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Reviewing Derek Walcott’s Omeros

                                        I said, “Omeros,”

and O was the conch-shell’s invocation, mer was
both mother and sea in our Antillean patois,
os, a grey bone, and the white surf as it crashes

and spreads its sibilant collar on a lace shore.
Omeros was the crunch of dry leaves, and the washes
that echoed from a cave-mouth when the tide has ebbed.

(Omeros bk. 1 ch. 2 sec. 3)

Derek Walcott’s masterful Omeros is a palimpsest. As an epic poem, it is deeply indebted to Homer; as a portrait of St Lucia, it is bound to the daily rhythm of island life. It is this tension between rootedness in the Caribbean and participation in the “global republic” of English (to borrow from Paula Burnett) that Walcott explores in his imagination of a postcolonial world. Reading Omeros means inhabiting the contradictions inherent in the postcolonial condition. Walcott’s poetic work is an extraordinarily successful exploration of modern life, all accomplished in poignant and achingly beautiful lyric verse.

The poem is structured as an odyssey, shifting from the present-day Caribbean to modern-day Europe and seventeenth-century Africa before returning to Walcott’s home island. The narrative is divided into seven books that provide a structure for the 64 chapters, each of which comprises a handful of sections. Yet the plot, such as it is, can be roughly split in three. In the first part, Achille and Hector (two fishermen) are competing for the affections of Helen against the backdrop of modernizing St Lucia. The second part of Omeros shifts to a broader view of the world by considering Philoctete and Ma Kilman. Their connections with Africa are visceral, spiritual, and deeply allegorical; in the case of Philoctete’s wound, the legacy of slavery quite literally bleeds into the present. The narrator dwells both on the horrors of the Middle Passage and the contradictions of the contemporary metropole before returning to the St Lucian town of Gros-Ilet in the concluding section. To end, the narrator turns away from history to instead depict the tourists who flood St Lucia’s beaches today: “barefoot Americans strolling into the banks— / there was a plague of them now, worse than the insects / who, at least, were natives” (1.10.3). In this third and final section, Hector dies driving these same tourists from the airport to a hotel, while Achille remains afloat as a fisherman.

Continue reading “Reviewing Derek Walcott’s Omeros

Engaged Scholarship and the “Organic Intellectual”

As a concentrator in Archaeology here at Brown, I am also a member of the Engaged Scholars Program. I’ve recently been thinking a lot about the nature of engaged scholarship and my relationship with it. I wanted to summarize and comment on three seemingly disparate strands of engaged scholarship that I’ve recently come across: the more traditional idea of service learning; Antonio Gramsci’s concept of the “organic intellectual”; and Cornel West’s more recent evolution of this idea, as demonstrated through an essay on Martin Luther King, Jr. I end by drawing together these three thinkers and articulating a critique of dominant understandings of engaged scholarship.

Tania Mitchell

This semester,  I am in SOC 0310: Theory and Practice of Engaged Scholarship (with Allen Hance and Lynsey Ford). We’ve been talking a lot about what engaged scholarship means for the program, particularly as an evolution of “service learning.” The traditional idea was that students gain valuable skills and experiences through direct service. More recently, Tania Mitchell has encapsulated a trend away from this idea towards a kind of “critical service-learning,” which emphasizes the importance of critical reflection as a way of addressing structural and systemic issues that underlie the most apparent problems. Brown offers a number of courses that fit within this philosophy, and has recently approved the introduction of a course designation in Community-Based Learning and Research (CBLR). Indeed, I would argue that the idea of service learning (mostly in its critical form) is at the heart of engaged scholarship as the Swearer Center currently understands it. Other definitions abound. For example, as used by New England Resource Center for Higher Education, engaged scholarship focuses on the role of faculty “in a reciprocal partnership with the community, is interdisciplinary, and integrates faculty roles of teaching, research, and service.” This definition (focused on faculty) has greater ambit than the idea of service learning, which is focused on student experience. I feel that this difference points at the crux of the issue with engaged scholarship as it is currently understood — more on this later. Continue reading “Engaged Scholarship and the “Organic Intellectual””

