ࡱ>   #5bjbj yN`_`_+S 00000$TTTPD$T<  """j $ #-0jj00""HK0"0""Ra0+%tR+%+%0\:+% X :  FULTON SCHOOL OF LIBERAL ARTS Department of English 1101 Camden Avenue Salisbury, MD 21801-6860 410-543-6445 1-888-543-0148 TTY 410-543-6080 FAX 410-548-2142 www.salisbury.edu May 27, 2020 English Department and Modern Languages Department Response Philosophy Department 1B Rationale Senate designee: Emily Story, Ph.D. Dear Colleagues of the 9iý޹˾ Faculty Senate, Having conferred as a committee and in consultation with relevant members of the English and Modern Languages department faculty, who teach literature for the General Education1B requirement, we are writing to respond to the proposal submitted to the Senate, prepared by Dr. Timothy Stock on the behalf of the Philosophy department, concerning the prospect of counting PHIL 368 (or indeed any other course listed under the same HEGIS code) as satisfying the General Education 1B literature requirement. After carefully soliciting and considering the opinions of appropriate colleagues in the English and Modern Languages departments, after carefully examining all aspects of the proposal, the committee unanimously voted to reject the proposal. What follows is a considered rationale for making this decision. There are several interrelated bases upon which the committee rejects the plan as delineated in the document submitted by Dr. Stock. Although we acknowledge that philosophy offers valuable tools to study literature and we acknowledge that interdisciplinary methods may complement more traditional literary approaches, we concluded that philosophy courses do not aim at pursuing the same goals as literature courses, in particular exploring literature for its intrinsic specificities. Philosophy and literature can indeed be complementary, but so is literature and every other course of study in the liberal arts, which is in part what makes literature so foundational to a students general education. But complementarity is not identity: philosophy is simply not literature, nor is it taught as such, nor should it be. The concept that a philosophy course concerned with literary texts is equivalent to a course taught by trained specialists in literary studies stems from the mistaken premise that because literature forms a complement to a course in another discipline, it thereby qualifies the faculty of that other discipline to teach the course as literature for the purpose of granting 1B General Education credit. This proposition forwards the spurious notion that because some faculty have used, for example, a novel for a course in another discipline, such as philosophy, that those faculty are then competent to teach the novel as literature, without the professional backgrounds, qualifications, and experience of literature faculty. Ina philosophy course, literary texts are primarily considered as vessels of philosophical themes, and not primarily considered for their specific characteristics as literary constructs. References to the literary form and the written word in the proposal highlight a focus on literature solely as a way to communicate philosophical content (e.g. Philosophical inquiry is impossible without the written word [2]).Philosophy courses mainly use approaches to textual analysis that are not literary in nature, with little to no use of such techniques asclose reading, genre or form analysis, and with little or no reference to the expansive field of literary criticism, which includes the tradition of rhetorical criticism as well as such areas of literary scholarship as historicism, biographical and bibliographical studies, textual studies, New Historicism, Border Studies, Disabilities Studies, and various Structuralist and Post-Structuralist theoretical fields including Deconstruction. This is not to say that philosophy courses never pay attention to the literary nature of the texts studied and never use literary analysis. But they do so only to the extent that literature courses may resort to using philosophy (as well as history, anthropology, sociology, etc.) to analyze texts. The literary aspects of texts are, however, decidedly not the main focus of the philosophy course and decidedly not pursued as deeply and consistently as they would be by a specialist trained in the discipline of literary analysis. Failing to recognize that an advanced training in literary studies is essential to teach literature, the proposal seems to dismiss the expertise of any untenured lecturer in the English department as though the only criterion for this individual teaching literature is that he or she was hired by the department of English (italics in original). However, lecturers are hired by the English department because he or she possesses an advanced degree in literary studies as well as other field-specific qualifications. Under no circumstances would the English department ever hire someone with an advanced degree in the field of Philosophy to teach literature courses. In fact, the first criterion specified in any job search advertisement would be a degree in a relevant and directly applicable field. In short, a person with an advanced degree in Philosophy would not be qualified to teach literature in the English department, but the proposal claims that this person unqualified to teach literature in the English department somehow would become qualified to offer 1B General Education credit in the philosophy department. Furthermore, the proposal contends that philosophy as a discipline contains resources