Barry Jason Mauer, Ph.D.

Barry Jason Mauer is Associate Professor of English at the University of Central Florida, and served as director of the Texts and Technology doctoral program from 2016 to 2019. He researches citizen curating, which aims to bring ordinary people into the production of exhibits, both online and in public spaces, using archival materials available in museums, libraries, public history centers, and personal collections. Mauer publishes comics about delusion and denial, particularly as they affect politics and is the author of Deadly Delusions: Right-Wing Death Cult (2020) and co-author, with John Venecek, of Strategies for Conducting Literary Research (2022). He is the co-editor, with Anastasia Salter, of Reimagining the Humanities (2022). Mauer is also a songwriter and recording artist. He lives in Orlando with his wife, Claire, his two dogs, and his cat.

Education

  • Ph.D. in English (Cultural Studies) from University of Florida (1999)
  • M.A. in English (Cultural Studies) from University of Florida (1995)
  • B.A. in Film Theory and Cultural Politics from University of Minnesota (1990)

Research Interests

Film and Media Studies, Cultural Studies, Rhetoric and Composition, Literary Theory, Memory and Monuments, Digital Humanities, Citizen Curating, Delusion and Denialism, Right-Wing Discourse.

Recent Research Activities

Film and Media Studies, Cultural Studies, Rhetoric and Composition, Literary Theory, Memory and Monuments, Digital Humanities, Citizen Curating, Delusion and Denialism, Right-Wing Discourse

Selected Publications

Books

  • Forthcoming From Silent Cinema to Online Streaming: A Trip Down Market Street and Contemporary Developments in Apparatus Theory. Co-authored with David Morton. Under contract with Edinburgh University Press.
  • Forthcoming

    Reimagining the Humanities. Co-edited with Anastasia Salter. Forthcoming by Parlor Press.

  • Strategies for Conducting Literary Research. Co-authored with John Venecek. Pressbook. https://pressbooks.online.ucf.edu/strategies2e
  • Deadly Delusions: Right-Wing Death Cult

Television Episodes

  • Music and Found Photographs. Half-hour televised interview about my research projects and creative work.  UCF Profiles. The UCF Channel, WBCC-DT.  https://youtu.be/YvyX4Vszl14 
  • Monument to Lost Data.  Half-hour televised interview about my research project on lost data. UCF Profiles. The UCF Channel, WBCC-DT.  https://youtu.be/tuVKetm7810

     

Articles/Essays

Artwork

  • The Invisible Parameter. “Do It!” Exhibition at UCF Art Gallery. Includes work by Barry Mauer and by 10 students in his ENG 6810: “Theories of Texts and Technology” seminar. Feb. 23, 2016 – Mar. 4, 2016.    
  • “Curating the Mystory: Ideology and Invention in the Theory Classroom.” Slide presentation/Video exhibit piece introducing three student-produced mystories.  The Encounter: Baalu Girma and Zora Neale Hurston, UCF Art Gallery, Jan. 11-Feb 18.

     

Book Sections/Chapters

  • Forthcoming

    “Citizen Curation.” Reimagining the Humanities. Eds: Barry Mauer and Anastasia Salter. Forthcoming by Parlor Press.

  • “The Cognitive Immune System: The Mind’s Ability to Dispel Pathological Beliefs.” Global Modernity in the Shadow of Pandemic: A Cross-Disciplinary Update. Eds. Hatem Akil and Simone Maddanu. Amsterdam University Press.

  • "Curating the Mystory: Ideology and Invention in the Theory Classroom," Putting Theory into Practice in the Contemporary Classroom: Theory Lessons. Becky McLaughlin. Cambridge Scholars Publishing

  • “Teaching the Repulsive Memorial.” Co-authored with John Venecek, Patricia Carlton, Marcy Galbreath, Amy Larner Giroux, and Valerie Kasper. Producing Public Memory: Museums, Memorials, and Archives as Sites for Teaching “Writing.” Eds. Jane Greer and Laurie Grobman. Routledge. https://www.researchgate.net/publication/281105966_Teaching_the_Repulsive_Memorial

  • “Rigorous Infidelity: Whole Text Sampling in the Curatorial Work of Henri Langlois, Dewey Phillips, and Jean-François Lyotard.” Sampling across the Spectrum. Oxford University Press.  https://www.researchgate.net/publication/260187493_Rigorous_Infidelity_Whole_Text_Sampling_in_the_Curatorial_Work_of_Henri_Langlois_Dewey_Phillips_and_Jean-Francois_Lyotard
  • "Asynchronous Documentary: Buñuel’s Land Without Bread." Book chapter for Lowering the Boom: New Essays on the History, Theory and Practice of Film Sound, edited by Anthony Grajeda and Jay Beck. University of Illinois Press.
  • "Nietzsche at the Apollo: An Experiment in Clipography." Book chapter for New Media/New Methods: The Turn from Literacy to Electracy, edited by Jeff Rice and Marcel O’Gorman. Parlor Press.
  • "Proposal for a Monument to Lost Data." Book chapter for Studies In Writing, volume 17, Writing and Digital Media, edited by Luuk van Waes, Mariëlle Leijten, Christine M. Neuwirth. Elsevier Press.

