Posts

Critically evaluate the extent to which the mechanism of judicial review and the preliminary ruling procedure allow individuals unhindered access to justice within the EU legal order.

Critically evaluate the extent to which the mechanism of judicial review and the preliminary ruling procedure allow individuals unhindered access to justice within the EU legal order, with reference to relevant case law and academic commentaries.
Please use at least 6 from the following reading list:
Textbooks on EU LAW
Barnard, C. and Peers, S. (eds.) (2017) European Union Law. OUP Oxford 2
nd ed.
Craig, P. and de Búrca, G. (2015) EU Law: Text, Cases, and Materials. OUP Oxford 6th ed.
Chalmers, D.; Davies, G. & Monti, G. (2019) European Union Law: Texts and Materials. CUP 4th ed.
Morano-Foadi, S. and Neller, J. (2018) Fairhurst’s Law of the European Union. Pearson 12th ed.
Kaczarowska-Ireland, A. (2016) European Union Law. Routledge 4th ed.
Cini, M. and Pérez-Solórzano Borragán, N (2016) European Union Politics. OUP Oxford 5th ed.
Peterson J. and Shackleton, M. (2012) The Institutions of the European Union 3rd
Usherwood, S and Pinder, J. (2018) The European Union: A Very short Introduction. OUP Oxford 4th ed.
Davies, K. (2016) Understanding European Union Law. Routledge 6th ed.
Castillo Ortiz, P. J. (2015) EU Treaties and the Judicial Politics of National Courts: A Law and Politics Approach. Taylor & Francis
Craig, P. (2013) The Lisbon Treaty: Law, Politics and Treaty Reform. OUP Oxford 2nd ed.
Ritleng, D. (2016) Independence and Legitimacy in the Institutional System of the European Union. OUP Oxford
Alvarez Rubio, J.J. and Yiannibas (2017) Hu

THIS IS A MUST USE:
Storey, T. and Pimor, A. (2018) Unlocking EU Law. Routledge 5th ed.
PLEASE DO NOT COUNT THE FOOTNOTES AND BIBLIOGRAPHY AS WORDS.
PLEASE WRITE TO A 80% UNDERGRADUATE STANDARD

What is feminism and how does it criticize mainstream criminology? Why did feminists wanted to abandon criminology and what did they end up doing?

FEMINIST THEORY, CRIME, AND JUSTICE*
SALLY S. SIMPSON
University of Maryland
Feminist research has expanded beyond its origins in Women’s Studies
to influence the more traditionally bounded academic disciplines. Criminology
has not been immune to these excursions. This paper presents an
overview of feminist theory/methods and its applications within select
areas of crime and justice studies. Points of intra-theoretical divergence as
well as directions for future feminist contributions are noted.
“WHY CAN’T A WOMAN BE MORE LIKE A MAN?”
One is tempted to respond to Henry Higgins’s familiar lament with a cynical
observation: criminological theory assumes a woman is like a man. As
many feminist-criminologists have noted (early critics include Heidensohn,
1968; Klein, 1973; and Smart, 1976), most middle-range and macro theories
of crime generously assume that what is true for the gander is true for the
goose (see also Harris, 1977). As tempting as this simple assertion might be,
however, a closer inspection reveals a more complicated picture.
Some feminist critics (Daly and Chesney-Lind, 1988) suggest that criminology,
like other social sciences, is androcentric, that is, study of crime and the
justice process is shaped by male experiences and understandings of the social
world. Such studiedrealities form the core of “general” theories of crime/
deviance without taking female experience, as crime participant or victim,
into account:
[Men] create the world from their own point of view, which then
becomes the truth to be described . . . Power to create the world from
one’s point of view is power in its male form (MacKinnon, 1982:23).
Not all criminological research has ignored women, but all too often, pre-
1970s research on female offenders and victims of crime fell prey to unreflecting
sexism and, in its more extreme form, misogyny. Females who deviated
from expected roles were viewed as morally corrupt, hysterical, diseased,
manipulative, and devious (Glueck and Glueck, 1934). Law-violating and
-conforming behaviors were believed to stem from the same etiological
source-the female nature (Edwards, 1985; Klein, 1973).1 A woman, it
* My thanks to Kathleen Daly, Nicole Hahn Rafter, and N. Craig Smith for their
insightful comments on a draft of this paper. I was assisted in my revisions by the
criticisms of three anonymous reviewers. All of the above are to be commended for their
assistance, but none is responsible for the ideas and arguments contained herein.
1. This is not to suggest that biological reductionism is absent in studiedtheories of
male criminality. Such explanations of male crime abound (e.g., Wilson and Herrnstein,
1985). However, with the demise of phrenology, social factors replaced biology as key
CRIMINOLOGY VOLUME2 7 NUMBER4 1989 605
606 SIMPSON
seemed-whether good or bad-could never be like a man.
These observations are not new, but they reflect a different voice, a feminist
voice, that has been added to the criminological discourse. The purpose of
this review essay is to introduce feminist criminology and its intellectual parent,
feminism, to the uninitiated reader. It would be presumptuous to suggest
that all relevant studies and arguments about gender and crime are included
here. Such an extensive review is more appropriate for a book, and depending
on the topic, it has likely already been done and done well (e.g., Eaton,
1986; Freedman, 1981; Heidensohn, 1985; Mann, 1984; Naffine, 1988; Smart,
1976). Instead, illustrative examples of different types of feminist thinking
are presented to show how feminism has reframed our points of reference,
underlying assumptions, and understandings about crime, victimization, and
the justice process.
To achieve these aims, the paper is organized into three sections. First, the
perspectives and methods that constitute feminist analysis are sorted and differentiated.
Second, three areas of criminological study (the female offender,
female victim, and criminal justice processing) are discussed because they are
key areas in which feminist approaches have been incorporated. Third, directions
for further integration are suggested.
