Dedalus on Crete: Essays on the Implications of Joyce's Portrait
FEEHAN, Joseph, et al
Published by Immaculate Heart College, Los Angeles, 1956
Used
Hardcover
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Attic Books (ABAC, ILAB), London, ON, Canada
Seller rating 5 out of 5 stars
AbeBooks Seller since December 15, 2006
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Description:
88 p. 22 cm. Yellow hardcover. Inscribed by contributor Kenneth Pratt on front free endpaper. Spine faded, some soiling to rear. Introduction by Feehan with chapters by Fallon Evans, Sister M. Aloyse, IHM, James P. Reilly, Jr., Kenneth Pratt, Alois Schardt, John Frederick Nims. Seller Inventory # 107353
Bibliographic Details
Title: Dedalus on Crete: Essays on the Implications...
Publisher: Immaculate Heart College, Los Angeles
Publication Date: 1956
Binding: Hardcover
Condition: Good +
Signed: Signed by Author(s)
Edition: First Edition.
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Dedalus On Crete: Essays On the Implications of Joyce's PORTRAIT
Published by
Saint Thomas More Guild/Immaculate Heart College, 1956
Used
Hardcover
First Edition
Seller: zenosbooks, San Francisco, CA, U.S.A.
Seller rating 4 out of 5 stars
hardcover. No Jacket. First Edition. Los Angeles. 1956. Saint Thomas More Guild/Immaculate Heart College. 1st Edition. Very Good in Scuffed Boards. No Dustjacket. 88 pages. hardcover. Jacket design by Sister M. Corita, IHM. keywords: Europe Ireland Literature Literary Criticism James Joyce World Literature. DESCRIPTION - 'The essays printed here were delivered in the fall and winter of 1955 as part of the Integration Program at Immaculate Heart College. This particular forum was sponsored by the English Department, whose chairman, veteran of two such ordeals, deputized the department's junior members to plan and conduct it. Casting about for ways to lighten this load, the junior members decided to share the burden with the faculty as a whole and invited colleagues from other departments to address their audience. The cheerful unwillingness of the lecturers to bind themselves by the instructions of the chairmen resulted, to our corporate delight, in work worthy on its own merits of publication.'The College's Integration Program is now in its sixth year. Under the direction of a special committee it conducts a forum each semester which is aimed at engaging the college community, as well as students, in concentrated consideration of a single problem. The problem addressed in the program for fall, 1955, was that of the function and value of the artist in contemporary society. The alienation of the artist from society in the twentieth century led directly to Joyce as a locus classicus for consideration of the problem.'The nature of the problem addressed in each forum is of course incidental to the aims of the Integration Program itself. As we wearied the student body by saying, the aim of the program was not to solve the problem addressed - though our conviction was strong that the problem is of genuine importance - but to give the entire student body an experience of unified joint learning. As teachers, few things have excited our envy quite so much as the spectacle of a group of architectural students engaged in a corporate attack on a problem, each individual's solution to which became at once common property and the subject of scathing criticism from the entire group. Not only better individual, but decidedly better corporate solutions seemed, to our eyes at least, to result. We wanted these better individual and group results for our own program, and we hoped, too, that we could generate in our student body some of the esprit de corps we have seen flame out in those last furious and bohemian hours before a problem's deadline. What we most wanted to do, in other words, was to cut across department and catalogue lines to counteract the splintering and compartmentalizing of knowledge. To this end we set about preparing what was quite frankly another 'course' - a course to be taken at the same time and from the same text by every student and every member of the faculty. We hoped to have the senior and the freshman, the Business and the Biology majors all reading, thinking, talking the same problem in relation to the same text. Our radical concern was with the isolation, not of the artist, but of the student.'In implementing these notions we gathered eclectically what features of earlier programs we had approved and fashioned our own from them. It had been the custom, except for one notable experiment in another direction, to confine the forum to a single tightly-packed day which began early and ended late. Against custom we requested and received permission to extend our program over the entire semester (though the human cost in agony and anxiety to the deans and student body officers who had to find us days, hours, and rooms, was great indeed). Earlier programs had laid their stress on panel and group discussions, but we chose instead to offer a series of lectures so that discussions when they came would be better informed and more meaningful. We drew our lecturers from the History, Philosophy, Education, Art and English departments, and every other week offered the assembled community an argument on or exposition of some aspect of our text, Joyce's Portrait, or of our problem, the function and value of the artist. To avoid a purely passive participation by our captive audience the alternate weeks were used for discussion of the lectures. Each lecturer prepared a series of questions on his lecture and during the week following his appearance one meeting of every class in his department was devoted to discussion of these questions. Thus the Integration Day itself became the climax to a series of lectures and discussions preparing for it. As had been'the unvarying rule, we invited a noted lecturer from outside the college, in this instance Mr. John Frederick Nims, to give the day that added value and zest only authority and accomplished success could give. All this does not indicate why the PORTRAIT OF THE ARTIST AS A YOUNG MAN was chosen as the text upon which all this corporate attention and energy was to be focused. (And nothing astonished us quite so much as the number of people, in the college and out, who asked why we chose it.) We did so, as a matter of fact, quite light-heartedly and with little apparent consideration. Yet we were clear from the first on why we did choose it. In the first place, our experience in course work had demonstrated repeatedly how much could be taught and learned from careful and repeated reading of the text - and we coldbloodedly planned to force the good students, because of successive lectures from diverse points of view, to read, re-read, and discuss to the point that even the indifferent and the poorer students would by combined and prolonged pressure also be brought to read and discuss. Secondly, as a practical consideration, the work was available in a good inexpensive reprint, so that we could plan to place it in the hands of every student and faculty member before the program got under way. (The first Integration program, of which the better students had spoken most and most highly, had. Seller Inventory # z1364
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