Recordings

Creative Publications

Book Reviews

  • “Paul Clements, The Outsider, Art and Humour.” Rhizomes: Cultural Studies in Emerging Knowledge, no. 37, 2021, doi:10.20415/rhiz/037.r0 http://www.rhizomes.net/issue37/mauer.html

  • "Review of Georges Bataille: A Critical Introduction, by Benjamin Noys." Cultural Analysis: Volume 3.

Miscellaneous Publications

  • “What Holds Us Back From Achieving a Better Society?” UCF Forum and Huffington Post. July 13. Also broadcast as a radio piece on WUCF, July 17, 2016.    

  • “Censorship Is Not All Bad.” UCF Forum and Huffington Post. March 9, 2016. Also broadcast as a radio piece on WUCF, March 14, 2016.    
  • “The United States Could Use a ‘Therapist General’” UCF Forum and Huffington Post. November 4, 2015. Also broadcast as a radio piece on WUCF, November 8, 2015.    
  • “Rock and Roll and the Amateur Aesthetic.” Texts and Technology Blog.    

Awards

 2021

“Strategies for Conducting Inquiry-Based Literary Research.” Digital Learning Course Redesign Initiative Extension. Barry Mauer, PI. $20,000. Funded. PI.

“Fables versus Urban Legends: Storytelling about Vaccines at the Intersection of Ethnography and Epidemiology.” 2020 Pabst Steinmetz Foundation Arts and Wellness Innovation Awards. Tyler Fisher, PI. $25,000 grant.

“Flickering Landscapes 2019 Conference.” UCF College of Graduate Study grant. $5000

2018

“Flickering Landscapes 2019 Conference.” UCF Office of Research and Commercialization grant. $2000

“Deep Agent: A Framework for Information Spread and Evolution in Social Networks.” Defense Advanced Research Projects Agency. PI: Ivan Garibay. $6,200,000

2017

QEP What’s Next Grant, “Interdisciplinary Curating and Museum Studies Minor.” Awarded April 2017. $3500. 

2016

“Curating across the Curriculum.” QEP Enhancement Award. $3500.

Rose Library Fellowship for the “Repulsive Monuments” project at the Stuart A. Rose Manuscript, Archives, and Rare Book Library at Emory University. $500.

"The Big Read" awarded 6/2/15. National Endowment for the Arts (NEA). Awarded Amount(s): C&G External: $20,000.35, C&G Internal Cost Share Required: $18,900.00. PI: Keri Watson Co-PIs(s): Dr. Maria Santana, Dr. Barry Mauer, Larry Cooper, Connie Lester, Meredith Tweed, Scot French, Anastasia Salter, Yulia Tikhonova

2015

CAH Research Incentive Seed Funding Program. “The Citizen Curator Project” (PI: Barry Mauer). 

2014

CAH Summer Research Development Program. 

2013

“Writing Assignments for LIT 3714: Literary Modernism.” WAC Starter Grant.

2012

“Critical Thinking Modules for Lower Division English and CAH Courses.” Information Fluency Grant. 

2011

Information Fluency Initiative Grant. “Critical Thinking: Modules on Premises, Part II.” 

“Critical Thinking Modules for Lower Division English and CAH Courses.” Information Fluency Grant. 

2009

Toni Jennings Special Initiative Award. “A Prototype for Digital Archiving in K-12.” P.I.: Barry Mauer. $6000.

2007

Information Fluency Initiative Grant. “Class Design of Learning Outcomes and Assessment.” 

2006

College of Arts and Sciences Research Award. “Simulating Mental Illness.” 

2004

“Traditions of Oral Narrative.”  Funded by the U.S. Department of Education, Title VI Program for Internationalizing the Curriculum. (Co-investigator). $2000 (my portion of the grant).

2003

Interdisciplinary Research Award.  “Electronic Monumentality: Mourning and Memory on the World Wide Web.”

2002

I-4 Corridor Research Award. “Cultural ByWays.” PIs: Christopher Stapleton, Charles Hughes. 

2001

Center for Metropolitan Studies Grant. “Interactive Digital Storytelling Festival.” PI: Sterling Van Wagenen. $10,000.

Center for Metropolitan Studies Grant. “Earth Echoes: Reinventing Community through Technology, Story and Culture” $10,000.

Interdisciplinary Research Award.  “Earth Echoes: Integrating Technology, Nature, and Narrative.”  PI: Barry Mauer 

“A Monument to Lost Data.” CREAT Curriculum Development Grant. 