FEMINISM: PERSPECTIVES AND METHODS
Feminism is best understood as both a world view and a social movement
that encompasses assumptions and beliefs about the origins and consequences
of gendered social organization as well as strategic directions and actions for
social change. As such, feminism is both analytical and empirical. In its
incipient form, feminist research almost exclusively focused on women-as a
way of placing women at the center of inquiry and building a base of knowledge.
As it has matured, feminism has become more encompassing, taking
into account the gendered understanding of all aspects of human culture and
relationships (Stacey and Thorne, 1985:305).
It would be a mistake, however, to think of feminism as a single theory.
Feminism has expanded into a diverse set of perspectives and agendas, each
based on different definitions of the “problem,” competing conceptions of the
origins and mechanisms of gender inequality/oppression, and divergent strategies
for its eradication. Collectively, these perspectives share a concern with
identifying and representing women’s interests, interests judged to be insufficiently
represented and accommodated within the mainstream (Oakley,
1981:335).
etiological forces. These explanations have not been seriously challenged. Conversely,
until the feminist critique of the 197Os, biogenic/psychogenic models of female crime went,
for the most part, unchallenged.
FEMINIST THEORY, CRIME, AND JUSTICE 607
LIBERAL FEMINISM
Liberal feminism was conceived within a liberal-bourgeois tradition that
called for women’s equality of opportunity and freedom of choice (Eisenstein,
1981). For the most part, liberal feminists see gender inequality2 emerging
from the creation of separate and distinct spheres of influence and traditional
attitudes about the appropriate role of men and women in society (Pateman,
1987). Such attitudes are reinforced by discrimination against women in education,
the work place, politics, and other public arenas.
Liberals do not believe the system to be inherently unequal; discrimination
is not systemic. Rather, men and women can work together to “androgynize”
gender roles (i.e., blend male and female traits and characteristics;
Bem, 1974) and eliminate outdated policies and practices that discriminate
against women. Affirmative action, the equal rights amendment, and other
equal opportunity laws/policies are advocated as redistributive measures
until a meritocratic gender restructuring of society occurs.
SOCIALIST FEMINISM
For socialists, gender oppression is an obvious feature of capitalist societies.
Depending on whether one is a socialist woman (Marxist-feminist) or a
socialist-feminist, however, the weight that one gives to capitalism as a necessary
and/or sufficient cause of that oppression will vary (Eisenstein, 1979). If
one is the former, gender (and race) oppression is seen as secondary to and
reflective of class oppression.
Socialist-feminists attempt a synthesis between two systems of domination,
class and patriarchy (male supremacy). Both relations of production and
reproduction are structured by capitalist patriarchy (Beauvoir, 1960; Hartmann,
1979; Mitchell, 197 1). Gender. difference, as a defining characteristic
of power and privilege in a capitalist society can only be attacked by constructing
a completely different society, one that is free of gender and class
stratification (Oakley, 1981).
RADICAL FEMINISM
The origins of patriarchy, and the subordination of women therein, are
seen by radical feminists to rest in male aggression and control of women’s
sexuality. Men are inherently more aggressive than women, who, because of
Phillips (1987) argues that the choice of terms describing gender relations imply
particular views of what the problem is. So, inequality (a term favored by liberals and some
women of color) suggests that women deserve what men and/or whites are granted.
Oppression (socialists and women of color) implies a complex combination of forces (ideological,
political, and economic) that keep woman in her place. Subordination is a term
favored by radical feminists and some women of color who identify the holder of power as
the culprit (men and whites respectively).
2.
608 SIMPSON
their relative size disadvantages and dependency on men during child-bearing
years, are easy to dominate and control. The arguments of radical feminists
(e.g., Atkinson, 1974; Barry, 1979; Firestone, 1970; Rich, 1980) bring sexuality
to the analytical fore. The “personal” is “political” (Millett, 1971). Sex
not gender is the crucial analytical category; male domination, not class, is
the fundamental origin of female subordination. Radical feminists’ political
and social agendas encompass lesbian separatism (Atkinson, 1984) and technological
control of reproduction (Firestone, 1970).
WOMEN OF COLOR
In her eloquent “Ain’t I a woman” speech, Sojourner Truth (1851)
informed white suffragists of their myopia about race by highlighting how as
a black woman her experience was different from theirs. Joseph and Lewis
(1981) remind us that Truth’s commentary is no less relevant today. Many
women of color see the women’s liberation movement as hopelessly white and
middle class, immune to their concerns. As Hooks (1987:62) observed,
Most people in the United States think of feminism . . . as a movement
that aims to make women the social equals of men. . . . Since men are
not equals in white supremacist, capitalist, patriarchal class structure,
which men do women want to be equal to?
The alternative frameworks developed by women of color heighten feminism’s
sensitivity to the complex interplay of gender, class, and race oppression.
Patriarchy permeates the lives of minority women, but it does not take
the same form that it does for whites (Brittan and Maynard, 1984). Though
these contributions may not have coalesced yet into a coherent theoretical
framework (at least according to Jagger and Rothenberg, 1984), radical
(Lorde, 1988), socialist (Mullins, 1986), and Marxist (Davis, 1981) women of
color have provided possible points of integration with theories of race
oppression (e.g., Joseph, 1981a, 1981b; Wellman, 1977).
In sum, feminist theory is not one perspective; it is a cacophony of comment
and criticism “concerned with demystifying masculine knowledge as
objective knowledge” (Brittan and Maynard, 1984:2 10) and offering insights
from a women’s perspective.
FEMINIST METHODS
The male epistemological stance, which corresponds to the world it creates,
is objectivity; the ostensibly uninvolved stance, the view from a distance
and from no particular perspective, apparently transparent to its
reality. It does not comprehend its own perspectivity, does not recognize
what it sees as subject like itself, or that the way it apprehends its world
is a form of its subjection and presupposes it (MacKinnon (1982:23-24).