for literary studies equivalent to any other source of literary study. Ultimately, it is this claim to equivalency to which the committee most strongly objects. The proposal seeks to establish a false equivalency between professors with field-specific, advanced degrees in literary studies and professors with field-specific, advanced degrees in philosophy. Philosophy professors trained in the field-specific discipline of philosophy are not qualified to grant General Education credit in literature, no more than literature professors trained in literature and even with published expertise in philosophical, historical, or political areas of discourse are qualified to grant General Education credit in philosophy, history or political science. The exploration of philosophical themes of the sort specified in the proposal constitutes a course in philosophy, not a course in literature. If professors with advanced degrees in literary studies taught the same works listed within the proposal, then that course would be a literature coursedue to the field-specific focus on literary analysis and the expertise of the professor. More than one literature faculty member referred to making regular and considered uses of philosophers while teaching literary materialsfor example, Aristotle, Socrates, Plato, Kierkegaard, de Chardin, Zeno of Elea, and on and onwith the purpose of using such importations to expand students understanding of the reach of a given literary text. The committee, however, would never make the overreaching claim that any of these courses wherein philosophical materials are regularly invoked should consequently count for General Education credit in philosophy. An instructor from the Philosophy department may indeed use literature to teach philosophy, just as many members of the English department regularly use philosophy to teach literature, or regularly use history, psychology, theology, or even economics to teach literature. It certainly does not follow that such courses should count for General Education credit under different HEGIS codes for their respective disciplines. Embracing interdisciplinarity does not mean exploding the integrity of individual disciplines by eradicating the boundaries between field-specific modes of inquiry and pedagogy. Nor does the concept of interdisciplinarity warrant allowing persons using literature to teach in their own field to garner credit hours for this activity under any other HEGIS code. While the proposal purports to make rational, disinterested arguments, it also suggests the English department controls literature in such a way that it somehow undermines the study of literature more broadly. The implication of this perspective is that the English department is currently failing its students in that study. For example, the proposal lists among its positive considerations that it would expand the languages of origin for literature courses beyond English, Spanish, French, and German. Courses offered by English and Modern Languages faculty, however, often include numerous other languages beyond even those the proposal claims only Philosophy can addlanguages like Greek, Italian, Latin, and others. A course like The Bible as Literature, for example, necessarily involves the study of texts originally written not only in Greek, but also Hebrew and Aramaic, not to forget subsequent Latin translations. Our medieval English literature and Old Norse courses naturally feature texts of other defunct languages. Literature courses in Global and Ethnic Studies likewise provide opportunities for students to engage with materials translated from such modern South Asian languages as Hindu and Urdu. One reason that a literature requirement currently has an important stand-alone position in General Education is that literature inherently offers a general education. It is in its essence syncretic, including within its purview materials common to most areas comprising the Liberal Artsfor example, history, politics, psychology, philosophy, theology, and sociology. The English and Modern Languages departments have very narrow restrictions regarding what courses can be offered for 1B General Education credit. Courses in Rhetoric and Composition and even in Creative Writing do not qualify for awarding 1B General Education credit, even though Creative Writing courses in the English department include fourteen weeks of reading in literature. The focus of such a creative writing course is not on literary investigation as such but on a students development of expertise in the craft of literary writing, whether in fiction, poetry, or creative non-fiction and hence is considered by the English department itself as not suited for fulfilling a 1B General Education requirement. Finally, it should be noted, as observed by several members of the English department faculty, that the timing of such a proposal is fundamentally ill-considered in light of the fact that a vote on the revision of the entire General Education curriculum is pending, potentially rendering the change proposed by the Philosophy department moot, should the vote authorize the adoption of a completely new model for the delivery of that curriculum. In conclusion, the committee fairly and dispassionately examined the proposal under consideration and rejected it. We strongly recommend that the Faculty Senate join the committee in rejecting the proposal for the reasons respectfully presented. Sincerely, T. 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