Literature and the Meaning of Life (2024/2025: periode 1)

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Cursusdoel

After completing this course students will:
  1. Articulate in class discussions and written assignments interpretive insights about literary texts that thematize meaning-of-life topics;
  2. Translate personal insights obtained through engaging with the primary texts and with meaning-of-life topics into valuable insights for academic conversations and research;
  3. Prepare and perform in small groups student chaired sessions based on a seminar plan with different work forms, questions and exercises;
  4. Integrate historical, philosophical, contemplative and literary knowledge in contextualized and critically informed interpretations of literary texts;
  5. Independently produce effective comparative analyses involving two or more literary works studied in the course.
Relationship between assessment and learning goals:
Assignment Assesses which course aims?
Class participation and personal reflection
Chairing a session
Essay plan
Comparative research paper		 1,2,4
3
1,2,4,5
1,2,4,5

Vakinhoudelijk

The School of Life website states that “to wonder about the meaning of life is an extremely important activity,” which requires taking “a range of practical steps ... to ensure we end up leading lives of maximal meaningfulness.” One of the things we can do is to turn to literature and see what it has to say about a life worth living, about life’s purpose, about what it means to have a calling or to lead an authentic life. After all, literary texts have been valued across history and culture for the unique ways in which they engage with these kinds of questions. Different from most philosophical writing, for example, literary prose tends to show how particular circumstances, convictions, and choices play out in individuals’ lives. By illuminating patterns through these particulars, while at the same leaving much to the imagination literature invites readers to bring themselves to the text. Thus, narrative representations pertaining to the meaning of life may help readers to make sense of their own experiences and inform their lived sense of meaning in life. Doing this kind of work is significant, for, as suggested by empirical research, leading a life that is experienced as being meaningful contributes to overall well-being.

In this course we study (excerpts of) literary texts from the late 19th century to the present day, that propose a variety of crucial different meaning-of-life insights and meaning-in-life potentialities, all of which resonate to some extent with ideas from meaning-providing wisdom traditions (e.g., Buddhism, Judaism, Christianity and Sufism) and philosophical movements (e.g., existentialism and perennialism). Each work is furthermore explored in conjunction with thought-provoking intertexts. For example, we read Etty Hillesum alongside Rainer Maria Rilke and Martin Buber, and engage with I Know Why the Caged Bird Sings in conjunction with interviews with Maya Angelou and speeches by James Baldwin.


Format
Exploration and discussion of the primary texts takes place in sets of three meetings, namely a lecture, a student chaired session, and a seminar. The lectures introduce the primary texts and illuminate intertextual relationships. Chaired sessions are prepared and run by students collaborating in small groups that put together a seminar plan with different work forms and exercises. In the seminars we discuss questions that students submit weekly and we engage comparatively with the literature and meaning-of-life theories. Students receive instruction on chairing sessions, collaboration, the comparative analysis of literary texts and the essay plan. Assessment is based on class participation, chairing a session, weekly discussion questions, a reading journal, an essay plan, and a final research paper that offers a comparative analysis of two (or more) works of literature discussed during the course. Students provide and receive peer feedback on the chaired sessions and the essay plans. The instructor provides formative feedback on the chaired session, the essay plan and the final paper.

Werkvormen

UCU hum 3 course

Toetsing

Personal reflection and participation

Verplicht | Weging 30% | ECTS 2,25

Essay plan

Verplicht | Weging 10% | ECTS 0,75

Comparative research paper

Verplicht | Weging 40% | ECTS 3

Chairing a session

Verplicht | Weging 20% | ECTS 1,5

*midterm FEEDBACK*

Niet verplicht

Ingangseisen en voorkennis

Voertalen

  • Engels

Competenties

  • Academisch schrijven
  • Kritisch lezen
  • Onderzoeksvaardigheden
  • Presenteren
  • Samenwerken

Cursusmomenten

Gerelateerde studies

Tentamens

Er is geen tentamenrooster beschikbaar voor deze cursus

Verplicht materiaal

  • BOEK
    Angelou, Maya. I Know Why the Caged Bird Sings. 1969. Ballantine, 2009. ISBN-13 978-0345514400. 7,72 euros
  • BOEK
    Huxley, Aldous. Time Must Have a Stop. 1953. Vintage, 2015. ISBN-13 978-1784870348. 17,88 euros
  • BOEK
    Kundera, Milan. The Unbearable Lightness of Being. 1984. Faber, 1985. ISBN-13 978-0571135394. 8,46 euros
  • BOEK
    Powers, Richard. The Overstory: A Novel. Norton, 2019. ISBN-13 978-0393356687. 13,99 euros
  • BOEK
    Shafak, Elif. The Forty Rules of Love: A Novel of Rumi. Penguin, 2010. ISBN-13 978-0143118527. 11,64 euros
  • BOEK
    Wiesel, Elie. Night. 1960. Penguin, 2008. ISBN-13 978-0374500016. 11,50 euros

Aanbevolen materiaal

Er is geen informatie over de aanbevolen literatuur bekend

Opmerkingen

alternates with UCHUMLIT32

Coördinator

dr. S.P. van Bommel s.p.vanBommel@uu.nl

Docenten

C. Aaftink PhD C.Aaftink@uu.nl

Inschrijving

Let op: deze cursus is niet toegankelijk voor studenten van andere faculteiten, bijvakkers mogen zich dus niet inschrijven.

Naar OSIRIS-inschrijvingen
Permanente link naar de cursuspagina
Laat in de Cursus-Catalogus zien