Instructor: Conall Cash • cjc336@cornell.edu
Office Hours: on Zoom, Monday and Wednesday 3-4pm; email for alternative hours

Course Description

A basic understanding of Marx, Nietzsche, and Freud is essential for participating in academic debates in the humanities and social sciences. This seminar will help you master the concepts you need to participate by engaging with each thinker’s innovative critical method: historical materialism (Marx), post-metaphysical epistemology (Nietzsche), and psychoanalysis (Freud). As much as these models vary, they meet in a shared critique of human culture for frustrating the natural instincts that shape our humanity. Where they diverge is in the analysis of which instinct is primary: the drive to collaboratively build a better world (Marx), the drive to attain subjective freedom (Nietzsche), or the drive to win love and approval (Freud). Our method begins from the premise that critical reading, critical thinking, and critical writing are inseparable moments in one operation of critique. The critical method of literary studies is nonetheless close reading. That means the key to producing good writing in this seminar will largely be determined by how well you learn to read. The question that will guide our method of critical writing as critical reading is: Do other ways of thinking exist in opposition to those we view as natural, inevitable, or universal?

Learning Outcomes

The basic goal of this course is to develop the skills necessary to produce meaningful and effective academic writing. In the context of our seminar, achieving this goal will involve:

• Engaging with the conceptual framework and key ideas of Marx, Nietzsche, and

  Freud.

• Developing active reading and note-taking skills that will help you understand the

  argumentative and rhetorical structures of complex texts.

• Gaining a practical understanding of how to write an academic essay, from drafting to

  revising and completing a polished paper. We will start with more basic skills, such as

  writing a summary; by the end of the course you will design your own research paper.

• Developing critical reflection about oneself and the social world through engagement

  with the thinking of Marx, Nietzsche, and Freud.

• Learning how to read cultural texts, such as films, through the critical framework

  provided by Marx, Nietzsche, and Freud.

  Required Texts

  The following books are available at the university bookstore:

• Robert Tucker, ed. The Marx-Engels Reader. W. W. Norton & Company; 2nd

Revised & enlarged edition, 1978.

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• Friedrich Nietzsche, On the Genealogy of Morals: A Polemic. Oxford University Press, 2009.

• Sigmund Freud, The Freud Reader. Ed. Peter Gay. New York: W.W. Norton, 1995.

  Some additional required readings and films will be available on the course’s Canvas page. It is your responsibility to print assigned readings and bring personal copies to class, and to watch films in advance of class (I hope also to arrange one or two film screenings later in the semester).

  Classroom Etiquette

  Our discussions will be centred on reconstructing the key arguments of the texts we look at step by step. Before each session, you are expected to prepare to present the individual claims in the text we are reading one by one. You are not expected to know or give an exact answer. It is more than sufficient that you report as much as you can gather. In contrast to the competitive model of collegiate debate, our class discussions will follow the Socratic method of collaborative inquiry, in which each new idea offered for consideration is subjected to respectful engagement and criticism. You are free and encouraged to ask for clarifications and make suggestions. At the same time, you must be respectful of others and open to criticism. In addition to classroom discussions, smaller group settings will give you further opportunity to voice and develop your ideas about the arguments presented in the course readings.

  This is a writing seminar, so bring a writing device to every session. Your writing device may be electronic or pen and paper. If using an electronic device, refrain from looking at other programs on your device, and maintain attention on our class discussion. Take notes, ask questions, demand clarifications when necessary. Respect others and time constraints.

Grade Breakdown

Class Participation: 15% Canvas blog posts: 10% Written Assignments: 75%

Blog post response assignments will be posted on Canvas regularly (approximately once per week) – you will be asked to provide a response to a brief prompt/question about the readings. These responses don’t need to be polished, but should rather be an outlet for articulating your initial response to the readings, and for generating material for class discussion. The responses aren’t graded, but you need to complete them in a way that demonstrates engagement in order to receive the full marks for this part of your grade. Blog posts are due by midnight on the night before class.

Grading Policy

You are guaranteed a ‘B’ for the semester if you complete all work on time and in a way that shows satisfactory engagement with the readings and the prompts given. To qualify, you must attend and collaborate in all seminar activities (discussions, peer reviews, conferences with me) and fulfill the basic standards for each writing exercise. This guarantee functions on the premise that if you do the work asked of you, you will write ‘well’ by the end of the

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semester (‘good’ is the standard for a ‘B’). No grades will be declared for individual assignments, but I will give you an estimate of whether you are fulfilling or exceeding these requirements for a B after you complete your second writing assignment. Your work does not end after you make the first submission! You will be editing your written work throughout the semester following my feedback, meetings and peer review conferences. Careful editing, revision and thoughtful argumentation will qualify you for a higher grade than the standard B.