2000

College of Arts & Humanities Excellence in Graduate Teaching Award

2016

UCF Open-Access Champion Award.

2015

UCF Teaching Incentive Program Award (TIP).

2010

“Academic Affairs Fellowship.” UCF.

2006

“Award for Innovative Excellence in Teaching, Learning and Technology.” UCF campus-wide award.

College of Arts and Sciences Undergraduate Teaching Excellence Award.

2005

“Monument to Lost Data.” Research and Mentoring Program (RAMP) Award.

2004

UCF Teaching Incentive Program Award (TIP).

Office of Student Scholarship and Fellowship Advisement (OSSFA) Undergraduate Research Program Award.  

2003

Office of Student Scholarship and Fellowship Advisement (OSSFA) Undergraduate Research Program Award.  

2002

McGinty Dissertation Fellowship. University of Florida. 

1999

Department of English Excellence in Teaching Awards. UF

1996

•  Department of English Excellence in Teaching Awards. UF 

1994

Courses

Course Number Course Title Mode Date and Time Syllabus
19698 ENC4415 Dig Rhetorics & Mod Dialectic Face to Face (P) M,W 03:00 PM - 04:15 PM Unavailable

Catalog Description: Explores the development of digital rhetorics appearing in online environments through close reading and analysis of formative rhetorical texts, fiction, and internet materials.

Key Objectives for This Course  

·         Read disciplinary texts and develop a “toolbox” of content knowledge, core principles, and practices. 

·         Improve research, interpretation, writing, and argumentation skills about texts, technology, and society by obtaining, critically evaluating, and synthesizing scholarly literature and relevant data.

·         Learn about your beliefs, values, and the sacrifices associated with them in relation to a public policy dilemma or catastrophe by implementing appropriate methodologies to address the key research problems.

·         Gain communication skills through the dissemination of the research (process and product) in appropriate formats and venues, including professional journals and platforms in digital humanities, rhetoric, pedagogy, design, etc.

Required Texts

·         Ulmer, Gregory Internet Invention: From Literacy to Electracy. New York: Pearson, 2002.

·         Course Packet [Available in course as pdf document]

·         Extra (suggested reading): Read Ulmer's webpages about the book and assignments (Links to an external site.).

·         Extra (suggested reading): Strategies for Conducting Literary Research, 2eLinks to an external site.

Detailed Course Description

The course title - "Digital Rhetoric and the Modern Dialectic" - can mean many things. We could imagine a class focused on coding and how ideological biases make their way into software. We could also imagine a class focused on how people use social media to persuade others. Other possibilities include studies of popular culture, science, religion, and other institutions and their use of digital tools to achieve their ends. This class takes a different approach; rather than focus our studies solely on rhetoric and dialectic already in use, we will be inventing new rhetorical and dialectical practices for digital media. Since each era needs to reinvent these things as it adapts to new media, why not give that challenge to ourselves?

The basic textbook we will be using for our class is Gregory Ulmer's Internet Invention. I'll be frank ("Hello, Frank!"); it is not an easy book! It has loads of concepts and vocabulary that you have probably not encountered before. We will be learning about a vast number of things along the way to achieving our main goal, which is to create a "widesite konsult." Ulmer defines a widesite as a personalized emblem that allows us to make sense of the world in our own way. It is a tool and a method that allows us to gain the "truth" for ourselves and share that truth with others. The question - "what is a widesite and how do we make one?" - will take up most of our effort during the semester. There isn't a strict formula for making one, but rather a set of processes. We are in invention mode.

In this course, we will address "emergent problems," which are problems that arise in our current historical moment and pose immediate danger (emergency). Emergence is "a property which a complex system has, but which the individual members do not have" (Issam Sinjab). These include problems affecting the environment (the 6th extinction, depletion of natural resources, climate change), human society (authoritarianism, propaganda, cults), public health (pollution, guns, addiction, vaccine hesitancy), civil rights (degradation of voting rights, reproduction rights, immigrant rights), and the economy (growing inequality, market volatility, externalities). These are also "wicked problems," which means they are resistant to resolution because of "incomplete or contradictory knowledge, the number of people and opinions involved, the large economic burden, and the interconnected nature of these problems with other problems" (AC4D). What can we do? Or, should we accept that it is already too late? Should we mock those who are concerned (as Alfred Jarry did)? In this class you will work to address a wicked problem using our theories as methods.

From Quora:

theory is a system of assumptions, principles, and relationships posited to explain a specified set of phenomena. A methodology is often a whole set of methods developed according to a philosophical theory about how best to research and learn about natural or social phenomena.

Gregory Ulmer's book, Internet Invention, serves as the main textbook for this course. Other assigned readings are related to this work and to help us make sense of it. Because Ulmer's work is so important, and is also somewhat difficult to understand, you might benefit by looking into additional online resources by and about Ulmer.