Western writing and the Church of the East in China

I wanted to write about a fascinating object called the Nestorian Stele, a block of stone inscribed with Chinese and Syriac in 781 CE. The stele is entitled Memorial of the Propagation in China of the Luminous Religion from Daqin (大秦景教流行中國碑; pinyin: Dàqín Jǐngjiào liúxíng Zhōngguó bēi; the stele is commonly known simply as jingjiaobei). It describes the establishment of a Nestorian Christian church in China in the late antiquity, known as Beth Sinaye in Syriac and jingjiao in Chinese. The monument was erected in 781 by the Tang Dynasty Emperor Taizong to commemorate 150 years of Christianity in China, which had arrived with Syriac missionaries in 635 (for a concise yet thorough description see Lawton 2008). In 845 CE, the monument was buried during a period of religious suppression and was only rediscovered in 1625. From then on, there has been a steady but small stream of Western interest in the object; in 2008, a book by Michael Keevak was published entitled The Story of a Stele: China’s Nestorian Monument and its Reception in the West, 1625–1916. Continue reading “Western writing and the Church of the East in China”

Reading Spivak with Said

I wanted to jot down some initial thoughts about Spivak’s famous piece “Can the Subaltern Speak?” Despite the obscurantism and the great attention required to really parse Spivak’s text, reading it is ultimately a deeply satisfying and rewarding experience. The question that pervades the essay is essentially identical to that posed by Edward Said in “Always on Top” (published in the London Review of Books): “What does one do about the representation of undocumented experiences — of slaves, servants, insurgents (such as those at Morant Bay) — for which we have to depend on socially elevated, literate witnesses who have access to official records?” Said’s answer to his own question can be gleaned from his article in Critical Inquiry entitled “Representing the Colonized: Anthropology’s Interlocutors”, and more indirectly through Orientalism. Like Foucault, Said is invested in rigorous empirical work that informs, interrogates, and integrates critical theory; hence why Said responds to the criticism that his “work is only negative polemic which does not advance a new epistemological approach or method” (210). Said concludes by advocating the work of “engaged historians” whose “instigatory force … is of startling relevance to all the humanities and social sciences as they continue to struggle with the formidable difficulties of empire” (225). Continue reading “Reading Spivak with Said”

Working with Women’s Refugee Care

In Fall 2017, I was fortunate enough to take an engaged course in the French department called L’expérience des réfugiés et immigrés (The Experience of Refugees and Immigrants). This course was developed last summer and offered for the first time this year (see article for more). It combined a survey of Francophone texts by and about migration with an engaged component: working with Women’s Refugee Care (WRC). My French improved because I got the chance to use it in a setting with no safety net: in the community engagement portion of the course, French really was the best means of communication. More importantly, this course was a great opportunity to get involved with a local nonprofit and explore the idea of engaged scholarship (which I’m continuing to do through the Engaged Scholars Program in Archaeology).

My work with Women’s Refugee Care centered on three interviews I did with members of the Congolese refugee community here in Providence. Along with Jeanelle Wheeler, my wonderful colleague, we got to know the community, attending a few gatherings and meeting lots of interesting people. We then arranged interviews with a few of those we met at their homes. After recording the interviews, we translated them into English and then posted them on the WRC blog.

I’m particularly happy with the final result: interviews with Katerina, Aline, and Sylvie. I encourage you to read what they have to say — not just to admire their successes and appreciate the challenges they faced, but to acknowledge them as multifaceted human beings. I also wrote an introduction to the interviews (in French), where I reflect on the entire experience, including obstacles, challenges, and the path we took in presenting them as we did. If you find this interesting or stimulating, I would love to know — just add a comment here or send me an email.1

John Wesley Gilbert: some clarifications

John Wesley Gilbert at an unknown date. Photo credit: Michigan State University.

Update: I gave the presentation I mentioned below in March 2018; the paper I delivered is available here.

I am currently preparing a presentation on John Wesley Gilbert, based off of a paper I wrote for a class in Fall 2017. Gilbert is not very well-known, so here’s some brief notes about him by John W. I. Lee, who wrote a piece on Gilbert’s work with the American School of Classical Studies at Athens:

Gilbert graduated from Paine College in Augusta, Georgia, then received his BA from Brown University in 1888. As a Brown MA student in 1890–1891 he became the first African American to study in Greece at the American School of Classical Studies at Athens (ASCSA). During his year in Greece, Gilbert participated in the American School’s excavations at the ancient site of Eretria on the island of Euboea.

Timeline

Chronology

Here, I would like to clarify the chronology of a few events in Gilbert’s life, specifically relating to his education and relationship with Paine College. Continue reading “John Wesley Gilbert: some clarifications”

The “Temple of Aphrodite”

My mother was born and raised in Limassol (Lemesos), a city on the southern coast of Cyprus which I also lived in for five years. The city proper is not ancient; the oldest building is the medieval castle. Yet the Limassol metropolitan area is anchored at its western and eastern ends by the ancient cities of Kourion (Curium) and Amathus, respectively. Going to the beach, to a restaurant, or visiting friends often involves passing by these very tangible reminders of classical antiquity. Examples of neoclassicism also abound, though they often take surprising forms. Cypriot buildings that draw on classical elements are mostly unlike the civic architecture of, for example, Washington, DC; to put it uncharitably, Cypriot neoclassicism is generally “touristy” and “kitsch.” One characteristic example comes to mind: a structure called Aphrodite’s Temple that was built just a few hundred meters from my school in Palodia, around ten kilometers from Limassol. A few months after Aphrodite’s Temple opened, police raided the building and arrested the operators on charges of sexual exploitation. The owner’s lawyer threatened to reveal the names of prominent government officials who patronized the brothel if the prosecution continued. The intermingling of classical antiquity and powerful interests – including the archbishop of Cyprus, according to one source – demonstrates how the material legacy of classical antiquity continues to be meaningful in Cyprus.

ΟΕΔΒ and Classical antiquity

When I attended Cypriot public school, I remember glancing at the back cover of many textbooks in moments of boredom. Staring back at me from some corner of the textbook’s cover was almost always an owl standing on a pile of books. Many years later, I visited the RISD museum and stopped in front of their display of ancient Greek coins. There again was that same owl, staring at me with its bulging eyes. As it turns out, at the time I was in primary school many Cypriot textbooks were published by the Οργανισμός Εκδόσεως Διδακτικών Βιβλίων (Organismos Ekdoseos Didaktikon Vivlion, State Organisation for the Publication of School Textbooks), or ΟΕΔΒ for short. This organization was founded by the Metaxas dictatorship in 1937, which had close ties with Greek nationalism.2 ΟΕΔΒ has long played a crucial role in the propagation of state ideology, as might be expected from a state-sanctioned publisher. For example, ΟΕΔΒ is tasked with producing history textbooks by the Ministry of Education. The aims provided by the ministry include “developing an ‘awareness of Hellenic continuity’” and “cultivating genuine national pride.”3 The role of ΟΕΔΒ in the construction of Hellenism intertwines state authority and the legacy of classical antiquity. Nowhere is this better symbolized than in ΟΕΔΒ’s logo, which is little more than a stylized version of the Athenian owl (see above). The owl was a symbol of Athena and of wisdom. In this role, the owl was famously used as the reverse of the tetradrachm – a type of silver coin – minted in Athens from at least 500 BCE.4 ΟΕΔΒ clearly paid homage to this coin in its choice of logo, thus also identifying classical Athens as the root of education in the modern Greek state.

Upson-Saia Critical Abstract

Upson-Saia, Kristi. “Wounded by Divine Love.” In Melania: Early Christianity through the Life of One Family, edited by Catherine Chin and Caroline Schroeder, 86–105. Oakland: University of California Press, 2017.

In this chapter, Upson-Saia investigates wound metaphors in the ascetic context. She argues that, because of their ubiquity, “wounds and wounding provided a widely recognizable conceptual frame and an immediately meaningful linguistic device” (87). Upson-Saia draws on various sources to demonstrate how ascetics used wound metaphors to construct “a thoroughly medicalized notion of Christian piety” (87).

Upson-Saia notes that her analysis is indebted to Elizabeth Clark’s discussion of the celibate-bride metaphor in early ascetic discourse. However, Upson-Saia draws on cognitive linguistic theory (especially the work of George Lakoff and Mark Johnson) to strengthen and clarify the relationship between early Christian figurative language and the experiences of everyday life. She suggests that wound metaphors “were not merely linguistic flourishes but that the bodily experience of being wounded structured early Christians’ concepts of sin and heresy” (88). In order to flesh out this connection, Upson-Saia recognizes that one must first define a relatively uniform set of properties and experiences related to wounding which can be “meaningfully exported” to “conceptual categories of sin and heresy” (88).

