One string for each bow: Specialization in the arts and humanities

Journal of Aesthetic Education

Volumn 36, Issue 2, 2002, Pages 113-126

  Richardson, John Adkins ^a  

^a SOUTHERN ILLINOIS UNIVERSITY EDWARDSVILLE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 61149282549     PISSN: 00218510     EISSN: 15437809     Source Type: Journal    
DOI: 10.2307/3333761     Document Type: Article

References (33)

1. Sherwood Anderson, Winesburg, Ohio, ed. Charles E. Modlin and Ray Lewis White (1919; reprinted, New York: W. W. Norton Critical Editions, 1996), 6-7.
2. Parrington's major work, a three-volume "Interpretation of American Literature from the Beginnings to 1920" was deeply influenced by Hippolyte Taines, Histoire de la littérature anglaise (1864) which conceived of a people's literature as the inevitable outgrowth of their racial makeup, environment, and temporal setting, and by the application of economic theory to social analysis by J. Allen Smith, The Spirit of American Government (1907) and Charles A. Beard, An Economic Interpretation of the Constitution (1913).
3. Lionel Trilling, The Liberal Imagination: Essays on Literature and Society (New York: Viking Press, 1950), xiv.
4. See Thomas Mann, "Kollege Hitler," Das Tachebuch, ed. Leopold Schwartzchild (Berlin: S. Fischer Verlag, 1939), passim.
5. Konrad Heiden, Der Fuehrer: Hitler's Rise to Power (Boston: Houghton-Mifflin, 1944), 100.
6. See, for example: L. Moholy-Nagy, Vision in Motion (Chicago: Paul Theobold, 1947), which contains not only Bauhaus educational theory, but pertinent bibliographic references. William James, Pragmatism (London: Longmans Green, 1908).
7. John Dewey, Experience and Education (New York: MacMillan, 1938).
8. William Heard Kilpatrick, "A Reconstructive Theory of the Educative Proces," Teachers College Record, XXXII (March 1931)
9. and William Herd Kilpatrick, Ed. The Educational Frontier (New York: Appleton-Century, 1933).
10. Fritz Stern, "Introduction," The Varieties of History, ed. Fritz Stern (Cleveland: World Publishing, 1956), 26.
11. See John Adkins Richardson, From Pure Visibility to Virtual Reality in an Age of Estrangement (Westport Conn. : Praeger, 1998) 34-36.
12. With respect to the latter, the eloquent monster in Mary Shelley's gothic novel, Frankenstein, or The Modern Prometheus, has been used by several authors to represent the repugnance that the unnaturalness of homosexuality and transgendered individuals evokes in conventional society and also to stand for the alienation from society that male and female homosexuals and other "deviants" suffer. In other words the monstrousness of Shelley's creature is simulacrum for what produces fear and prejudice. See, for example: Judith Halberstam, Skin Shows: Gothic Horror and the Technology of Monsters, 2d ed. (Durham: Duke University Press, 1995);
13. Donna J. Haraway, "The Promises of Monsters: A Regenerative Politics for Inappropiate/d Others," in Cultural Studies, ed. Lawrence Grossberg, Cary Nelson, and Paula A Treichler (New York: Routledge, 1992), 295-337;
14. and Donna J. Haraway, Simians, Cyborgs, and Women: The Reinvention of Nature (New York: Routledge, 1991). The principal problem with this particular kind of analogy is that Victor Frankenstein's creation can too easily stand in for any kind of minority- and has been made to. Indeed, the famous artist, writer, and serial killer, Thomas Griffiths Wainewright (1794-1847), compared himself with Shelly's creature, for both were autodacts and outcasts. Vampires, who have also, predictably served in a role similar to the monster would seem a better representative for the homosexual, however, because they are numerous and of a kind whereas Frankenstein's monster is unique.
15. Robert S. Lubar, "Unmasking Pablo's Gertrude: Queer Desire and the Subject of Portraiture," The Art Bulletin 79, no. 1 (March 1997), 57-84. This article is extremely thorough in its way, and is heavily influenced by the psychoanalytic theories of Jacques Lacan and, like much queer theory, the overriding presence of Michel Foucault.