Concern over the nonobjective consequences of so-called objective normal
FEMINIST THEORY, CRIME, AND JUSTICE 609
science (Kuhn, 1970) has led some feminists to challenge the scientific enterprise.
Keller (1982) arranges these challenges on a political spectrum from
slightly left of center (liberal feminists) to the more radical left. The liberal
critique takes an equal employment opportunity approach by observing the
relative absence of women from the scientific community. This view “in no
way conflicts either with traditional conceptions of science or with current
liberal, egalitarian politics” (p. 114).
From this point, however, the criticisms become increasingly fundamental
to the way knowledge is produced; they range from charges of bias in selecting
research topics and interpreting results to rejecting rationality and objectivity
as purely male products. More radical feminists have adopted a
methodological strategy that is in direct opposition to the scientific method.
In order to “see” women’s existence (which has been invisible to objective
scientific methods) “feminist women must deliberately and courageously integrate
. . . their own experiences of oppression and discrimination . . . into the
research process” (Miles, 1983: 12 1). Feminist methods are necessarily subjectivist,
transdisciplinary, nonhierarchical, and empowering.
Where one falls along Keller’s feminist-political spectrum will determine
one’s choice of methods (i.e., quantitative versus qualitative) and whether one
sees methods and theory as interrelated as opposed to separate and distinct.
Thus, methods used by feminists are more diverse than typically credited (for
examples, see Jayarate, 1983; Reinhartz, 1983; Stacey and Thorne, 1985).
Together, the above theoretical and methodological points form a feminist
perspective. All have been incorporated into criminology, but some have had
a greater impact than others. The goal in the next section is to identify the
ways in which these approaches and methods have changed the way criminologists
address the problems of crime and justice.
INCORPORATING THE FRAMEWORKS
THE FEMALE OFFENDER
The stirrings of feminist criminology are nearly two decades old. Heidensohn
(1968: 17 l), in a “pre-feminist” paper, bemoaned the state of knowledge
about female deviance and called for a “crash programme of research which
telescopes decades of comparable studies of males.” Later, Klein (1973) and
Smart (1976) were to bring explicitly feminist perspectives to their critiques
of extant theoretical and empirical work on the female offender. Klein, a
Marxist-feminist, noted the absence of economic and other social explanations
for female crime. Smart, working within more of a radical feminist perspective,
stressed the linkages among sexist theory, patriarchy, and sexism in
practice-specifically identifying the relationship between stereotypical
assumptions about the causes of female crime and how female offenders are
controlled and treated.
610 SIMPSON
Both Klein and Smart set an agenda for a new feminist criminology, but
their more radical approaches were derailed by the publication of Simon’s
Women and Crime and F. Adler’s Sisters in Crime (1975). Claiming that a
“new” female offender was emerging (white collar and/or male like), Simon
and Adler generated tremendous interest in female crime (a clear aim of
incipient feminism). But, tying the female offender’s emergence to women’s
liberation brought about a “moral panic” (Smart, 1976), which was viewed by
some as a blacklash to the women’s movement.3 In Chesney-Lind’s (1980:29)
words, it represented “another in a century long series of symbolic attempts
to keep women subordinate to men by threatening those who aspire for equality
with the images of the witch, the bitch, and the whore.”4
As with many social problems of our day, female crime became interesting
only when it transcended the expected boundaries of class, race, and gender.
As a “quasi-theory,” the liberation-crime relationship had great appeal for
nonfeminist crimino1ogists.s But tests of the thesis were less than supportive.
In fact most discredited it (Austin, 1982; Giordano et al., 1981), and others
found evidence of a link between female crime and economic marginalization
(Datesman and Scarpitti, 1980; Gora, 1982; Mukherjee and Fitzgerald, 198 1;
Steffensmeier, 1978, 1981; Steffensmeier and Cobb, 1981). The new female
offender identified by Simon and Adler was more myth than reality (Steffensmeier,
1978). These conclusions did not differ substantially from Klein’s
(1973), yet they came years after her original critique-a fact that dramatically
illustrates the marginality of feminist criminology at the time. Yet, subsequent
research on the causes of female crime has clearly buttressed the
economic/class perspectives of Marxist/socialist feminists as well as the
3. The links between women’s liberation and changing patterns of female criminality
were made before. Bishop (1931) complained that women’s liberation during the 1920s had
three negative results: ( I ) more women were turning criminal; (2) a “better” class of
women were becoming criminal more often; and (3) women were becoming sexually criminal
at a younger age (cited in Rasche, 1974).
To be fair, both Simon and Adler had more to offer than mere speculation about
the “dark side” of women’s liberation. Simon’s research documents the basic inequities
between male and female correctional facilities and treatments. By attributing these differences
to male chivalry toward women, she takes a liberal feminist approach to the problem
of gender and justice, an approach that heavily influenced later works in this area. Adler’s
work, while more impressionistic than Simon’s, attempted to explain differences in crime
rates between white and black females. Although her interpretations gave rise to more
systematic examinations of intra-gender race differences in crime that are highly critical of
her interpretations and methods, the issues she raised are of primary importance to most
feminist criminologists today.
A research focus on gender alone does not qualify one as a feminist just as a focus
on class does not make one a marxist. Rather, as part of their endeavor, feminist criminologists
must seriously consider the nature of gender relations and the peculiar brand of
oppression that patriarchal relations bring (Leonard, 1982).
4.
5.
FEMINIST THEORY, CRIME, AND JUSTICE 61 1
“opportunity” perspectives of the liberal feminists (Ageton, 1983; Box, 1983;
Box and Hale, 1984; Elliott and Ageton, 1980; Giordano et al., 1981).
In retrospect, feminist criminology both gained and lost from the narrow
focus on liberation and crime. On the plus side, we gained a better insight
into the historical (Mukherjee and Fitzgerald, 198 1) and cross-cultural (F.
Adler, 1981; Plenska, 1980) patterns of female crime. But because the liberation
thesis was so limited, it diverted attention from the material and structural
forces that shape women’s lives and experiences. It is in these areas that
women of color and socialist and radical feminist criminologists are more apt
to focus etiological attention (Hagan et al., 1985, 1987; Lewis, 1981; Miller,
1985; Rafter and Natalizia, 1981; Wilson, 1985).
WOMEN VICTIMS: THE RADICAL FEMINIST CRITIQUE
Liberal feminism has dominated studies of the female offender, but the
same is not true of victimology (Daly and Chesney-Lind, 1988). Shifting
away from analyses that blame the victim for her victimization (Amir,
1967),6 radical feminists have constructed alternative interpretations of
offender-victim relationships and victim experiences of criminal justice
(Chapman and Gates, 1978; Klein, 1981; Wood, 1981).
Brownmiller’s (1975) historical and cross-cultural study of rape brought a
radical feminist perspective to the center of public consciousness. Building
on the argument that rape is not a crime of sex but rather an act of power and
dominance (Greer, 1970), Brownmiller concluded that rape is a tool in the
arsenal of all men to control all women.
Radical feminists have reframed the ways in which rape is commonly
understood in our society. Rather than a crime of sex, it is more apt to be
viewed as one of male power, control, and domination. Brownmiller’s work,
coupled with that of other radical feminists (e.g., Griffin, 1979; Riger and
Gordon, 1981), opened a floodgate of inquiry into rape and other types of
victimizations that are “uniquely feminine” (Wilson, 1985:4), such as pornography
(Dworkin, 1981), battering (Dobash and Dobash, 1979; Martin, 1976;
Straus et al., 1980), incest (Finkelhor, 1979; Moyer, 1985; Stanko, 1985) and
sexual harassment (MacKinnon, 1979; Stanko, 1985).
Guiding much of this research is the radical feminist critique of official
conceptions and definitions of violence, which are viewed as male centered
and incapable of incorporating the full range of female experiences of violence
(i.e., from intimidation and coercion to physical violence and death). A
woman-centered definition of violence is one that portrays violence as a form
6. Precipitous behavior has ranged from dressing provacatively, saying no to sex
while “meaning” yes, “nagging” a spouse, Lolita-like seductiveness on the part of the victim,
and so on.
612 SIMPSON
of social domination rather than a random and/or noninstrumental form of
expression (Hanmer, 1981:32).
Radical feminists have dominated but not monopolized feminist perspectives
in this area. Socialist feminists, liberals, and women of color have also
participated in the dialogue. Gordon’s (1988) research of family violence is
implicitly critical of some radical feminists’ overly deterministic conception
of patriarchy. Such an image, she argues, denies agency to women and cannot
incorporate “the chronic conflict, unpredictability, and ambivalent emotions
that have characterized relations between the sexes” (xi-xii).
In another historical study, Tomes (1 978) links variations in spousal abuse
to changes in the economic position of the working class generally and the
male’s position within the family specifically. As the working class improved
its economic position and males cemented greater power within their families,
the official incidence of working-class battering decreased.
Based on her findings, Tomes argues that feminists may need to reconceptualize
the relationship among male power, female economic dependency,
and battering. Dependency is not necessarily tied to greater abuse; in fact,
the opposite may be true. A wife’s economic independence may exert a
greater challenge to male authority within the family, thus creating a climate
in which husbands resort to battering as a means to reestablish their control.
Studies that find great variety in the cross-cultural prevalence and incidence
of rape and battering (e.g., Pagelow, 1981; Sanday, 1981) have forced
feminists to examine patriarchal relations across different societal and situational
arrangements (e.g., Wilson, 1985). If female victimization is a function
of changing the needs of a capitalist/patriarchal system, then male domination
and its relationship to female victimization need not be viewed as inevitable
or immutable.
Around the themes of rape and control of sexuality, patriarchy and racism
marry and divorce in intricate ways (Davis, 1981). In the United States,
white racism and fear gave rise to mythological constructions of black sexuality.
Black males are perceived as sexual threats and have been hunted and
hanged for their “rape potential.” For black victims of rape, the justice process
is not simply gendered-it is racially gendered. Data indicate that blackon-
black rapes are not taken as seriously by authorities as those that involve
white victims (Kleck, 1981; LaFree, 1980). Such findings have led one prominent
black scholar (Joseph, 1981b:27) to comment, “It must be considered
an impossibility for white men to rape Black women in the eyes of justice and
in the minds of many. Black women apparently are considered as something
other than ‘women.’ ”
GENDER AND JUSTICE PROCESSING
A final area to be discussed in this literature review is gendered justice.
FEMINIST THEORY, CRIME, AND JUSTICE 613
Comedian Richard Pryor once called attention to discrimination in the U.S.
criminal justice system by defining justice as “just us.” His concern with
differential sentencing practices is one shared by feminists who primarily
study the conditions under which criminal justice is gendered and with what
consequences. Although liberal approaches typically dominate the genderand-
justice research, other feminist perspectives are gaining ground-specially
in research on courts and corrections.
There are many stages in the criminal justice system at which gender may
have an impact on decision making. The findings of some of the betterknown
studies of several strategic points in the decision-making process are
summarized below.
POLICE
Arguments about whether and how justice is gendered must begin with
police behavior. That police decisions to arrest can be influenced by extralegal
factors such as the demeanor of the offender (Black, 1980), has been
established. It is less clear how gender, either alone or in conjunction with
other characteristics, may consciously or inadvertently influence police
behavior.
In the liberal “equal treatment” tradition, Moyer and White (1981) test
police bias in response decisions under “probable” responses to hypothetical
situations. Neither gender nor race had an effect on police behavior once
crime type, especially as it interacts with demeanor of the offender, was controlled.
On the other hand, Freyerhern’s (1981) comparison of juvenile male
and female probabilities of transition from self-report incident to police contact
and arrest, finds males to be more likely to incur police contact and arrest
than females. Both of these studies are methodologically problematic, however.
Moyer and White cannot generalize their findings to real police
encounters and Freyerhern (198 1 :90) does not calculate transition probabilities
across individual offense categories, nor does he include status offenses.
Avoiding some of these methodological traps but still working within a liberal
tradition, Visher (1983) finds the interaction between race and gender to
be a key factor influencing arrest decision. Visher finds police chivalry only
toward white females once “legal” factors are controlled. She hypothesizes
that black females are treated more harshly than their white counterparts
because they are less apt to display expected (i.e., traditional) gender behaviors
and characteristics when they encounter a mostly white and male police
force.
Race and gender are also found to interact through victim characteristics
(Smith et al.. 1984). An analysis of 272 police-citizen encounters, in which
both a suspected offender and victim were present, revealed that white female
victims received more preferential treatment from police than black female
614 SIMPSON
victims. Thus, although chivalry may be alive and well for white women, it
appears to be dead (if it ever existed) for blacks.
COURTS
Police contact is not the only point in justice processing at which discrimination
can occur. Women have been found to receive more lenient treatment
in the early stages of court processing (i.e., bail, release on own recognizance,
and/or cash alternatives to bail; I. Nagel, 1983) and further into the process,
e.g., conviction and sentencing (Bernstein et al., 1977; S. Nagel and Weitzman,
1972; Simon, 1975). Other studies find no gender bias when controlling
for crime seriousness and prior record (Farrington and Morris, 1983) or little
effect from extralegal factors when legal factors and bench bias are controlled
(I. Nagel, 1983). Variation in sentencing may be related to so-called countertype
offenses, that is, women are treated more harshly when processed for
nontraditional female crimes, like assault (Bernstein et al., 1977; S. Nagel and
Weitzman, 1972), or when they violate female sexual norms (Chesney-Lind,
1973; Schlossman and Wallach, 1978). Given variable-specification
problems, however, some of these findings are potentially spurious.
Once again, race may confound these effects. Spohn et al. (1982) address
the issue of paternalism in sentencing, especially for black women. Controlling
for prior record and attorney type, they found that black women are
incarcerated significantly less often than black men, but about as often as
white men. They conclude that the apparently lenient treatment of black
women is not due to paternalism in their favor but rather to the racial discrimination
against black vis-a-vis white men.
Studies of court processing are not entirely dominated by liberal perspectives.
More critical perspectives emphasize social power and patriarchal control
as the primary mechanisms through which justice is gendered
(Kruttschnitt, 1982, 1984). Eaton (1986:35) argues that magistrate courts in
Great Britain (the lower courts) reinforce the dominant imagery of justice
(i.e., courts are ostensibly fair and just) while they maintain the status quo:
“It is in these courts that the formal rules of society-the laws-are endorsed;
it is here, too, that the informal, unwritten rules regulating social relations
[e.g., gender, class, and race] are re-enacted.’’
When are females apt to be subjected to formal mechanisms of control?
When other, more informal, constraints are lacking or disrupted.
Kruttschnitt (1982, 1984) suggests that sentencing outcomes are affected by a
woman’s social status and/or her respectability. Differential sentencing
among women is tied to the degree to which women are subjected to formal
versus informal social control in their everyday lives.
Daly (1987a, 1989b) and Eaton (1986, 1987) offer convincing evidence that
the most important factor determining sentence outcome, once prior record
FEMINIST THEORY, CRIME, AND JUSTICE 615
and offense seriousness are controlled, is marital and/or familial status.’
Marital status.has been found to matter for women (married receive more
lenient sentences) but not for men (Farrington and Morris, 1983; I. Nagel,
1981) or to be as important for both (Daly, 1987a, 1987b).
Pretrial release and sentencing are seen to be both “familied” and
“gendered.” They are familied in that court decisions regarding the removal
of men and women from families “elicit different concerns from the court”
(Daly 1987a:154). They are gendered in that women’s care of others and
male economic support for families represent “different types of dependencies
in family life” (p. 154). Men and women without family responsibilities are
treated similarly, but more harshly than familied men and women. Women
with families, however, are treated with the greatest degree of leniency due to
“the differing social costs arising from separating them from their families”
(Daly, 1987b3287). The economic role played by familied men can, more easily,
be covered by state entitlement programs, but it is putatively more difficult
to replace the functional role of familied women. Judges rationalize such
sentencing disparities as necessary for keeping families together (Daly,
1989b).
As these latter studies suggest, much of the observed gender bias in
processing may not be a case of overt discrimination for or against women
relative to men. Instead, judicial decisions may be influenced by broader societal
concerns about protecting nuclear families (Daly, 1989b) and the differing
roles and responsibilities contained therein (Eaton, 1986). It is not clear
that such forms of justice are overtly paternalistic, nor are they necessarily
racist. Rather, in a society that stratifies other rights and privileges by gender,
race, and class, “equality” in sentencing may not be just (Daly, 1989a).
Eaton (1986: 10-1 1) takes a somewhat different view of familied justice. In
her opinion, the courts reflect the needs and interests of patriarchy and capitalism,
in which attendant inequities are reproduced. “Family-based” justice
is a visible manifestation of the patriarchal and capitalist need to maintain
and protect the nuclear family-within which gender and productive/reproductive
relations first emerge.
CORRECTIONS
As it became clear that, compared with males, female prisoners were
treated differently (in some cases more leniently and in others more harshly),
liberal feminist perspectives came to dominate research questions and policy
considerations (see, Haft, 1980; Heide, 1974; Simon, 1975).
The linkages between female incarceration and male control of female sexuality
are developed by radical feminists (Chesney-Lind, 1973; Smart, 1976).
