity