ABOUT BEYOND THE ALTAR COURSE MATERIAL
These topics range from highly accessible subjects that are pervasive throughout mainstream and pop culture, to topics which have historically been more embedded within academia and culturally obscure, even as they have impacted society, culture, arts, politics, and relations across time. Some of this material is, by design, very difficult; but that is part of our critique. We're here to break that down! Wherever possible, I'll be adding related materials that show up in our day-to-day media, arts, and culture.
I want to also add that the point is not always to "agree"; we don't have to agree with what we read. I'd argue that often, it's through disagreement that new points and new paths are laid. Authors are always building on the work of authors before them and it's often done because of a disagreement with some thesis. Everything is always evolving and changing, that is what we're here for. I think our conversations together will support that!
My hope is to present these materials in as approachable and relaxed a setting as possible. This isn't a formal presentation, it's a conversational one. There is no judgement and no grading. Take your time with the material, break it up into manageable chunks. Over the course of 4 weeks, we'll have some substantial materials to cover but if you can't go through it all, don't worry! Form some questions around whatever you were able to watch or read, and that will be part of the discussion! Beyond the Altar isn't about how much we've read, but how what we do interact with leaves an impression and changes the way we see the world, and what we do in it.
On academic language:
I try to avoid this wherever possible, but full disclosure—some of these texts will challenge the most adept of readers. Academic language has a lot of problems, and a lot of the time it's also just really bad writing, or at the very least, a very bad style and format of writing. I wanted to share some tips and tricks as to how I work with it, myself.
On the ethics of sharing resources:
Whenever possible, permission from contemporary authors has been given to use excerpts and chapters of books and materials. The distribution of resources for educational purposes is also covered under academic fair use which you can read about here. Under no circumstances will entire books be reproduced and provided. I am not selling, nor are you paying for or purchasing, pdfs or course materials. These are provided as supplementary educational resources to facilitate group discussion and independent study of various ideas presented throughout the course series. Ultimately, I always encourage the purchase of any and all books by the people who interest you, especially contemporary authors!
I want to also add that the point is not always to "agree"; we don't have to agree with what we read. I'd argue that often, it's through disagreement that new points and new paths are laid. Authors are always building on the work of authors before them and it's often done because of a disagreement with some thesis. Everything is always evolving and changing, that is what we're here for. I think our conversations together will support that!
My hope is to present these materials in as approachable and relaxed a setting as possible. This isn't a formal presentation, it's a conversational one. There is no judgement and no grading. Take your time with the material, break it up into manageable chunks. Over the course of 4 weeks, we'll have some substantial materials to cover but if you can't go through it all, don't worry! Form some questions around whatever you were able to watch or read, and that will be part of the discussion! Beyond the Altar isn't about how much we've read, but how what we do interact with leaves an impression and changes the way we see the world, and what we do in it.
On academic language:
I try to avoid this wherever possible, but full disclosure—some of these texts will challenge the most adept of readers. Academic language has a lot of problems, and a lot of the time it's also just really bad writing, or at the very least, a very bad style and format of writing. I wanted to share some tips and tricks as to how I work with it, myself.
- Break larger sections down into smaller ones, and even break each sentence down if you have to in order to tease out the idea. Academics seem to hate periods in favor of commas, semi-colons, and em dashes (ok I'm not an academic but I love an em dash) so if you imagine each punctation mark as a period, that can help separate complicated sentences into their individual ideas.
- Read the first and the last sentence of each paragraph. First and last sentences are usually—not always—a formation and conclusion of ideas in the paragraph. If it makes sense, you'll fill in the gap by either skimming the bulk of the paragraph or connecting these two ideas. Please don't judge me for my em dashes here. They're just so pretty.
- Skim the whole document, take notes from your impressions, and put it away. Believe me when I say you'll have absorbed more than you realize and even talking about the way people write is a huge part of the discussion. But just know that there's absolutely no need to force yourself to read something in painful detail that is boring, doesn't make sense, or feels like bashing your head on a wall!
- Find out which way of reading works best for you! Some people really like digital readers that allow them to make in-document notes. Other folks really prefer to print things out and write out notes by hand over the text. Still others will plug the documents into a reader and listen. Experiment to see what feels right. Whatever works for you, do that!
- What tips do you have for reading complex writing that have helped you? Let me know and I'll add them here!
On the ethics of sharing resources:
Whenever possible, permission from contemporary authors has been given to use excerpts and chapters of books and materials. The distribution of resources for educational purposes is also covered under academic fair use which you can read about here. Under no circumstances will entire books be reproduced and provided. I am not selling, nor are you paying for or purchasing, pdfs or course materials. These are provided as supplementary educational resources to facilitate group discussion and independent study of various ideas presented throughout the course series. Ultimately, I always encourage the purchase of any and all books by the people who interest you, especially contemporary authors!
EXAMPLES OF COURSES, DESCRIPTIONS, & RESOURCES FROM 2022/2023
SEPTEMBER: THEORY
Beyond the Altar begins with the examination of theory itself, and why it’s important. What is “theory”? Theory is a way of examining, thinking about or analyzing, and looking at the world. It incorporates ways of asking questions to identify and interpret things—usually social, cultural, and political issues, circumstances, patterns, and behaviors. It reveals the patterns throughout time that impact all corners of our histories, cultures, trends, and ways of thinking. Theory is a way of making connections between the impacts of ideas and circumstances across time, culture, identity, and politics. Theory is also helpful in thinking about how to take action by examining multiple components of our structured reality together, and determine concrete steps or actions to effect change.
We’ll spend September in independent study, reading works by historical and contemporary authors to prepare our own thoughts, questions, opinions, rebuttals, and conclusions.
EXAMPLE OF RESOURCES FOR THIS CLASS (SOME ADDITIONS PENDING)
Anne D'Alleva, Thinking about theory; from Methods & Theories of Art History, Laurence King Publishing Ltd, London, 2005
bell hooks, Theory As Liberatory Practice, Yale Journal of Law & Feminism: Vol. 4: Iss. 1, Article 2 1991
Boris Groys, Under the Gaze of Theory, Eflux: Journal #35, May 2012
Jason Ānanda Josephson Storm, Metamodernism: The Future of Theory, Chicago, University of Chicago Press, 2021 (excerpts from final chapter)
Susan Sontag, Against Interpretation, 1964; from her book Against Interpretation and Other Essays, Farrar, Straus and Giroux, New York, 1966
We’ll spend September in independent study, reading works by historical and contemporary authors to prepare our own thoughts, questions, opinions, rebuttals, and conclusions.
- Live 1 hr Zoom discussion: Saturday 1 October at 2pm EDT/11am PDT
- Live 1 hr Discord in-channel discussion: Saturday 8 October at 2pm EDT/11am PDT
EXAMPLE OF RESOURCES FOR THIS CLASS (SOME ADDITIONS PENDING)
Anne D'Alleva, Thinking about theory; from Methods & Theories of Art History, Laurence King Publishing Ltd, London, 2005
bell hooks, Theory As Liberatory Practice, Yale Journal of Law & Feminism: Vol. 4: Iss. 1, Article 2 1991
Boris Groys, Under the Gaze of Theory, Eflux: Journal #35, May 2012
Jason Ānanda Josephson Storm, Metamodernism: The Future of Theory, Chicago, University of Chicago Press, 2021 (excerpts from final chapter)
Susan Sontag, Against Interpretation, 1964; from her book Against Interpretation and Other Essays, Farrar, Straus and Giroux, New York, 1966
OCTOBER: QUEERNESS
Our second module turns its examination to the lens and framework of queerness and queering to set the pace for the rest of the modules in the series. This series of readings, podcasts, other resources, and subsequent discussions are meant to look at queer experiences and some queer theory, interrogate what queerness might be and how queerness doesn’t just shape us, but also the way we look at the world, interpret what we see, and engage with our surroundings.
We’ll spend October in independent study, reading works by historical and contemporary authors and creators to prepare our own thoughts, questions, opinions, rebuttals, and conclusions.