In addition to the goals discussed above, this course also surveys modern critical theory and its relationship to the arts, technology, and to social and political shifts, and it invites us to participate in the invention of electracy -- a social-machinic apparatus to support wellbeing in the digital age. 

It puts digital rhetoric theory in context by exploring its relationship to the modernist and postmodernist movements across the arts. It treats these movements as a set of practices: aesthetic or formal strategies applied to poetry, novels, manifestoes, paintings, films, music, games, software, and essays. Thus, sections of this course will focus on cultural questions and the relationship of the arts to mass media and modern politics. Formal practice is not everything, however; we are also concerned with style.

In his autobiography, Roland Barthes observed that

Many (still unpublished) avant-­garde texts are uncertain: how to judge, to classify them, how to predict their immediate or eventual future? Do they please? Do they bore? Their obvious quality is of an intentional order: they are concerned to serve theory. Yet this quality is a blackmail as well (theory blackmailed): love me, keep me, defend me, since I conform to the theory you call for; do I not do what Artaud, Cage, etc. have done? -­‐But Artaud is not just "avant-­garde"; he is a kind of writing as well; Cage has a certain charm as well . . . But those are precisely the attributes which are not recognized by theory, which are sometimes even execrated by theory. At least make your taste and your ideas match. (Roland Barthes, 54)

While providing an introduction to some of the central ideas in contemporary theory, this course will assume that such theory is "a kind of writing as well" - in other words, that such works experiment as much with the style of "the essay" as they do with the ideas of "criticism." Thus, the texts we read will serve as sources for assignments asking you to invent new ways of writing (broadly defined).

This course is a Gordon Rule course. It contains 6000 words of evaluated writing as required by the English Department. Each has the following characteristics:

1.       The writing will have a clearly defined central idea or thesis

2.       It will provide adequate support for that idea

3.       It will be organized clearly and logically

4.       It will show awareness of the conventions of standard written English

5.       It will be formatted or presented in an appropriate way

Additional Course Goals  

1.       Students need help to enter into academic and professional discourse communities. My teaching aims to help you enter these communities by integrating four knowledge areas: literacy, critical thinking, self-knowledge, and citizenship.

o    Literacy is more than the ability merely to read and write; it is also the ability to read reality and to interpret the "instrument panels" (the mediated data streams and theoretical frameworks) that tell us about it. At the university level, literacy means the ability to communicate within academic and professional communities using specialized discourses. From my perspective, I want your literacy skills to be high enough to write for publication in a professional peer-reviewed journal.  Such work requires new habits of reading and writing, habits that do not come easily or naturally for most people. Greg Ulmer used to remind me that a pencil was probably the cheapest technology a person could buy but the most expensive to learn to use effectively. I focus on improving each student’s abilities regardless of his or her skills on the first day of class. You may not reach the level of a professional writer, but with practice you will move closer to that goal.

o    Critical thinking is the ability to assess the merits of an idea or text. It requires skills in analysis and interpretation. Analysis describes what type a text is, how it functions, details its elements and explains how it achieves its effects. Interpretation declares what a text means, what its major themes are, and what morals or lessons the reader should draw from it. When students become adept at these skills, they are ready to assess the merits of ideas, including their own.

o    Self-knowledge lies at the origins of scholarly learning, beginning with the Delphic Oracle’s instruction to Socrates: “Know thyself!” Self-knowledge is the process of creating an inventory of one’s thoughts and behaviors, discovering one’s values, and checking for congruence. By studying literature, we explore different ways of being in the world.

o    Citizenship is a process of engagement with the world, one that balances empowerment with humility. It begins with an understanding of self, of groups, of traditions, and of actions and their consequences. The citizenship process is similar to the self-knowledge process. It entails examination of a group’s values and its beliefs and behaviors. Again, theory and the arts are agents for understanding what it means to have responsibility, power, and limitations in our own place and time.

By integrating these four areas, you will gain a sense of confidence about your place in academic and professional worlds. You will have the ability to find, evaluate, and use information. Below are additional goals of the course.

2.       To train you to work in the field of digital rhetoric.

3.       To learn about the recent movements in context by exploring the transformational ideas and events of the past 180 years, including the triumph of science over religion, the invention of photography, audio recording, and the cinema, the rise of modern cities, the emergence of trains and automobiles, the arrival of mechanized warfare, the theories of Marx and Freud, Feminism and Structuralism, the rise of Taylorist economies, which include liberal democracies and fascist and communist states, and the rise of cognitive capitalism, which we are living through now. The historical context supplies the problems that our theorists and authors address, provides them with means for addressing those problems, and allows them access to markets that had not previously been available.

4.       To enter and understand the changing theoretical discourse surrounding evolving platforms and engage with the interdisciplinary skillset required to make a meaningful study of technology.