In Upson-Saia’s analysis, ancient medical typology split wounds into harmful results of accidents, injuries, and diseases on the one hand and the “salutary” wounds caused by the physician on the other. Of course, both types of wounds were painful and greatly feared. Ancient medical writers therefore recognized that the “best physicians” had the “sharp rhetorical skills and easy bedside manner” (90) necessary to deal with even the most truculent patients.

Christian writers and preachers drew on this medical literature when discussing the concepts of sin and heresy. For example, they recognized that sin and heresy – like physical wounds – had a variety of sources. But whatever the origin, the sin corrupted and putrefied the soul just like a gangrenous, septic wound. If left untreated, the sinner will no longer even be able to feel the festering as the wound numbs and the patient becomes oblivious to sin. As Tertullian notes, heretics who suffer delirium and fevers for long will eventually dull their normal senses and lose the ability to perceive orthodoxy. This and other associations were evoked by describing the wounds of sin and heresy “in lurid detail,” including a strong emphasis on the “foul and repellent stench of putrefied flesh” (92).

Christian writers were careful to maintain the dichotomy between salutary and malevolent wounds already established in ancient medical literature. In Upson-Saia’s analysis, “they structured an understanding of beneficent chastisement and ecclesial discipline on the physicians’ rewounding treatments” (93). Spiritual treatments were painful, but the divine physician always “wounds in order that he may heal” (93, echoing Deuteronomy 32:39).[1] Christians must be prepared to follow God’s example in treating “their friends’ wounded souls” (94). For example, John Chrysostom urges his community to imitate the surgeon who heeds not his patients’ cries but cares only for their health (94, quoting Patrologia Graeca 63: 212).[2] At the same time, Chrysostom urges his community to model “Christian reproof on a physician’s gentle persuasion and comforting bedside manner” (94). Thus, treatment of spiritual wounds must be adjusted to the sinner’s temperament.

Ascetics also suffered bodily afflictions because of sin and vice. Melania herself developed an inflammation from her worldly clothes. Upson-Saia reads this as “a corporeal wound inflicted by the Great Physician, a wound that mirrors or manifests the wounding of Melania’s soul” (97). In order to be healed, Melania must adopt a healthier form of life – a more rigorous asceticism. As a good patient, an ascetic must be humble and obedient in order to experience true healing.

In sum, Upson-Saia provides a wide-ranging and lucid demonstration of how embodied experiences of wounding structured early Christian discourse surrounding sin, heresy, and repentance. The polyvalent wound metaphors also structured ascetic piety. In her conclusion, Upson-Saia uses her emphasis on the body “as itself a vehicle for thinking, feeling, and acting” (98, quoting Laurence Kirmayer) to suggest that these metaphors were at the core not only of Christian discourse but also of Christian concepts. This stronger claim seems to link up to Upson-Saia’s initial mention of cognitive linguistic theory, but she should have made this relationship more explicit in order to provide evidence for her stronger claim. Overall, however, this article is an outstanding synthesis of at least three distinct strands of literature – modern, medical, and ecclesiastical – to support a compelling and inventive thesis.


[1] NRSV: “I kill and I make alive; / I wound and I heal; / and no one can deliver from my hand.”

[2] In English translation, available at http://www.newadvent.org/fathers/240230.htm (see the last two paragraphs).

Rosenwein Critical Abstract — Worrying about Emotions in History

Rosenwein, Barbara. “Worrying about Emotions in History.” The American Historical Review 107, no. 3 (2002): 821–45.

In this article, Rosenwein examines the historiographyof emotions throughout Western history. She describes the first calls for a history of emotions and the theoretical perspective that emerged based on the grand narrative linking progress to emotional restraint. She then surveys more recent theoretical approaches to emotions, before concluding with her approach based on the recognition of “emotional communities.”

Rosenwein argues that historians have neglected emotions in the past because they were primarily writing history with political aims in mind. Rosenwein considers Febvre, who in 1941 called for writing histories of emotions. In her analysis, his appeal was not driven by a real recognition of the value of emotions but rather by a need to identify how some periods “could keep passions tamped down better than others” (823) ­– and in so doing construct a rational, ordered civilization. In her view, Febvre was advocating “public policy masquerading as history” (823).