EXAMPLE OF RESOURCES FOR THIS CLASS (MAY CHANGE)
Catriona Mortimer-Sandilands, Unnatural Passions?: Notes toward a Queer Ecology, InVisible Culture: An Electronic Journal for Visual Culture, Issue 9: Nature Loving, October 2005 (online)
Southern Bramble S2E14: Queerness and Gender in Witchcraft (podcast)
Judith Butler, Critically Queer
So and Pinar Sinopoulos-Lloyd, Beyond the Human, Volume 6: Beyond, Atmos Magazine, 2022 (online)
We’ll spend October in independent study, reading works by historical and contemporary authors and creators to prepare our own thoughts, questions, opinions, rebuttals, and conclusions.
- Live 1 hr Zoom discussion Saturday 5 November at 2pm EDT/11am PDT
- Live 1 hr Discord in-channel discussion Saturday 12 November at 2pm EDT/11am PDT
EXAMPLE OF RESOURCES FOR THIS CLASS (MAY CHANGE)
Catriona Mortimer-Sandilands, Unnatural Passions?: Notes toward a Queer Ecology, InVisible Culture: An Electronic Journal for Visual Culture, Issue 9: Nature Loving, October 2005 (online)
Southern Bramble S2E14: Queerness and Gender in Witchcraft (podcast)
Judith Butler, Critically Queer
So and Pinar Sinopoulos-Lloyd, Beyond the Human, Volume 6: Beyond, Atmos Magazine, 2022 (online)
NOVEMBER: PERCEIVING
This third module investigates perception beginning with the question, “What does it mean to perceive?” I think in order to know this, firstly, it’s contextual but we also have to begin with the question: what are we looking, for? This series of readings, other resources, and subsequent discussions are meant to look at “perception” over “sight”, as well as examine the idea that who we are and how we've been shaped by structures and systems shapes the way we observe, perceive, and experience the world.
We’ll spend November in independent study, reading works by historical and contemporary authors to prepare our own thoughts, questions, opinions, rebuttals, and conclusions.
EXAMPLE OF RESOURCES FOR THIS CLASS (MAY CHANGE)
Anne D’Alleva, Semiotics, from Methods and Theories of Art History
bell hooks, The Oppositional Gaze
Jeanette Winterson, Art Objects
Stuart Hall Encoding and Decoding in the Television Discourse
We’ll spend November in independent study, reading works by historical and contemporary authors to prepare our own thoughts, questions, opinions, rebuttals, and conclusions.
- Live 1 hr Zoom discussion Saturday 3 December at 2pm EDT/11am PDT
EXAMPLE OF RESOURCES FOR THIS CLASS (MAY CHANGE)
Anne D’Alleva, Semiotics, from Methods and Theories of Art History
bell hooks, The Oppositional Gaze
Jeanette Winterson, Art Objects
Stuart Hall Encoding and Decoding in the Television Discourse
DECEMBER: CURIOSITY
Nothing creative ever came about without the presence of curiosity; not even the sciences which we mistakenly perceive as being unemotional and passionless. What would happen if…? and Where does x come from? or Why/how does/do we/they/this/that/the world/the universe …? are questions that reflect humankind’s timeless and enduring curiosity. This series of readings and other resources, and subsequent discussions are meant to look at curiosity as an important and critical function for us in knowing our world.
We’ll spend four weeks in independent study, reading works by various authors and creatives to prepare our own thoughts, questions, opinions, rebuttals, and conclusions.
EXAMPLE OF RESOURCES FOR THIS CLASS (MAY CHANGE)
Cassini Nazir, "curiosity, everywhere : a beginner's guide" (video)
Select writings from or related to Ilhan Inan, The Philosophy of Curiosity, Routledge, New York & London, 2012
Philip Ursprung and Hans Ulrich Obrist, "Curiosity Is the Motor of the Entire Interview Project": Hans Ulrich Obrist in Conversation with Philip Ursprung, The Art Bulletin, Vol. 94, No. 1 (March 2012), pp. 42-49
We’ll spend four weeks in independent study, reading works by various authors and creatives to prepare our own thoughts, questions, opinions, rebuttals, and conclusions.
