- Title Pages
- A Sonnet for Harry on the Occasion of His Celebration in the year 2006 In Columbia S. Carolina
- Chapter 1 Enlisting in Harry Berger's Imaginary Forces
- Chapter 2 Harry Berger and Self-Hatred
- Chapter 3 Complicity and Catharsis: the Immature Criticism of Harry Berger
- Chapter 4 Sack Drama
- Chapter 5 Redistributing Complicities in an Age of Digital Production: Michael Radford's Film Version of <i>The Merchant of Venice</i>
- Chapter 6 Acrasian Fantasies: Outsides, Insides, Upsides, Downsides in the Bower of Bliss
- Chapter 7 Harry Berger's Genius: Porting Pleasure in the Bower of Bliss
- Chapter 8 Taking Another Peek
- Chapter 9 Close Reading Transformed: The New Criticism and the World
- Chapter 10 Thinking Culture, and Beyond
- Chapter 11 Bergerama: New Critical and Poststructural Theory in the Work of Harry Berger, Jr.
- Chapter 12 The Power of Prodigality in the Work of Derek Walcott and Harry Berger
- Chapter 13 Harry Berger's <i>Sprezzatura</i> and the Poses of Cicero's <i>De Oratore</i>
- Chapter 14 What Art Historians Can Learn from Harry
- Chapter 15 Platonic Irony in Berger
- Chapter 16 Situating Harry's Plato
- Chapter 17 The Seminal and the Inimitable: An Adventure in Harryland
- Chapter 18 How Harry Taught
- Chapter 19 Harry Berger's Intellectual Community
- Chapter 20 Backlooping: Life in a Revisionary Enclave
- Select Publications Index
How Harry Taught
How Harry Taught
- (p.255) Chapter 18 How Harry Taught
- A Touch More Rare
David Lee Miller
- Fordham University Press
Harry Berger was educated at Yale College and Yale Graduate School, and Yale was justly famous for its lecture courses. While Harry was there, it was the home of what one might call the noble lecture. When Harry taught the Phaedrus, he highlighted Phaedrus's inability to learn what Socrates wants him to. By the end of the dialogue, Phaedrus is convinced, Harry pointed out, but he is convinced by rhetoric, not by dialectic. At the deepest level, Socrates has failed. Harry was a kind of Brechtian teacher at Yale, avoiding the grand rhetorical gesture in favor of the interpretative question. Harry's teaching, was, in sum, designedly imperfect, unfinished. It was meant to leave you asking your own questions after you had considered his. It was meant to avoid the round, the finished, the closed at a time when achieving them was considered the main goal in teaching literature.
Fordham Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.
If you think you should have access to this title, please contact your librarian.