"We envisage this course as an exploration of the overlap between  Romanticism's critique of (Enlightenment) rationality (with special  attention to its efforts to undermine, set aside, or volatilize the  subject-object binary: e.g., Hegel, Marx, Marcuse, Wordsworth,  Coleridge, Keats, Shelley) AND, the uniquely pre/post/ or non-critical  thought-style and presuppositions of Buddhism. Although the body of  scholarly work that studies this conjuncture (e.g., work by Antonio Negri,  Niklas Luhmann, Eleanor Rosch, Francisco Varela) is powerful and  productive, the course will focus on primary texts and on practices of  knowing (as in, poetry, fiction). Course requirements will consist of  weekly short exercises  rather than the standard critical/research essay, and the overall purpose  of these assignments is to advance understanding of the models of  knowing/being (i.e. philosophical models) discussed in class, and  to cultivate the students' self-awareness with respect to their  own intellectual/social/psychic formation."

There's the official description for this course, which I taught with my friend Marjorie Levinson of the Michigan  English Department this past Winter semester.  Marjorie and I had been talking about teaching a course together for at least a couple of years.  Our first, abortive attempt resulted in my "love" course.  We finally got it together and planned last fall this course on Buddhism, specifically Zen, and Romanticism, specifically English and specifically poetry.  Last January we started the course out, with 45 Michigan undergraduate seated in rows slowly, mindfully eating oranges on the very first day.  Below you can take a look at the syllabus for the course.  For me it was an incredible exhilirating and inspiring learning experience.  Marjorie is an extraordinary teacher and I felt like a student again, just soaking in the reflections and meditations and close readings of this brilliant thinker of British Romanticism.  In addition to this, it was a wonderful experience to teach with someone else, to have the opportunity to play off each other publicly in the classroom, to feel myself working much better from "one side" (rather than from the center) of the classroom.

Here's the rest of the syllabus for that course:

I.Weeks I and II

II.Weeks III through V

**Floating Unit"**: Week VI

"Groundhog Day"

**Winter Break**: NO CLASSES on Tuesday, February 24 and Thursday, February 26

III.Weeks VII through IX

IV.Week X through XII

V.Weeks XIII and XIV

 


Reading to Live course page
Innocence and Experience course page
Pragmatism course page
Hopscotch course page
Julio Cortazar's Short Stories course main page
Gilles Deleuze Course Main Page
Romanticism and Buddhism course home page
Jorge Luis Borges course main page
Love course main page