16. Robert W. Anderson, "Disciplining the Diva: Teaching Trilby to Sing," available online at:
17. See John M. Ellis, Literature Lost: Social Agendas and the Corruption of the Humanities (New Haven: Yale University Press, 1997).
18. See James L. Shulman and William G. Bowen, The Game of Life: College Sports and Educational Values (Princeton: Princeton University Press, 2001).
19. William G. Bowen and Derek Bok, The Shape of the River: Long-Term Consequences of Considering Race in College and University Admissions (Princeton, N. J. : Princeton University Press, 1998).
20. Among these false beliefs are that college sports make money, that playing sports builds character, and that it is the alumni and alumnae whose desires are being satisfied by high profile teams and expensive facilities. As for the first of these, incidentally, there are several independent studies putting the lie to the notion that intercollegiate sports are profitable. See, for example: Thomas A. Rhoads and Shelby Gerking, "Educational Contributions, Academic Quality, and Athletic Success," Contemporary Economic Policy (April 2000), 248-58
21. and Robert A. Baade and Jeffrey O. Sundberg, "Fourth Down and Gold to Go? Addressing the Link Between Athletics and Alumni Giving," Social Science Quarterly (December 1996), 789-803.
22. The authors of The Game of Life also examine the negative as well as positive effects of gender equity in athletics and show without a shadow of doubt that today's college athletes are not like those of the past except in such rare instances as crew. "Because so few high schools have rowing programs, the crew teams welcome promising students- sometimes, we are told, going so far as to pick them out of registration lines"; Shulman and Bowen, The Game of Life, 39).
23. Richardson, From Pure Visibility to Virtual Reality in an Age of Estrangement, 26-37 and John Adkins Richardson, "Dethroning the Dead: Colorless Canons, Darkening Doubts," The Journal of Aesthetic Education 28, no. 4 (Winter 1994), 15-30.
24. A particularly momentous example of slighting blacks is the case of Aleksandr Sergeyevich Pushkin (1799-1837) the greatest of the Russian poets, who laid the basis for classical Russian literature. What most people do not know or, perhaps, do not care to acknowledge is that Pushkin was black. He was the son of a noble family on his mother's side, and on his father's, the descendent of an Abyssinian slave who served Peter the Great. For a recent biography see Elaine Feinstein, Pushkin, A Biography (Hopewell, N. J. : The Ecco Press, 1998).
25. Christina Sommers, Who Stole Feminism? (New York: Simon and Schuster, 1994).
26. See Merlin Stone, When God Was a Woman (New York: Harcourt, Brace, Jovanovich, 1976)
27. The principal thinker to propound this idea was Johann Jacob Bachhofen in his Das Mutterrecht (Mother Right) of 1861. In his theory the Mother ruled at every level of society and surnames as well as property descended through her line. Naturally, it followed that goddesses were higher than gods since the Mother was the representative of divinity on earth.
28. Stone, When God Was a Woman, 228.
29. Cynthia Eller, The Myth of Matriarchal Prehistory: Why an Invented Past Won't Give Women a Future (Boston: Beacon Press, 2000), 38.
30. See Marija Gimbutas, The Gods and Goddesses of Old Europe: 6500 to 3500 BC (1976; revised, Berkeley: University of California Press, 1982).
31. Eller, Myth of Matriarchal Prehistory, 38.
32. Marija Gimbutas, The Civilization of the Goddess: The World of Old Europe, ed. Joan Marler (San Francisco: HarperSanFrancisco, 1991) 244.
33. Alexander Pope, "An Essay on Criticism" (1711) lines 335, 336 in The Great Critics, ed. James Harry Smith and Edd Winfield Parks (New York: W. W. Norton, 1939), 394.