5.       To identify the formal and stylistic features of a variety of texts.

6.       To identify the methods of composition practiced by the producers of such.

7.       To learn how to read and incorporate elements from difficult works, including experimental texts, theories that account for such texts’ methods and meanings, and written accounts of complex historical events in your own.

8.       To write persuasively about the “how” and “why” of critical and theoretical work, particularly your own. Each act of composition, even in theory and criticism, involves developing the “rules of the game,” a set of constraints about what is and isn’t allowed. You will learn to explain and justify the rules of the game for your own as you communicate your findings.

9.       To create a bridge between criticism and practice, as numerous modernist authors and artists like Mallarmé and Breton tried to do. In other words, criticism is not separate from the concerns of artists; it has its own compositional principles and is open to invention. Occupy criticism!

10.   To formulate an original research question or objective appropriate to the discipline.

11.   To experiment with modernist and postmodernist methods in our own writing in order to experience it. For instance, it is one thing to come across someone else’s work that seems merely strange. It is quite another to take up Shklovsky’s challenge to defamiliarize an object by making it strange.

19705 LIT3212 Research & Writing About Lit Web-Based (W) Unavailable

“The dilemmas of the practical world are fundamentally resistant to policies that neglect the human question.” Gregory Ulmer, Internet Invention

This course walks you through the process of conducting literary research while helping to refine your library skills. Along the way, we draw from the Association of College and Research Libraries (ACRL) Information Literacy Framework. According to the ACRL, “Research is iterative and depends upon asking increasingly complex or new questions whose answers lead to additional questions or lines of inquiry in any field.” We will discuss this concept more in-depth throughout the course. Your goal in the course is to produce a research paper suitable for publication in a literary studies journal.

Required Text

·         Mauer, Barry and John Venecek. Strategies for Conducting Literary Research, 2e. Pressbooks, 2022. (Note: This is a free open-access resource. No textbook purchase is required).


Course Learning Objectives

·   Understand the assignment

·   Identify a research problem

·   Develop audience awareness

·   Enter a scholarly conversation

·   Understand theory’s integral role within humanities research

·   Understand how theory relates to particular research methodologies and methods for gathering evidence

·   Learn to use online library catalogs, database search strategies, library services, citation management, and search alerts

·   Evaluate source credibility

·   Posit your research question

·   Posit a thesis statement

·   Compose a title

·   Define your key term

·   Write persuasively

·   Write academic prose

·   Steer clear of plagiarism

·   Finish your research project

“Research & Writing about Literature” is a Gordon Rule course, which means you will produce at least 6000 words  of evaluated writing as required by the English Department. Each Gordon Rule assignment has the following characteristics:

1.        The writing will have a clearly defined central idea or thesis.

2.        It will provide adequate support for that idea.

3.        It will be organized clearly and logically.

4.        It will show awareness of the conventions of standard written English.

5.        It will be formatted or presented in an appropriate way.


Course Number Course Title Mode Date and Time Syllabus
81456 ENC4312 Theory & Pr Persuasive Writing Web-Based (W) Unavailable

Persuasive writing has a long history, going back at least Plato and Aristotle, and one issues has

dominated this history: whether to persuade for ethical or unethical purposes. As persuaders, are we

pushing people to accept the truth or to accept lies? Are we pushing them to act in their own best

interest or in ours? And what about the audience - what are our routes to persuasion? Are we able to

sort out true from false and good from evil? Are we easily fooled?

This course examines our capacity to be fooled, either be another's misrepresentation or be our own reasoning errors. At worst, this capacity can lead us into fiascos. For instance, during the housing bubble that preceded the 2008 financial collapse, so many people were fooled about the security of subprime loans that they brought on a global economic meltdown. Could this crisis have been avoided? Why are people fooled? More specifically, "why are some people fooled more than others, and why are we fooled about some things more than about other things?"


81668 ENC4415 Dig Rhetorics & Mod Dialectic Face to Face (P) Tu,Th 12:00 PM - 01:15 PM Unavailable

ENC4415-0001: Digital Rhetoric and the Modern Dialectic

Professor Barry Mauer

Course Description

“The dilemmas of the practical world are fundamentally resistant to policies that neglect the human question.” Gregory Ulmer, Internet Invention

The course title - "Digital Rhetoric and the Modern Dialectic" - can mean many things. We could imagine a class focused on coding and how ideological biases make their way into software. We could also imagine a class focused on how people use social media to persuade others. Other possibilities include studies of popular culture, science, religion, and other institutions and their use of digital tools to achieve their ends. This class takes a different approach; rather than focus our studies solely on rhetoric and dialectic already in use, we will be inventing new rhetorical and dialectical practices for digital media. Since each era needs to reinvent these things as it adapts to new media, why not give that challenge to ourselves?