Next, Rosenwein discusses the “emotionology” endorsed by Peter and Carol Stearns. In this field, the emphasis is less on feelings themselves and more on the social norms towards emotions and their expression (especially in public contexts). Rosenwein describes this as an examination of the “managed hearts of the past” (824). The Stearnses attempted to avoid “elite” history and therefore turned to “non-elite” sources such as advice manuals. Rosenwein argues that emotionology therefore excludes almost all pre-modern sources, meaning that medievalists find it impossible to engage in “true” emotionology. The Stearnses acknowledge this limitation by claiming that there was essentially no management of public emotion – no “general emotional control” (825, citing Stearns 25) – in the Middle Ages.

The German historian Norbert Elias supported this view in his 1939 book, republished and translated in the 1970s. In it, he traces the evolution of emotional control from the rude and violent folk to the restrained and civilized court, which became institutionalized with the emergence of the modern state. Indeed, Elias identifies the history of Western civilization with the history of increasing emotional restraint. Rosenwein finds echoes of this paradigm in many great theorists, from Weber to Freud to Foucault. In fact, Rosenwein sees this “grand narrative” as part of the wider use by historians of the Middle Ages as a “convenient foil for modernity” (828). She also sees a similar pattern in the use of the South – both American and European – to describe emotions and the subsequent move to civilize and tame them.

Rosenwein next turns to the Annales school, which reacted against elitist tendencies of traditional historiography by centering the “folk.” In so doing, the Annalistes “depicted the masses as passive slaves to their own mental structures” (831). Medievalists often adopt this perspective, which in Rosenwein’s view is another manifestation of Elias’ grand narrative – identifying civilization with emotional restraint. To flesh out a specific example, Rosenwein highlights the work of Peter Dinzelbacher. He largely aligns with the Annalistes, but with a distinctive emphasis on the church. Dinzelbacher agrees that the masses were slaves to mental structures, but argues that it was the church who knew how to kindle these emotions in the medieval population. Delumeau, similarly, argues that the fears are “not the passions of primitive minds but rather the transferal and broadening out of the emotional climate of the monastery” (832).

Rosenwein asserts that the grand narrative adhered to by these diverse scholars has a clear conceptual understanding of emotions at its heart. This is what Rosenwein calls “the ‘hydraulic’ model: the emotions are like great liquids within each person, heaving and frothing, eager to be let out” (834). This model derives from the medieval humors, but also accords with early-twentieth-century scientific theories of energy. The turning point in the grand narrative can be imagined as the moment when the immense flow of liquid was finally constrained and confined to its proper place. This view was “dethroned” in the 1960s and 70s by two rivals: first, the cognitive view by which emotions derive from perception and judgment; second, the view by which emotions and their display are created and transformed by their social context.

In response to the shifts in the theoretical understanding of emotion, historians have adopted new perspectives on the history of emotions. One example Rosenwein gives is Reddy’s theory of “emotives.” These are the processes by which all of us manage and shape our emotions. This theory subsumes the earlier emotionology by acknowledging that emotives are influenced both by societal norms and by individual choices. A much broader array of sources is seen as acceptable for this theory. In particular, Rosenwein asserts that medievalists think about gestures as valuable sources for emotives. An example comes from Althoff’s examination of confraternities. He sees gestures – and therefore emotions – as constituting “the medium through which power was expressed, understood, and manipulated” (841). Emotions are governed by coherent social rules that allow for their use as carriers of information – for example, about the possibility of peace, friendship, or enmity. One issue with the theory of emotives that Rosenwein highlights is that it hinges on power and politics, even though emotions were “as much a part of intimate family constellations as of high politics” (842).

In response to these trends, Rosenwein suggests her own historical approach to emotions. Her theory is based on the concept of “emotional communities.” Each of these communities has their own way of evaluating emotions and modes of emotional expression. Rosenwein recognizes that people moved amongst these communities and adjusted their approaches to emotions appropriately. What might seem to be contradictory values and attitudes in a society are seen as the characteristics of different emotional communities. Rosenwein’s model accounts for the diversity of medieval approaches to emotions by recognizing the various emotional communities in which people can exist – even simultaneously. The narrative a historian should emphasize is not based on the progress of emotional restraint but rather “on the interactions and transformations of communities holding various values and ideas, practicing various forms of sociability, and privileging various emotions and styles of expression” (845).

Rosenwein’s scholarship in this paper is admirably expansive and sensitive to her predecessors. She successfully probes a variety of sophisticated theoretical perspectives to create a coherent, sustained narrative of historiography. Her conclusion provides an intriguing and convincing suggestion for a better theoretical approach to emotions.