Readings for each week are determined by the co-instructors and by the visiting speakers. The first set of readings is assigned by the co-instructors and constitute the course\u2019s prevailing questions, key terms, and distinctive examples of interdisciplinary\/antidisciplinary work. The second set of readings is assigned by the visiting speakers and reflect the particular ideas and concerns animating their work in and across fields and disciplines.<\/p>\n
<\/p>\n
September 14: \u00a0introductions and preliminaries<\/strong> ACTIVITY HOMEWORK <\/p>\n September 21:\u00a0 inhabited (inter)disciplines <\/strong> ACTIVITY<\/span> VISITOR <\/p>\n September 28: cultures of the modern university<\/strong> ACTIVITY VISITOR <\/p>\n October 2: IHUM-sponsored event<\/strong><\/p>\n NOTA BENE: The Theory and Practice of Taking Notes<\/a><\/p>\n Co-organized by Jeff Dolven and Florian Fuchs<\/p>\n <\/p>\n October 5: imagined trans- and antidisciplines<\/strong> VISITOR HOMEWORK <\/p>\n October 12: hands-on learning<\/strong> READING ACTIVITY VISITOR <\/p>\n FALL RECESS<\/strong><\/p>\n <\/p>\n October 26: [REBOOT] imagined trans- and antidisciplines<\/strong> Trans- and antidisciplines Questions of urban development and contemporary art VISITOR <\/p>\n November 2: publics<\/strong><\/p>\n Jeff Whetstone<\/a> (Lewis Center for the Arts, Visual Arts)<\/p>\n <\/p>\n November 9: preparations for final project<\/strong><\/p>\n <\/p>\n November 16: practices<\/strong> <\/p>\n November<\/strong> 23: preparations for final project<\/strong><\/p>\n <\/p>\n THANKSGIVING RECESS<\/strong><\/p>\n <\/p>\n November 30: collaborations DUE (Choose one of two options) Option 2: Inspired by Princeton\u2019s\u00a0Collaborative Teaching Initiative<\/a>, which allows a graduate student to co-design and co-teach a course with a professor, work with a partner to develop a course idea, department rationale, and syllabus for an advanced undergraduate course that combines your fields. The class should cohere conceptually, not simply alternate between your disciplines. In other words, the fissures separating these should not be visible to the student. By the beginning of 11\/30, send the new course worksheet<\/a>, department rationale, and syllabus to CNW and KN via e-mail.<\/p>\n <\/p>\n ACTIVITY <\/p>\n December 7: manifestation(s) Readings for each week are determined by the co-instructors and by the visiting speakers. The first set of readings is assigned by the co-instructors and constitute the course\u2019s prevailing questions, key terms, and distinctive examples of interdisciplinary\/antidisciplinary work. The second set of readings is assigned by the visiting speakers and reflect the particular ideas and … <\/p>\n
\nREADINGS
\n*Klein and Frodeman, \u201cInterdisciplining Humanities: A Historical Overview<\/a>\u201d
\n*Perloff, \u201cPresidential Address: It Must Change<\/a>\u201d
\n*Edwards, \u201cThe Specter Of Interdisciplinarity<\/a>”
\n*Turkle, “Introduction: The Things That Matter<\/a>”<\/p>\n
\nDisciplines, departments, and divisions (at Princeton) group exercise<\/p>\n
\nWrite a 200-word intellectual biography that describes how you\u2019ve navigated disciplines and\/or interdisciplinary spaces up to this point in your studies. By the beginning seminar on 9\/21, send the biography to CNW and KN via e-mail.<\/p>\n
\nREADINGS
\n*MLA Forum, \u201cDefining Interdisciplinarity<\/a>\u201d
\n*Griffiths, “The Comparative Method and the History of the Modern Humanities<\/a><\/span>“<\/span><\/p>\n
\nRead biographies out loud<\/span><\/p>\n