The basic textbook we will be using for our class is Gregory Ulmer's Internet Invention. It is not an easy book! We will be learning about a vast number of things along the way to achieving our main goal, which is to create a "widesite." Ulmer defines a widesite as a personalized emblem that allows us to make sense of the world in our own way. It is a tool and a method that allows us to gain the "truth" for ourselves and share that truth with others.

In this course, we will address "emergent problems," which are problems that arise in our current historical moment and pose immediate danger (emergency). Emergence is "a property which a complex system has, but which the individual members do not have" (Issam Sinjab). These include problems affecting the environment (the 6th extinction, depletion of natural resources, climate change), human society (authoritarianism, propaganda, cults), public health (pollution, guns, addiction, vaccine hesitancy), civil rights (degradation of voting rights, reproduction rights, immigrant rights), and the economy (growing inequality, market volatility, externalities). These are also "wicked problems," which means they are resistant to resolution because of "incomplete or contradictory knowledge, the number of people and opinions involved, the large economic burden, and the interconnected nature of these problems with other problems" (AC4D). What can we do? Or, should we accept that it is already too late? Should we mock those who are concerned (as Alfred Jarry did)? In this class you will work to address a wicked problem using our theories as methods.

"Digital Rhetoric and the Modern Dialectic" is a Gordon Rule course, which means you will produce at least 6000 words  of evaluated writing as required by the English Department. Each Gordon Rule assignment has the following characteristics:

1.        The writing will have a clearly defined central idea or thesis.

2.        It will provide adequate support for that idea.

3.        It will be organized clearly and logically.

4.        It will show awareness of the conventions of standard written English.

5.        It will be formatted or presented in an appropriate way.

92581 ENG3930H Hon Special Topic Face to Face (P) Tu,Th 10:30 AM - 11:45 AM Unavailable

ENG3930H 201: Honors The Age of Mass Delusion

Professor Barry Mauer

Prerequisite: Grade of C (2.0) or better in ENC 1102 or equivalent and Consent of Honors

"It is not famine, not earthquakes, not microbes, not cancer, but man himself that is man's greatest danger to man, for the simple reason that there is no adequate protection against psychic epidemics, which are infinitely more devastating than the worst of natural catastrophes."

Carl Jung

Course Description

This course explores the rise of mass delusions in the internet age. The internet, which promised to create an archive of all the world’s knowledge and connect people from around the world, has achieved some of its promise but has also fueled conspiracy theories, cults, propaganda, disinformation, and given rise to racist, misogynistic, authoritarian, and fascist movements that perpetrate psychic and physical violence.

In previous eras, such as the print era that began with the invention of the printing press, we have seen similar eruptions of mass delusion. Is there a way to change course?

We will seek to understand how humans are prone to self-deception, ignorance, credulity, propaganda, prejudice, groupthink, and mass delusion; our goal is to have a greater chance to counteract the psychological pressures and reasoning errors that lead to these outcomes. This learning process involves gaining critical self- awareness, and we might discover that each of us holds beliefs, including our most cherished core beliefs, that are likely false and may also be dangerous. Learning how to resist delusion is a large part of critical thinking, which is central to a humanities education. This course teaches critical thinking in new and exciting ways by including lessons about how to stop our automatic reactions and about acquiring life management. We will examine this theme in relation to several areas of study:

1.        Modes of persuasion, ranging from dialogue to war

2.        Propaganda and public relations

3.        Science and pseudo-science

4.        Mental illness and health

5.        Technology and culture

The course draws upon materials from many knowledge areas-philosophy, cognitive science, economics, rhetoric, history, sociology, politics, and communications theory. The result will be an accessible, yet challenging and engaging course.

“The Age of Mass Delusion” is a Gordon Rule course, which means you will produce at least 6000 words  of evaluated writing as required by the English Department. Each Gordon Rule assignment has the following characteristics:

1.        The writing will have a clearly defined central idea or thesis.

2.        It will provide adequate support for that idea.

3.        It will be organized clearly and logically.

4.        It will show awareness of the conventions of standard written English.

5.        It will be formatted or presented in an appropriate way.

Course Number Course Title Mode Session Date and Time Syllabus
61251 LIN4801 Language and Meaning Web-Based (W) B Unavailable

Course Description

“The dilemmas of the practical world are fundamentally resistant to policies that neglect the human question.” Gregory Ulmer, Internet Invention

This course studies the interactions humans and language engage in to make meaning. It examines the ways we organize texts into particular forms (narrative, metaphor, argument, pattern, and procedure) and the inferences (prototype, template, procedural) and logics (deductive, inductive, abductive, conductive) we use to make sense of them. We will study examples of these forms, inferences, and logics and also the critical and theoretical fields such as narratology, rhetoric, semiotics, structuralism, and ludology that help us understand them.