- Live 1 hr Zoom discussion Saturday 7 January at 2pm EDT/11am PDT
EXAMPLE OF RESOURCES FOR THIS CLASS (MAY CHANGE)
Cassini Nazir, "curiosity, everywhere : a beginner's guide" (video)
Select writings from or related to Ilhan Inan, The Philosophy of Curiosity, Routledge, New York & London, 2012
Philip Ursprung and Hans Ulrich Obrist, "Curiosity Is the Motor of the Entire Interview Project": Hans Ulrich Obrist in Conversation with Philip Ursprung, The Art Bulletin, Vol. 94, No. 1 (March 2012), pp. 42-49
JANUARY: CONVERSATION
Why do conversations happen, historically and now? Towards what purpose do we converse, what does conversation lead to? And how does conversation propose a danger to authority? Conversation is a story, but told to convey something important or meaningful, pertinent or relevant, fictitious or lyrical. This series of resources will guide us to look at the way conversation is an exchange of information and knowledge; histories and opinions; curiosities and wonders.
We’ll spend four weeks in independent study, reading works by historical and contemporary to prepare our own thoughts, questions, opinions, rebuttals, and conclusions.
EXAMPLE OF RESOURCES FOR THIS CLASS (MAY CHANGE)
Michel Foucault, The Archaeology of Knowledge and The Discourse on Language, Pantheon Books, New York
Rachel Adams, Michel Foucault: Discourse, Critical Legal Thinking, 2017 (online)
Excerpts from a couple of chapters in Ralph S. Hattox, Coffee and Coffeehouses, The Origins of a Social Beverage in the Medieval Near East, University of Washington Press, Seattle and London, 1985
We’ll spend four weeks in independent study, reading works by historical and contemporary to prepare our own thoughts, questions, opinions, rebuttals, and conclusions.
- Live 1 hr Zoom discussion Saturday 4 February at 2pm EDT/11am PDT
EXAMPLE OF RESOURCES FOR THIS CLASS (MAY CHANGE)
Michel Foucault, The Archaeology of Knowledge and The Discourse on Language, Pantheon Books, New York
Rachel Adams, Michel Foucault: Discourse, Critical Legal Thinking, 2017 (online)
Excerpts from a couple of chapters in Ralph S. Hattox, Coffee and Coffeehouses, The Origins of a Social Beverage in the Medieval Near East, University of Washington Press, Seattle and London, 1985
FEBRUARY: CRITICALITY
To be critical doesn’t mean disparaging, dismissive, or disbelieving. What it means is that when exercising criticality, we’re practicing healthy skepticism, not taking things for face value, seeking more than one source for information, and drawing conclusions based on multiple streams of evidence. It means asking how this information came about, and where it came from, and in which context it appears. It means exercising caution before engaging. It means analyzing the situation, breaking down language and the way it's used. Criticality is a useful tool for identifying insidious and harmful rhetoric in our communities, from government entities to white supremacist ideology. It can be applied to oneself, too—in drawing conclusions, making claims, or otherwise exercising judgment or flexing an opinion; we may turn criticality inward to ask these same questions of ourselves, to employ the same lenses of examination and analysis to ourselves; to push ourselves beyond the surface read, treatment, and statement to dig deeper below the layers. We are peeling back the strata and substrata to understand how the soil is formed, as well as nurtured. Criticality, critical thinking, discernment, and inquiry—these are the tools we use to excavate.
We’ll spend February in independent study, reading works by historical and contemporary authors to prepare our own thoughts, questions, opinions, rebuttals, and conclusions.
EXAMPLE OF RESOURCES FOR THIS CLASS (MAY CHANGE)
The “Radical Edits” of Alexandra Bell, by Doreen St. Félix , The New Yorker, 2017
Did a Fourth Grader Write This? Or the New Chatbot? by Claire Cain Miller, Adam Playford, Larry Buchanan and Aaron Krolik, The New York Times, December 2022
George Orwell, The Politics of the English Language, Horizon Magazine, 1946
We’ll spend February in independent study, reading works by historical and contemporary authors to prepare our own thoughts, questions, opinions, rebuttals, and conclusions.
- Live 1 hr Zoom discussion Saturday 4 March at 2pm EDT/11am PDT
EXAMPLE OF RESOURCES FOR THIS CLASS (MAY CHANGE)
The “Radical Edits” of Alexandra Bell, by Doreen St. Félix , The New Yorker, 2017
Did a Fourth Grader Write This? Or the New Chatbot? by Claire Cain Miller, Adam Playford, Larry Buchanan and Aaron Krolik, The New York Times, December 2022
George Orwell, The Politics of the English Language, Horizon Magazine, 1946