\nFlorian Fuchs<\/a><\/span> (German) has asked us to read a chapter<\/span><\/a> from his book Civic Storytelling<\/em> and to watch this 15-minute film<\/a><\/span> by Hito Steyerl. If time allows, you can also watch this short film by Harun Farocki<\/span><\/a> called Parallel I<\/em>.<\/p>\n
\nREADINGS
\n*Veblen, from The Theory of the Leisure Class<\/a><\/em>
\n*Snow, \u201cThe Two Cultures<\/a>\u201d
\n*Hare, “A Conceptual Proposal for a Department of Black Studies<\/a>”<\/p>\n
\nTranslating academic prose<\/p>\n
\nLisa Davis<\/span><\/a> (Anthropology) has asked us to read selections<\/a> from Jeanne Favret-Saada’s ethnography Deadly Words<\/em> (1977) and an excerpt<\/a> from her book The Time of the Cannibals<\/em> (2025), which includes a photoessay.<\/p>\n
\nREADINGS
\n*Fuller, from\u00a0Education Automation: Freeing the Scholar to Return to His Studies<\/a>
\n*Guattari, \u201cTransdisciplinarity Must Become Transversality<\/a>\u201d
\n*Harney and Moten, \u201cA Partial Education<\/a>”<\/p>\n
\nMarshall Brown<\/a><\/span> (Architecture) has asked us to read Jonathan Lethem’s essay<\/a> “The Ecstasy of Influence” (2007), in conjunction with watching and\/or listening to a 2022 conversation<\/a> between Marshall and Lethem at the Santa Barbara Museum of Art.<\/p>\n
\nWrite a 50-word memo on how you might transform a research question into a fabricated object. By the beginning seminar on 10\/12, send the memo to CNW and KN via e-mail.<\/p>\n
\nFirst half of class meets in Makerspace, Lewis Science Library<\/p>\n
\n*Edwards, “Introduction: Reparative Craft<\/a>”<\/p>\n
\nReference memos during introduction to Makerspace<\/p>\n
\nJeff Dolven<\/span><\/a> (English) has asked us to read an excerpt from his The End of the Sentence<\/span><\/a> and from Zachary Horton’s The Cosmic Zoom<\/a><\/span><\/p>\n
\nREADINGS
\nThe high point of the modern research university
\n*Hare, “A Conceptual Proposal for a Department of Black Studies<\/a>”<\/p>\n
\n*Fuller, from\u00a0Education Automation: Freeing the Scholar to Return to His Studies<\/a><\/em>
\n*Guattari, \u201cTransdisciplinarity Must Become Transversality<\/a>\u201d
\n*Harney and Moten, \u201cA Partial Education<\/a>”<\/p>\n
\n*Baldwin, TBA
\n*Snodgrass, \u201cMarshall Brown: Western Exhibitions<\/a>\u201d
\n*Als, “Under the Influence at the Whitney Biennial<\/a>”<\/p>\n
\nJavier Guerrero<\/span><\/a> (Spanish and Portuguese) has asked us to read…<\/p>\n
\nREADINGS
\n*Andrews, from The Academic Avant-Garde: Poetry and the American University <\/em><\/p>\n
\n<\/strong><\/p>\n
\n<\/strong>Option 1: With a partner, write a collaborative 1000-1500-word capsule history of a unit (department, program, center, etc.) in which neither of you is enrolled as a Ph.D. candidate. (You may write on a unit through which you are earning a graduate certificate.) Units may be selected from the Dean of the Faculty’s list provided in the first seminar meeting. By the beginning of 11\/30, send the capsule history to CNW and KN via e-mail.<\/p>\n
\n<\/strong>Present capsule histories. Presentations must be 7-10 minutes in length and do not have a prescribed form. Followed by 5-minute Q&A.<\/p>\n
\n<\/strong>DUE
\n<\/strong>Final project manifestation(s). Depending on the kind of project the class devises and develops, this seminar period may be used to 1) execute the project, or 2) make final preparations for the project’s manifestation (performance, publication, etc.) to be done later in the day or at a later time.<\/p>\n","protected":false},"excerpt":{"rendered":"