Course Requirements

Think of the following requirements as an integrated set of activities designed to help you become a better writer, rather than a list of obligations:

Formal writing assignments: You will submit five formal essays that highlight various aspects of the writing process. These will receive thorough comments from the instructor. Writing is a process, and therefore your essays will develop through several stages of informal preparatory writing, peer reviews, and revised drafts. Assignments 2, 3, and 4 will go through peer-review and re-submission. The following requirements apply to all formal assignments:

• All work submitted in this course must have been written by you for this class. If you refer to the work of others, you must acknowledge the source. See the Essential Guide to Academic Integrity at: https://theuniversityfaculty.cornell.edu/academic-integrity/

• All work should be written for a public audience. You will routinely exchange writing with peers so you can give each other feedback.

• Bring a printed copy of any assignment we plan to workshop to class, since we will exchange papers and mark them up.

• Submit all work by the deadline.

• All writing should be in Times New Roman 12 pt font

• Double-space throughout – except for block quotes, which should be indented and single-

  spaced.

• Begin document with name (line 1), assignment number (line 2), and date (line 3).

• Provide an original title for your essay – this should follow the header information at the

  top of the first page.

• Number pages in right header with last name.

• Copy edit, proofread, correct, and save all drafts before submitting.

Informal writing: Regular informal writing activities like free writing, reflections, mini-essays, Canvas discussions and reading journals will complement formal assignments. These are ungraded, though active engagement in these activities will contribute to your final grade for the class.

Final Reflection: For your final reflection, you will submit a 2-3 page statement on how your writing has developed throughout the semester.
Writing conferences: You will confer with the instructor at least twice during the semester to discuss your progress as a writer. You are responsible for coming to these appointments on time.

Active reading: Carefully read and proactively prepare texts for class discussion. This will likely involve reading texts more than once with undivided attention and active note-taking.

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Participation: Contribute to class discussion, group work, and online activities attentively and with respect for others.
Attendance: Come to class prepared and on time. Should you have to miss a class for illness or emergency, please contact me as soon as possible.

Health and Caring For Each Other

We are all hopeful that the semester will go smoothly as we return to in-person classes after the past year. Given the continuing coronavirus pandemic, we must all remain conscious of the health risks and our need to protect everyone in our community. We are all expected to abide by the university’s covid-safe measures. While it is important for all students to attend and participate in class, in the event that you feel unwell or have covid symptoms, it is best that you seek medical attention and do not attend class until you have a negative test result and feel well enough to participate. I will support you in catching up on missed class material in these cases – though your best avenue will be to ask a classmate for their notes.

Cornell Code of Academic Integrity

Cornell University has a strict rule of academic conduct defined in the Code of Academic Integrity (http://theuniversityfaculty.cornell.edu/academic-integrity/code-of-academic- integrity/) Students should familiarize themselves with what it means and how to abide by the Code in order to avoid penalties, sanctions, and other disciplinary measures, particularly as it pertains to questions of plagiarism and other citation-related issues. Any breach of the Code will result in an automatic F on the assignment and other disciplinary measures, including a potentialdisciplinary hearing. Cornell’s plagiarism tutorial can be found at https://plagiarism.arts.cornell.edu/tutorial/index.cfm

Websites on Writing

The John S. Knight Center for Writing in the Disciplines

https://knight.as.cornell.edu/resources

The Writing Center @ The University of Wisconsin-Madison: Twelve Common Errors (checklist for editing) https://writing.wisc.edu/Handbook/CommonErrors.html

Graduate Writing Center, Yale Center for Teaching and Learning: Linking Words

https://ctl.yale.edu/sites/default/files/files/GWCLinkingWords-1.pdf

Cornell Writing Centers

The Cornell Writing Centers (CWC) provide support for individuals at any stage of the writing process. It is a free resource available to everyone on campus—faculty, staff, graduate and undergraduate students—for nearly any kind of writing project: applications, presentations, lab reports, essays, papers, and more. Tutors (trained undergraduate and graduate students) serve as responsive listeners and readers who can address questions about the writing process or about particular pieces of writing. They can also consider questions of confidence, critical reading, analytic thought, and imagination. Writing tutors also have experience working with non-native speakers of English. Writers will be able to drop-in or make appointments here:

https://cornell.mywconline.net/

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University Policies and Regulations

I am committed to honoring all University policies pertaining to accommodation of disabilities, accommodation of sports travel, observance of religious holidays, and regulations pertaining to harassment or discrimination. Please speak to me immediately about any of these factors that might impact your ability to fully participate in class, so that we can plan strategy. This is especially true if you have a letter from Student Services: speak to me immediately, so we can begin arranging for whichever special needs are at stake.

Semester Breakdown

The following is a guide to the semester: you are expected to read the pages indicated prior to the class date under which they are listed. As the semester develops, I may see reason to make some changes to the reading/assignment schedule, and will let you know accordingly – these will only be done to facilitate your engagement with the material and your completion of the writing assignments.

Introduction. Critique, Self-Knowledge, and Freedom

WEEK 0:

Friday, August 27

Introduction to the course
Handout in class: Excerpt from Immanuel Kant, “An answer to the question, ‘What is Enlightenment?’”