Rasche (1 974), for example, describes how prostitutes with venereal disease
7. These effects appear to be strongest for black defendants (Daly, 1989a).
616 SIMPSON
were prosecuted and institutionalized, with the “cure” as a condition of
release. Nondiseased prostitutes were less likely to go to jail or prison. Certain
prison practices, such as checking for evidence of a hymen during forced
physical examinations and vaginal contraband searches, have been used as
techniques to control the sexuality of youthful offenders and to humiliate and
degrade female inmates (Burkhart, 1973; Chesney-Lind, 1986).
Socialist feminists emphasize how prison tenure and treatment vary by
class and race (Freedman, 1981; French, 1977, 1978; Lewis, 1981; Rafter,
1985). In her historical accounting of the development of women’s prisons,
Rafter (1985155) observes how race determined whether and where a woman
was sent to prison.
Comparison of incarceration rates and in-prison treatment of black
women and white women demonstrates that partiality was extended
mainly to whites. Chivalry filtered them out of the prison system, helping
to create the even greater racial imbalances among female than male
prisoner populations. And partiality toward whites contributed to the
development of a bifurcated system, one track custodial and predominantly
black, the other reformatory and reserved mainly for whites.
The bifurcated system of women’s corrections emerges in part from two
competing images of female nature. In one view, women are seen as fragile
and immature creatures, more childlike than adult. Consequently, the female
offender is perceived as a “fallen woman,” in need of guidance but not a true
danger to society (Rasche, 1974). The reformatory is perfectly suited to such
an offender. Primarily staffed by reform-minded middle-class women,
reformatory training programs emphasized skills that would turn the white,
working-class misdemeanants into proper (and class-appropriate) women,
that is, good servants or wives (Rafter, 1985:82).
In custodial prisons, however, a different archetype dominated. Women’s
“dark side,” their inherent evil and immorality (Smart, 1976) shaped prison
philosophy. Here, the predominantly black felons (who were perceived as
more masculine, more self-centered, volatile, and dangerous) were treated
like men-only, given the conditions of their incarceration (i.e., fewness of
numbers and at the mercy of violent male offenders), their equality was tantamount
to brutal treatment and often death (Rafter, 1985:181).
The degree to which prisons function as something other than just places of
punishment and/or treatment is a popular theme in neo-Marxist literature.
Extending this interpretation to women, Marxist-feminists (e.g., Wilson,
1985; Hartz-Karp, 1981) argue that prisons, like other institutions of social
control (e.g., mental health facilities), retool deviant women for genderappropriate
roles in capitalist patriarchal societies:
If deviant women are more frequently assigned to the mental health system
for social control than to the criminal justice system, it is perhaps
FEMINIST THEORY, CRIME, AND JUSTICE 617
because of the superior ability of the mental health system to “re-tool”
worn-out or rebellious domestic workers. (Wilson, 1985: 18)
Societal control of female deviance serves the needs of capital. When those
needs change, so too will the mechanisms and directions of social control.8
In this vein, Carlen (1983) demonstrates how “down, out and disordered”
women in Scotland are disciplined through medical and judicial apparatuses.
Most of the imprisoned are poor women; many have histories of alcohol and
drug abuse, and a large number come from violent homes. These life experiences
combine, setting into motion a cycle of deviance, imprisonment, and
patriarchal and class discipline that is tenacious and defeating:
Being seen as neither wholly mad nor wholly bad, [women] are treated to
a disciplinary regime where they are actually infantalised at the same
time as attempts are made to make them feel guilty about their double,
triple, quadruple, or even quintuple refusal of family, work, gender,
health, and reason (Carlen, 1983:209).
WHERE TO GO FROM HERE?
In 1976, Carol Smart suggested a number of topics for feminist research.9
A decade later, feminist criminology has amassed a considerable body of
knowledge in most of these areas-so much so in fact that feminists now are
more self-critical-especially in the areas of policy and legislative changes
(see Daly and Chesney-Lind, 1988). This is a positive step. It suggests not
only that a feminist voice is being heard, but that it is loud enough to produce
disagreement and intellectual exchange. Nonetheless, certain areas in criminology
either have been underexposed or are resistant to feminist concerns.
Thus, some new directions for feminist criminology are discussed below.10
RACE AND CRIME
Poorly conceived offender self-report surveys provided criminologists with
the empirical justification to ignore the race-crime relationship, and the prevailing
political climate reinforced our myopia. There is enormous risk in
ignoring that relationship, however. First, based on more sophisticated crime
Cloward and Piven (1979) and Box (1983) assert that female deviance is handled
by the medical community, in part, because women are more likely to direct their deviance
inward (i.e., they privatize it into self-destructive behaviors, like depression and suicide).
Such behavior is conceptualized as sickness (like “hysteria” earlier) and is thus subject to
the formal control of the psychiatric community.
The relevant topics are the female offender and the attitudes of criminal justice
personnel toward her; criminal justice processing; gender and corrections; and the structure
and purpose of law.
To suggest that feminists need to identify areas “appropriate” for feminist critique
implies that knowledge, as currently constructed, is selectively androcentric. I would argue
that criminology as a whole, like other academic disciplines, needs a feminist “overhaul.”
8.
9.
10.
618 SIMPSON
measures (e.g., National Youth Survey, National Crime Survey, cohort studies),
it is clear that the race-crime relationship is an essential one. Second,
and not unlike the gender-crime relationship, such reticence leaves the interpretive
door open to less critical perspectives.
Feminist criminologists have great potential in this area, but the data are
sparse and problematic and the analytic contributions few. Too often we rely
on quantitative studies that dichotomize race into white and black, or the
nonwhite category is broadened to include groups other than blacks (see, e.g.,
Tracy et al., in press). In the former instance, other ethnichacia1 groups are
ignored; in the latter, such inclusive categorizations assume etiological and
historical/cultural invariance between groups.
