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HMN 350 • In Search Of Meaning

39975 • Adams, Michael
Meets TTH 12:30PM-2:00PM CBA 4.340
(also listed as LAH 350)
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This is a course that asks a lot of questions. And it questions all the answers. If you are uncomfortable being asked questions (about your beliefs, your personal meaning) and reluctant to ask the tough questions of others, this may not be the course for you.

We will begin by establishing (as best as history tells us) how what we recognize as western reality came into existence, how the foundation was laid and when. The concepts will include: monotheism; original sin; heaven; hell; salvation, etc. After we establish how and when these and a host of other foundational features came into existence and created what we call judeo-Christian  reality, we will contrast the reality created therein with other realities- Hinduism, Buddhism, Confucianism, Islam.

The we turn back to the West and explore writer and philosophers who reject the institutionally handed down judeo-Christian  reality, and try to put something in its place (Humanism, Deism, Transcendentalism, Existentialism, Nihilism, Eurekans crystal worshippers, etc.) or find a kind of consolation in atheism or, and often most ignored, a noble kind of Aesthetic Humanism. This journey will lead us to what Pars Lagerkvist called the central question of the modern mind-How do we find meani ng

in a meaningless world? We will spend some special time exploring your answers to this question. And, to

be fair, at the end of the semester I'll give you my answer (which is the right answer, of course - hint: to err is human, to forgive, canine). AND I'll let you interrogate me, as I will have interrogated you during the semester. 

Texts and Works: (assigned readings from)

The Old Testament (selections); Plato, Crito. Phaedo; India's "Vedic Hymns," "The kena-Upanishad" and "The Mahabharata" or the Bhagavad Gita; Cicero, "The Offices"; Lucreti us, "The Nature of Things"; the Gnostic texts (selections), The New Testament (selections), the "Nicaean Creed"; St. Augusti ne's City of God (selections); the Koran (selections); Erasmus, "The Praise of Folly", Pico della Mirandola "Of the Dignity of Man"; Nicolaus Copernicus, "The Revolutions of Heavenly Bodies"; Bruno, "Of the Infinite Universe and Innumerable Worlds"; Sir Francis Bacon, "Novum Organum:, Marti n Luther, "Table Talk"; Thomas Paine, "The Age of Reason"; selections from Locke, d'Holbach, Dickinson, Robert Frost, Wallace Stevens, Anne Sexton, Edna St. Vincent Millaly; Herman Hesse, Siddhartha; Flannery O'Connor; selected stories; Dostoevsky's "Grand Inquisitor"; Pars Lagervist, Barabbas; Camus, The Stranger; Sartre, No Exit; Nathaniel West, Miss Lonelyhearts; Denis Johnson, Jesus' Son; Raymond Carver, selected stories; Don Delillo, White Noise. 

Requirements  and Grading Policy Five analytical essays (4-8 pages) 75% Quizzes 15% Discussion 10%

Attendance required. Five point deduction from final average for every unexcused absence. Five point deduction from final average for three or more times late to class.

HMN 350 • Treasure Hunt Hrc Arch Rsch

39970 • Lang, Elon
Meets TTH 12:30PM-2:00PM CLA 0.122
(also listed as LAH 350)
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Have you ever wondered how letters, pictures, and other texts recovered from the past can change the telling of history? Have you ever wondered how a book, poem, play or film might have turned out differently? Have you ever wondered who or what gets left out of the narrative as stories about creative processes and stories about the past unfold? These are questions that humanities researchers can address by studying the materials preserved in archives and special collections around the world and that scholars from around the world come to study at the renowned archives at the University of Texas at Austin. As Prof. Tom Staley, former director of the Harry Ransom Center, writes, the mission of archives is to “attempt to create some order among the random remnants of history - the poetic fragment, the unfinished drawing, the unpublished novel, even the masterpiece; it is an attempt to bring the pieces of our human story together.”* In this course, students will discover, explore, and promote some islands of order that emerge from the vast cultural and historical collections at the Ransom Center and other archives on the UT-Austin campus, and learn essential skills for pursuing original research projects in humanities disciplines.