 

“Language and Meaning” is a Gordon Rule course, which means you will produce at least 6000 words  of evaluated writing as required by the English Department. Each Gordon Rule assignment has the following characteristics:

1.        The writing will have a clearly defined central idea or thesis.

2.        It will provide adequate support for that idea.

3.        It will be organized clearly and logically.

4.        It will show awareness of the conventions of standard written English.

5.        It will be formatted or presented in an appropriate way.

Course Number Course Title Mode Date and Time Syllabus
10594 ENG3014 Theories and Tech of Lit Study Mixed-Mode/Reduce Seat-Time(M) Tu 12:00 PM - 01:15 PM Unavailable

Course Information

  • Term: Spring 2022
  • Course Number & Section: ENG 3014
  • Course Name: Theories of Literature
  • Credit Hours: 3 Credit Hours

Enrollment Requirements 

Course Prerequisites: ENC 1102 or Instructor Permission

Course Description

What is theory? A theory is an account of what things are, why they are the way they are, and how and why they work. A "thing" can be a physical thing, like a person or book, or an abstract concept, like the proletariat or being or love.

From Wikipedia:

The English word theory was derived from a technical term in philosophy (Links to an external site.) in Ancient Greek (Links to an external site.). As an everyday word, theoria (Links to an external site.), θεωρία, meant "a looking at, viewing, beholding", but in more technical contexts it came to refer to contemplative (Links to an external site.) or speculative (Links to an external site.) understandings of natural things (Links to an external site.), such as those of natural philosophers (Links to an external site.), as opposed to more practical ways of knowing things, like that of skilled orators or artisans.[6] (Links to an external site.) The word has been in use in English since at least the late 16th century.[7] (Links to an external site.)Modern uses of the word "theory" are derived from the original definition, but have taken on new shades of meaning, still based on the idea that a theory is a thoughtful and rational (Links to an external site.) explanation of the general nature (Links to an external site.) of things.

In this course, we will explore the question of how and why literary and other texts work as they do, but we will also explore and practice thinking. Intended as a survey of critical theory, this course is about how to think about and through literature. We are learning to think because thinking for ourselves is better than having other people do our thinking for us.

The discourses of theory in the 20th century and into the 21st include formalist, psychological, Marxist, feminist, semiotic, structuralist, post-structuralist, gender and queer, and cultural studies areas such as new historicism, postcolonialism, multiculturalism, and ecocriticism. We will examine works of literature using each theoretical discourse as a lens through which to view and understands them. Additionally, we will take time in the middle of the semester to gain a better understanding of interpretation itself.

This course is a Gordon Rule course. It contains 6000 words of evaluated writing as required by the English Department. Each has the following characteristics:

  1. The writing will have a clearly defined central idea or thesis
  2. It will provide adequate support for that idea
  3. It will be organized clearly and logically
  4. It will show awareness of the conventions of standard written English
  5. It will be formatted or presented in an appropriate way
11326 LIT6216 Issues in Literary Study Face to Face (P) W 06:00 PM - 08:50 PM Unavailable
“The dilemmas of the practical world are fundamentally resistant to policies that neglect the human question.” Gregory Ulmer, Internet Invention

This class will examine modern drama (since the 19th century) from cross-disciplinary and cross-cultural perspectives. Tragic dramas, from the earliest in ancient Greece to the most recent, have engaged with foolishness, with traumatic loss and with the psychic wounds it produces. Aristotle, Stanislavsky, Nietzsche, Brecht, Meyerhold, Artaud, Wandor, and others make claims about the most effective ways for dramatists to bring about healing for the audience’s trauma-related wounds. Comic dramas create critical distance, enabling thought that can lead to personal and/or collective action. Modern playwrights have experimented with both the forms and materials of tragedies and comedies and have created new genres such as tragicomedy, which combines elements from tragedy and comedy, and performance art, which pushes the boundaries of drama. This course presents works of drama and theory from a diverse group of playwrights and authors. Reading drama is never the same as experiencing a live performance, yet the texts of the drama deserve our attention as literature. This course will consist of modules, readings, assignments, discussions, and quizzes aimed at improving your understanding of drama and at showing the impact drama has had on our world. 

Objectives
To understand the structures and functions of drama, including plot and character.
To interpret drama as a complex set of perspectives on values and to reflect upon drama in different cultural contexts.
To consider drama as pedagogy (learning) and epistemology (knowledge) and to reflect upon the relationships between drama and "real" life, and between film/video and theater as media.
To understand various theories of modern drama, including those of Stanislavsky, Brecht, Artaud, Wandor, and Meyerhold, among others.
To reflect upon the role of performance in shaping interpretation.
Course Number Course Title Mode Date and Time Syllabus
80983 ENG3014 Theories and Tech of Lit Study Mixed-Mode/Reduce Seat-Time(M) Tu 01:30 PM - 02:45 PM Unavailable
ENG 3014-OM01 THEORIES OF LITERATURE

ENG 3014-OM02 THEORIES OF LITERATURE

3 Credit Hours; M-Flex Modality Department Phone: (407) 823-2212 Email: [email protected]

Course Description

“The dilemmas of the practical world are fundamentally resistant to policies that neglect the human question.” Gregory Ulmer, Internet Invention

What is theory? A theory is an account of what things are, why they are the way they are, and how and why they work. A "thing" can be a physical thing, like a person or book, or an abstract concept, like the proletariat or being or love.