Clearly, one of the first places for feminists to start is to target women of
color for greater research. Available data indicate that there are significant
differences between black and white female crime rates (Ageton, 1983;
Chilton and Datesman, 1987; Hindelang, 1981; Laub and McDermott, 1985;
Mann, 1987; Young, 1980). Simpson (1988), Miller (1985), and Lewis (1981)
argue that the unique structural and cultural positioning of black women produces
complex cultural typescripts that exert push-pull pressures for crime,
pressures that may not exist for white women.
Miller’s (1985: 177-178) ethnography of lower-class deviant networks
describes how certain types of male and female criminality (e.g., hustling,
pimping, and other instrumental crimes) are interdependent in minority communities.
Female crime also appears to have a group-directed and -enacted
dimension (see Young, 1980). The collective nature of such minority offending
may stem from the fact that it emerges, in part, from the integrated and
extended domestic networks of underclass blacks (Miller, 1985) and from
joint participation in gang activities (Campbell, 1984).
These observations do not imply, however, that patriarchy is absent from
these communities. Male dominance and control are reproduced within
interpersonal relationships (not necessarily familial) and embodied in informal
organizations, like gangs (Campbell, 1984) and state social service agencies.
Some female offending can be interpreted as challenging patriarchal
control and asserting independence (Campbell, 1984: 135); much can be
attributed to both economic necessity and the pull and excitement of street
life (Campbell, 1984; Miller, 1985). Female participation in violent crime
may stem from abusive relationships between men and women (Browne,
1987; Mann, 1987) and/or the frustration, alienation, and anger that are associated
with racial and class oppression (Simpson, 1988).
Research by Hill and Suva1 (1988) suggests that the causes of crime may
differ for black and white women, which raises questions about whether current
theories of female crime, including feminist perspectives, are whitefemale
centered. Given the paucity of data on how gender structures relationships
within minority communities and families, it is impossible to say.
FEMINIST THEORY, CRIME, AND JUSTICE 619
More quantitative research is needed on minority groups other than blacks
(e.g., Chicanos and other Hispanics, Asians, Native Americans) to establish a
better knowledge base, but qualitative studies that probe culture and subjective
differences between women of color and whites are also essential (Mullins,
1986). Feminist criminologists are guilty of the “add race and stir”
shortsightedness that pervades feminist thinking. We would do well to heed
Spelman’s (1988:166) reminder of how to understand and approach differences
among women:
If we assume there are differences among women, but at the same time
they are all the same as women, and if we assume the woman part is
what we know from looking at the case of white middle-class women,
then we appear to be talking only about white middle-class women. This
is how white middle-class privilege is maintained even as we purport to
recognize the importance of women’s differences.
ELITE CRIME
In 1977, Harris admonished criminologists for their failure to use “the sex
variable” as the empirical building block for all theories of criminal deviance.
Apparently (though not surprisingly) this was interpreted to apply only to
street crime. The entire area of white-collar, corporate, and organizational
crime has not been examined from a feminist perspective.
Officially, women are underrepresented in white-collar crime data although
recent Bureau of Justice Sfatistics (1987) data suggest that women have made
inroads into this formerly male domain. Similar claims are made regarding
female penetration of the upper reaches of organized crime (Simpson, 1987).
Yet, Daly (1988) finds neither the crime types nor the offenders themselves to
be particularly elite.
Much of our information on female participation in organized crime is
anecdotal, derived from the nonsystematic observations of male crime participants.
Consequently, there has been little systematic research on women’s
penetration of and mobility within illicit markets. The official data on corporate
and other white-collar offending are equally problematic (see Reiss and
Biderman, 1980). Given that both the data and interpretation/theory in
these areas are suspect, feminist researchers must first develop an empirical
base with which to answer the following types of questions. Is elite crime a
male domain (Steffensmeier, 1983)? What are the motivations and characteristics
of women who do participate (Daly, 1988; Zietz, 1981)? How are they
similar and different from male offenders (P. Adler, 1985; Block, 1977; Simpson,
1987)? What explains the official increase in female participation in
white-collar offenses?
At this point, feminists have barely scratched the surface of the elite crime
620 SIMPSON
area. Daly (1988) is providing some direction, but much more needs to be
done.
DETERRENCE
Gender confounds the anticipated relationship between objective sanction
risks and criminal activity, that is, given that female sanction risks are low,
women should have high rates of law breaking. Yet, as virtually all measures
of crime document, the exact opposite is true. This empirical relationship has
left deterrence theorists scrambling to make sense of the inconsistency.
Richards and Tittle (1 98 1 : 183-1 85) argue that there are at least five lines of
reasoning that would predict that women perceive higher levels of risk than
do men. Using measures derived from these hypotheses, they find two variables,
stakes in conformity and perceptions of visibility, to be highly associated
with gender differences in perceived chances of arrest:
Women may think that legal sanction is relatively certain because they
are more likely to think of themselves as subject to surveillance and general
social sanctions than are men. Their greater relative stakes in conformity
may make deviance more threatening for them, and lead to high
sanction risk estimates (p. 196).
The social control literature, in general, characterizes female conformity in a
stereotypical manner. Conforming females are seen as passive, compliant,
and dependent. Instead, Naffine (1988: 13 1) suggests that the conforming
women be seen as “involved and engrossed in conventional life. But . . . also
actively concerned about the effects of her behavior on her loved ones, particularly
emotionally and financially dependent children.” (Naffine is especially
critical of Hagan et al., 1979, 1985, 1987.)
Naffine’s image of conformity is partially influenced by Gilligan’s (1982)
work in moral development theory. Gilligan’s research discovers that men
and women use “a different voice” when they talk about moral responsibility.
If the moral calculus of reasoning about crime is different between men and
women, Gilligan may have identified a new way of conceptualizing gender
differences in (1) perceived threat of sanction and (2) male-female crime rates.
According to her theory, men often make moral decisions based on an “ethic
of justice,” while women employ a model of decision making based on an
“ethic of care.” The former is a more abstract model, expressed as a set of
principles defining rights and rules (e.g., Kohlberg, 1981). In the latter, decisions
are governed by “a psychological logic of relationships, which contrasts
with the formal logic of fairness that informs the justice approach” (Gilligan,
1 9 82:73).