Some of the essential research skills students will develop in this course include:


  • How to form significant research questions about cultural objects and texts and primary source evidence in historical contexts
  • How to understand the nature and purpose of cultural archives like the Harry Ransom Center and historical archives like the Dolph Briscoe Center
  • How to find, access, and use physical archival material and digital collections published online
  • How to identify scholarly critical discourses and intervene in them
  • How to develop and refine analytical arguments through a process of research and archival discovery
  • How to scale research projects up from response papers to seminar-length papers to theses; and how to scale large projects down to fit into presentations, blog posts, or exhibits
  • How to use archival scholarship and online exhibit development to raise awareness about and give voice to marginalized or hidden populations, social groups, and cultural movements


This course is geared toward any upper-division student interested in refining his or her analytical writing skills while learning to research and interpret unique, rare, and valuable primary source materials in archives like the Harry Ransom Center and the Dolph Briscoe Center for American History. Students who are thinking about developing a senior thesis project in a humanities discipline—especially those who seek to discover a research topic and learn applied research methods—should find this course useful. The course will offer students a chance to explore cultural history via early books like the Shakespeare First Folio and unique artifacts of performance history from the perspective of 20th century actors like Marlon Brando and Vivien Leigh. Students will have a chance to study the creative processes behind great works of literary art revealed in notebooks by poets from Walt Whitman to Anne Sexton to Billy Collins, or in the papers of famous dramatists and novelists like Tennessee Williams, Lillian Hellman, John Steinbeck, Julia Alvarez, Tim Obrien, and Gabriel Garcia Marquez. Students will have a chance to explore the history of the universal struggle for civil and human rights in the Sara Clark Collection on Social, Political, and Environmental Reform at the Briscoe Center, the Oliver LaFarge, Jessica Mitford, and Morris Ernst Papers at the Ransom Center, the League of United Latin American Citizens Archives at the Benson Library, and the Human Rights Documentation Initiative.


Students will develop archival research skills and multimodal writing skills through several guided research, analysis, and digital publication exercises led by the instructor, the Learning Programs Librarian at UT Libraries (Elise Nacca), and expert staff at the Harry Ransom Center and other on-campus libraries and archives. Students will then develop their own final research projects around materials in archival collections on campus that have little attention or research done on them, and that may align with, overlap, include, or take part in marginalized conversations in humanities and cultural studies: e.g. African American, LGBT, women, Mexican-American/Latin-American, first nations, etc.


(*read Prof. Staley’s full essay at


Assignments and Grading:

10%     Participation: including attendance, active engagement in discussions, meetings with instructor, and presentation of work to class

30%     Guided Research and Analysis Exercises: written up as response papers or blog posts to provoke class discussion, including critical responses to self-selected scholarly essays, books, and digital artifacts

25%     Midterm Research Project: an 8-12 page research paper and presentation on an “Island of Order” at the Harry Ransom Center (optionally collaborative)

35%     Capstone Independent Research Project and Final Presentation: Discovery and description of an item or set of items in an archival collection around which the student will build her or his own “Island of Order.” This will involve defending a scholarly claim about the interpretation of archival items in the context of documented history, thoroughly explaining the significance of that claim in a public-facing piece of multimodal writing, and then promoting that claim both in a live presentation and via social media.


Description of Class Format:

This class is designed as an undergraduate seminar experience. Therefore, attendance at class sessions, active participation in discussions, punctual submission of assignments, keeping up with readings, group collaboration, and meetings and private work outside of class (that may need to be scheduled to fit into limited reading room hours at the Harry Ransom Center and other archives) are mandatory and expected. That is to say, well beyond the 10% grade apportioned to general participation, your attendance, activity, and level of engagement with the class will factor into the grades for each assignment.

For the first half of the course, students will become oriented toward scholarly research in the University Libraries and learn about the nature of archives and the scholarly possibilities for archival research. While Tom Stoppard’s Arcadia, Shakespeare, and other works of drama, fiction, and poetry may serve as unifying themes for this unit; students’ main objective will be to learn about archival theory and practice, and research goals and methods in the study of literary and cultural history. Short exercises and response papers will provide opportunities for students to reflect on these topics and to experiment with new analytical techniques. In this part of the course, students will utilize the amazingly comprehensive and connected collections at the Harry Ransom Center to see how “islands of order” can be formed around seemingly random collections of archival materials to enrich and advance the study of culture and the human experience. Students’ midterm research papers will explore and elaborate upon sets of collection materials and research paths recommended by the instructor and curatorial staff. For example, one “island of order” students might be able to explore at the Harry Ransom Center could be focused on The Diary of Anne Frank. In this project, students would analyze the Diary, research its publication history and the history of Nazi-occupied and post-war Amsterdam, and then use the Lillian Hellman Papers and related collections to research how Frank’s tragic story was turned into a Pulitzer and Tony Award-winning play. This could lead to a midterm project on the ways Frank’s book’s transformation into a cultural phenomenon affected the Western World’s perception of the Holocaust.