From Wikipedia:

The English word theory was derived from a technical term in philosophy in Ancient Greek. As an everyday word, θεωρία, meant "a looking at, viewing, beholding", but in more technical contexts it came to refer to contemplative or speculative understandings of natural things such as those of natural philosophers, as opposed to more practical ways of knowing things, like that of skilled orators or artisans. The word has been in use in English since at least the late 16th century. Modern uses of the word "theory" are derived from the original definition, but have taken on new shades of meaning, still based on the idea that a theory is a thoughtful and rational explanation of the general nature of things.

In this course, we will explore the question of how and why literary and other texts work as they do, but also will explore and practice thinking. Intended as a survey of critical theory, this course is about how to think about and through literature.

The discourses of theory in the 20th century and into the 21st include formalist, psychological, Marxist, feminist, semiotic, structuralist, post-structuralist, gender and queer, and cultural studies areas such as new historicism, postcolonialism, multiculturalism, and ecocriticism. We will examine works of literature using each theoretical discourse as a lens through which to view and understands them. Additionally, we will take time in the middle of the semester to gain a better understanding of interpretation itself.

This course is a Gordon Rule course. It contains 6000 words of evaluated writing as required by the English Department. Each has the following characteristics:

1. The writing will have a clearly defined central idea or thesis

2. It will provide adequate support for that idea

3. It will be organized clearly and logically

4. It will show awareness of the conventions of standard written English

5. It will be formatted or presented in an appropriate way
92292 ENG3014 Theories and Tech of Lit Study Mixed-Mode/Reduce Seat-Time(M) Tu 12:00 PM - 01:15 PM Unavailable
ENG 3014-OM01 THEORIES OF LITERATURE

ENG 3014-OM02 THEORIES OF LITERATURE

3 Credit Hours; M-Flex Modality Department Phone: (407) 823-2212 Email: [email protected]

Course Description

“The dilemmas of the practical world are fundamentally resistant to policies that neglect the human question.” Gregory Ulmer, Internet Invention

What is theory? A theory is an account of what things are, why they are the way they are, and how and why they work. A "thing" can be a physical thing, like a person or book, or an abstract concept, like the proletariat or being or love.

From Wikipedia:

The English word theory was derived from a technical term in philosophy in Ancient Greek. As an everyday word, θεωρία, meant "a looking at, viewing, beholding", but in more technical contexts it came to refer to contemplative or speculative understandings of natural things such as those of natural philosophers, as opposed to more practical ways of knowing things, like that of skilled orators or artisans. The word has been in use in English since at least the late 16th century. Modern uses of the word "theory" are derived from the original definition, but have taken on new shades of meaning, still based on the idea that a theory is a thoughtful and rational explanation of the general nature of things.

In this course, we will explore the question of how and why literary and other texts work as they do, but also will explore and practice thinking. Intended as a survey of critical theory, this course is about how to think about and through literature.

The discourses of theory in the 20th century and into the 21st include formalist, psychological, Marxist, feminist, semiotic, structuralist, post-structuralist, gender and queer, and cultural studies areas such as new historicism, postcolonialism, multiculturalism, and ecocriticism. We will examine works of literature using each theoretical discourse as a lens through which to view and understands them. Additionally, we will take time in the middle of the semester to gain a better understanding of interpretation itself.

This course is a Gordon Rule course. It contains 6000 words of evaluated writing as required by the English Department. Each has the following characteristics:

1. The writing will have a clearly defined central idea or thesis

2. It will provide adequate support for that idea

3. It will be organized clearly and logically

4. It will show awareness of the conventions of standard written English

5. It will be formatted or presented in an appropriate way
Course Number Course Title Mode Session Date and Time Syllabus
61849 LIT3714 Literary Modernism Web-Based (W) B Unavailable
LIT 3714: Literary Modernism 

Summer B, 2021 

Barry Mauer

Course Description 

This class seeks to put modernist literature in context by exploring its relationship to the modernist movement across the arts. It treats the modernist movement in literature and art as a set of practices: aesthetic or formal strategies applied to poetry, novels, manifestoes, paintings, films, music, and essays. It also studies modernism as a period of literary and artistic innovations. This course also addresses cultural questions and the relationship of the arts to mass media and modern politics.  

Updated: Aug 16, 2022