PART I. Marx: Alienation and Freedom

WEEK 1: Enlightenment and the Critique of Religion: Kant, Hegel, Feuerbach, Marx

Monday, August 30

Immanuel Kant, “An answer to the question, ‘What is Enlightenment?’,” excerpt (on Canvas)

Wednesday, September 1

Excerpts on religion from Kant, Hegel, Feuerbach (on Canvas) [BLOG POST 1 DUE]

Friday, September 3

Excerpts on religion from Kant, Hegel, Feuerbach

ESSAY 1 DUE (BY MIDNIGHT)

WEEK 2: Capitalism and alienation

Monday, September 6 NO CLASS – Labor Day

Wednesday, September 8

Karl Marx, “Contribution to a Critique of Hegel’s Philosophy of Right: Introduction,” 53-59

Friday, September 10

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Marx, “Contribution,” 59-65

WEEK 3: Capitalism and alienation

Monday, September 13

Marx, “Theses on Feuerbach,” 143-5 [BLOG POST 2 DUE]

Wednesday, September 15

Marx, “Economic and Philosophical Manuscripts,” 70-81

Friday, September 17

Marx, “Economic and Philosophical Manuscripts,” 70-81 (further discussion)

WEEK 4: Capitalism and Communism

Monday, September 20

Marx, “Economic and Philosophical Manuscripts,” 81-88 [BLOG POST 3 DUE]

Wednesday, September 22

Karl Marx and Friedrich Engels, “The Communist Manifesto,” 473-483

Friday, September 24

“The Communist Manifesto,” 483-491

ESSAY 2, FIRST DRAFT DUE (BY MIDNIGHT)

PART II. Nietzsche: Truth, Morality, and Life

WEEK 5

Monday, September 27

Friedrich Nietzsche, “On Truth and Lies in a Nonmoral Sense,” 114-123 (ON CANVAS) [BLOG POST 4 DUE]

Wednesday, September 29

Peer-review in class

Friday, October 1

Nietzsche, “On Truth and Lies in a Nonmoral Sense”

WEEK 6

Monday, October 4

Nietzsche, On the Genealogy of Morals, 3-10 [BLOG POST 5 DUE]

Wednesday, October 6

On the Genealogy of Morals, 11-22

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Friday, October 8

On the Genealogy of Morals, 22-30 WEEK 7
NO CLASS – Fall Break Wednesday, October 13

On the Genealogy of Morals, 30-38

Friday, October 15

On the Genealogy of Morals, 39-54
ESSAY 3, FIRST DRAFT DUE (BY MIDNIGHT)

WEEK 8

Monday, October 18

On the Genealogy of Morals, 54-66 [BLOG POST 6 DUE]

Wednesday, October 20

Peer-review in class

Friday, October 22

On the Genealogy of Morals, 66-76
PART III. Freud: Civilization, Repression, and Treatment

WEEK 9. Childhood and Psychoanalytic Practice

Monday, October 25

Sigmund Freud, “Observations on Transference-Love,” 378-387 [BLOG POST 7 DUE]

Wednesday, October 27

Freud, “Family Romances,” 297-300

Friday, October 29

Further discussion on Transference-Love and Family Romances WEEK 10. Perversion and the Normal
FILM (screening day/location TBA): The Rat Man (BBC, 1972)

Monday, November 1

Freud, “Notes Upon A Case of Obsessional Neurosis” [“The Rat Man”] – ON CANVAS, 198-220
[BLOG POST 8 DUE]

Wednesday, November 3

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Freud, “Rat Man” continued

Friday, November 5

Freud, “Civilization and its Discontents,” 722-727
WEEK 11. Civilization and Sublimation
FILM (screening day/location TBA): Pursued (Raoul Walsh, USA, 1947)

Monday, November 8

“Civilization,” 728-735 [BLOG POST 9 DUE]

Wednesday, November 10

Civilization,” 735-742

Friday, November 12

“Civilization,” 742-746

ESSAY 4, DRAFT 1 DUE (BY MIDNIGHT)

WEEK 12. Civilization cont’d

FILM (screening day/location TBA): The Unknown Girl (Jean-Pierre and Luc Dardenne, Belgium, 2016)

Monday, November 15

“Civilization,” 747-753 [BLOG POST 10 DUE]

Wednesday, November 17

Peer-review in class

Friday, November 19

“Civilization,” 753-763

PART IV: Critique and Freedom after Marx, Nietzsche, and Freud

WEEK 13

Monday, November 22

Michel Foucault, “What is Enlightenment?”, 32-38 [BLOG POST 11 DUE]

NO CLASS – Thanksgiving

WEEK 14

Monday, November 29

Foucault, “What is Enlightenment?”, 39-50

Wednesday, December 1

No additional reading

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Friday, December 3

No additional reading

ESSAY 5 DUE (BY MIDNIGHT)

WEEK 15

Monday, December 6

No additional reading
Final Reflection due Friday, December 10