In the second half of the course, students will apply the skills practiced in the first half of the course to do research on underutilized archival materials on campus that need a voice. Students will work with Elise Nacca, the Learning Programs Librarian at UT Libraries, and staff at libraries and archives throughout campus to select a collection that needs attention and conduct sustained research on its holdings. Students will report frequently back to the class on their findings and will also learn how to use a digital content management and web publishing platform, like Omeka, Scalar, WordPress, or Weebly, for multimodal writing. Thus, rather than just producing and presenting a capstone research paper, students will develop a public-facing online exhibit. Through the process of researching, drafting, editing, presenting, and promoting this exhibit, students will have the opportunity to help develop UT’s own online cultural collections while also developing and showcasing valuable digital communications skills, honing their research skills, learning how to find real audiences for their work across different media networks, and discovering how humanities scholarship can be used to promote social justice and understanding.

The readings list below is very provisional. A major component of the work students will have to do for the course is to work with the instructor and their peers to figure out what they need to read in order to learn about a subject they’ll investigate in the archives. This is an essential skill any student needs to learn in order to become a competent and competitive critical thinker and researcher in the world today.


Selected readings may be drawn from: 


  Drama, Fiction, Poetry

Tom Stoppard, Arcadia

William Shakespeare, King Lear, Romeo and Juliet, Othello, Hamlet (selections)

Tennessee Williams, Streetcar Named Desire

Lillian Hellman, The Children’s Hour

Adrienne Kennedy, Funnyhouse of a Negro

Edgar Allen Poe, The Black Cat

Anne Sexton, The Black Art

Walt Whitman, Song of the Exposition

John Steinbeck, East of Eden


  Theory and Methodology

Jacque Derrida, Archive Fever

Matthew Reason, Documentation, Disappearance, and the Representation of Live Theater

W.K. Wimsatt and Monroe C. Beardsley, The Intentional Fallacy

James O’Toole and Richard Cox, Understanding Archives & Manuscripts

Maggie Gale and Ann Featherstone, The Imperative of the Archive: Creative Archive Research

Sheila Cavanagh, Gitanjali Shahani, and Irene Middleton, Engendering the Early Modern Archive

Wayne Booth, Gregory Colomb, and Joseph Willams, The Craft of Research

Kristen Arola, Jennifer Sheppard, and Cheryl E. Ball, Writer/Designer: A Guide to Making Multimodal Projects


Online resources:


  Archival Research Methods:


  Harry Ransom Center research guides:


  Human Rights Documentation Initiative:


  Benson Latin American Collection:


  Dolph Briscoe Center for American History:


  Fine Arts Library:


  Texas Archival Resources Online (TARO):



HMN 358Q • Supervised Research

(also listed as AAS 318Q, AAS 358Q, LAH 358Q)
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Supervised Research. Individual instruction. Prerequisite: A
University grade point average of at least 3.50 and consent of the
liberal arts honors program adviser. Only one HMN 358Q may be applied towards college honors. Course may be repeated.

HMN 370 • Senior Tutorial Course

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A tutorial program of supervised reading and writing, including an individual paper or papers in which the student draws together the central directions and discoveries of his or her studies in the humanities. Humanities 370 and 679HB may not both be counted.

Prerequisite: Consent of the humanities adviser.

HMN 379 • Conference Course

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Individual instruction in a topic approved by the instructor and the humanities adviser.

Prerequisite: Upper-division standing and consent of the humanities adviser.

Hour(s) to be arranged. May be repeated for credit.

HMN 679HA • Honors Tutorial Course

(also listed as AAS 679HA, AAS 679HB, AHC 679HA, AHC 679HB, C C 679HA, C C 679HB, GK 679HA, GK 679HB, HMN 679HB, J S 679HA, J S 679HB, LAS 679HA, LAS 679HB, LAT 679HA, LAT 679HB, LIN 679HB, WGS 679HA, WGS 679HB)
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Directed reading and research, followed by the writing of a report or the creation of a project. Humanities 370 and 679HB may not both be counted.

Prerequisite: For 679HA, admission to the Humanities Honors Program and consent of the humanities adviser; for 679HB, Humanities 679HA.

Class meets Thursdays 3-4p in PAR 214.

HMN 679HB • Honors Tutorial Course

(also listed as AAS 679HA, AAS 679HB, AHC 679HA, AHC 679HB, C C 679HA, C C 679HB, GK 679HA, GK 679HB, HMN 679HA, J S 679HA, J S 679HB, LAS 679HA, LAS 679HB, LAT 679HA, LAT 679HB, LIN 679HB, WGS 679HA, WGS 679HB)
show description

Directed reading and research, followed by the writing of a report or the creation of a project. Humanities 370 and 679HB may not both be counted.

Prerequisite: For 679HA, admission to the Humanities Honors Program and consent of the humanities adviser; for 679HB, Humanities 679HA.

Class meets Thursdays 3-4p in PAR 214.