Students will also be expected to attend several lectures at the Center for the Humanities on Mondays at 4:30pm.Īdditional Requirements and/or Comments: To apply to participate in the seminar, students must submit a brief statement of roughly 300 words defining the concept of "time." This may take a variety of forms, ranging from a discussion of a particular historical event or phenomenon, to an analysis of a quote or image, to an anecdote or personal reflection. Du Bois, Sigfried Giedion, John McPhee, Susan Sontag, Barbara Ehrenreich, and others and five films.Įxaminations and Assignments: Written assignments will include: a short essay (5 pages) on a keyword from the nineteenth century and a long essay (15 pages) annotating a timeline of the student's design, on a topic of the student's choice (with "timeline" interpreted as linearly or non-linearly as the student sees fit). Yves Marchand and Romain Meffre, THE RUINS OF DETROITĬhauncey Hare, THIS WAS CORPORATE AMERICAĪs well as essays and stories by David Harvey, Fredric Jameson, Edith Wharton, Michael Zakim, Herman Melville, Karl Marx, Elspeth Brown, W. Wolfgang Schivelbusch, THE RAILWAY JOURNEY: THE INDUSTRIALIZATION OF TIME AND SPACE IN THE 19TH CENTURYĪndy Warhol, THE PHILOSOPHY OF ANDY WARHOL ![]() ![]() Smith, MASTERED BY THE CLOCK: TIME, SLAVERY, AND FREEDOM IN THE AMERICAN SOUTH Major Readings: Wesleyan RJ Julia Bookstoreĭaniel Rosenberg and Anthony Grafton, CARTOGRAPHIES OF TIME: A HISTORY OF THE TIMELINE Past Enrollment Probability: Not Available Throughout, we will analyze time as an instrument of domination and expropriation and, thus, of capital accumulation, but also as a means of disruption and interruption and, thus, of opposition, whether it is "seized" along an assembly line or in a public square, or within the structure of a novel.Ĭourse Format: Seminar Grading Mode: Gradedįulfills a Major Requirement for: ( AMST) Centering our inquiry in the United States and beginning in the antebellum South, we will toggle between different spatio-temporal scales and examine a range of case studies, from the cotton plantations of the 1830s and the future markets of the 1880s, to the shopping malls of the 1960s and the childcare centers of the 1980s. What does it mean for us to live by the clock? And how has the clock come to command our sense of time? To explore these and related questions, in this interdisciplinary, reading-intensive seminar, we will work from two core premises: the quality of temporality-or, how we inhabit, perceive, and regulate time-has changed over the course of history (itself a term we will need to unpack), and those changes have corresponded to fluctuations in the rate and rhythm of global capitalism. Time Is Money: Capitalism and Temporality CHUM 322Ĭrosslisting: ENGL 315, AMST 356, HIST 273 Summer Session Winter Session Home Archive Search Now updated with a new preface, The Railway Journey is an invaluable resource for readers interested in nineteenth-century culture and technology and the prehistory of modern media and digitalization.Time Is Money: Capitalism and Temporality CHUM 322 WesMaps - Wesleyan University Catalog 2012-2013 As a history of the surprising ways in which technology and culture interact, this book covers a wide range of topics, including the changing perception of landscapes, the death of conversation while traveling, the problematic nature of the railway compartment, the space of glass architecture, the pathology of the railway journey, industrial fatigue and the history of shock, and the railroad and the city.īelonging to a distinguished European tradition of critical sociology best exemplified by the work of Georg Simmel and Walter Benjamin, The Railway Journey is anchored in rich empirical data and full of striking insights about railway travel, the industrial revolution, and technological change. In a highly original and engaging fashion, Schivelbusch discusses the ways in which our perceptions of distance, time, autonomy, speed, and risk were altered by railway travel. ![]() In The Railway Journey, Schivelbusch examines the origins of this industrialized consciousness by exploring the reaction in the nineteenth century to the first dramatic avatar of technological change, the railroad. But this was not always the case as Wolfgang Schivelbusch points out in this fascinating study, our adaptation to technological change-the development of our modern, industrialized consciousness-was very much a learned behavior. ![]() The impact of constant technological change upon our perception of the world is so pervasive as to have become a commonplace of modern society.
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