A woman’s decision to violate the law will depend on her definition of the
moral domain (i.e., how will my act affect those around me, those who count
FEMINIST THEORY, CRIME, AND JUSTICE 62 1
on me). It is not surprising that in some deterrence studies (Finley and Grasmick,
1985) women score significantly higher than men on measures of internalized
guilt. Because women are responsible for the care of relationships,
any act that may result in their removal from that role is apt to produce a
tremendous sense of guilt. Guilt may be negated if the needs of the family
(for food or other valued items) outweigh the “immorality” of breaking the
law to obtain them or if others are available to take on the responsibilities of
care.
Gilligan’s theory can be used to explain why most women do not violate
the law and why they score higher on most measures of deterrence. It can
also explain class and race differences in female crime rates. Lower-class and
minority women are more apt to find themselves in situations that require a
renegotiation of the moral domain and, given their kinship networks, they
have a greater chance of finding care substitutes (Miller, 1985). Not surprisingly,
Finley and Grasmick (1985) report that blacks score lower on certainty
and severity of guilt than their white counterparts.
Some critics suggest that Gilligan’s findings are biased (she interviewed
mostly middle-class students) or that they may be a function of subordinate
female social position, not real differences in ethical philosophies (Tronto,
n.d.). These are important criticisms that must be addressed before we proceed
too enthusiastically. Gilligan’s conceptualization of differences in gender-
based moral reasoning, however, are an important contribution and
warrant further research.
CONCLUSION
Feminist criminology has changed dramatically since Klein (1 973) and
Smart (1976) first called attention to it. Replicating the same political and
analytical development as the broader feminist movement, feminist contributions
to the study of crime and justice began with more liberal approaches
and have recently been giving way to more radical critiques. Liberal feminist
dominance rests, in part, in ideological coherence-these approaches correspond
closely with the ideas and beliefs embodied in most capitalist democracies.
Thus, liberalism in any form is less threatening and more acceptable
than a feminism that questions white, male, and/or capitalist privilege. 1 1
Additionally, liberal feminists speak in the same voice as a majority of social
scientists, that is, they are rational, objective, and (typically) quantitative.
Consequently, their data and interpretations carry more weight within the
scientific community and among their peers.
11. Stacey and Thorne (1985:308) argue that more radical feminist thinking has been
marginalized-ghettoized within Marxist sociology, which ensures that feminist thinking
has less of a chance to influence mainstream sociological paradigms and research.
622 SIMPSON
Though 1iberaVquantitative approaches offer important insights into gender
as a “variable” problem (Stacey and Thorne, 1985), criminologists need
to be more ecumenical in studying gendered society. If we emphasize qualitative
(e.g., Campbell, 1984; Carlen, 1986; Eaton, 1986; Miller, 1985), historical
(Gordon, 1988; Freedman, 1981; Rafter, 1985), and subjectivist (Stacey and
Thorne, 1985) approaches in addition to quantitative, the detail and texture
of how crime and justice are gendered will lead to richer theory and better
criminology.
There are areas in criminology into which feminists have only marginally
ventured or in which their contributions have been of little consequence. In
their review of feminist criminology, Daly and Chesney-Lind (1988512-5 13)
discuss the problems that feminists have had building and developing theories
of female crime. It is not coincidental that the areas targeted for further
research in this paper (e.g., race and crime, elite crime, and deterrence) all
focus on this problematic area. Until we can better deal with the empirical
complexities of criminal offending, it will be too easy for our critics to dismiss
feminist contributions to the study of crime as facile, rhetorical, and/or
atheoretical.
REFERENCES
Adler, Freda
1975 Sisters in Crime: The Rise of the New Female Criminal. New York:
1981
McGraw-Hill.
The Incidence of Female Criminality in the Contemporary World. New
York: New York University Press.
Wheeling and Dealing: An Ethnography of an Upper-Level Drug Dealing
and Smuggling Community. New York: Columbia University Press.
The dynamics of female delinquency, 1976-1980. Criminology 2 1:555-584.
Victim precipitated forcible rape. Journal of Criminal Law, Criminology,
and Police Science 58:493-502.
Adler, Patricia
1985
Ageton, Suzanne S.
Amir, Menachem
1983
1967
Atkinson, Ti-Grace
1974 Radical Feminism and Love. In Amazon Odyssey. New York: Links
Books.
Women’s liberation and increases in minor, major, and occupational offenses.
Criminology 20:407430.
Austin, Roy L.
1982
Barry, Kathleen
Beauvoir, Simone de
1979 Female Sexual Slavery. New York: Avon Books.
1960 The Second Sex. London: Four Square Books.
FEMINIST THEORY, CRIME, AND JUSTICE 623
Bem, Sandra
1974 The measurement of psychological androgyny. Journal of Consulting and
Clinical Psychology 42:155-162.
Charge reduction: An intermediary stage in the process of labelling criminal
defendants. Social Forces 56:362-384.
Bernstein, Ilene Nagel, Edward Kick, Jan Leung, and Barbara Schulz
1977
Bishop, Cecil
Black, Donald
1931 Women and Crime. London: Chato and Windus Press.
1980 On the Manners and Customs of the Police. New York: Academic Press.
Block, Alan
1977 Aw! Your mother’s in the mafia: Women criminals in progressive New
York. Contemporary Crises 15-22,
Box, Steven
Box, Steven and Chris Hale
1983 Power, Crime, and Mystification. London: Tavistock.
1984 Liberation/emancipation, economic marginalization, or less chivalry: The
relevance of three theoretical arguments to female crime patterns in England
and Wales, 195 1-1980. Criminology 22:473497.
Sexism, Racism and Oppression. Oxford: Basil Blackwell.
Brittan, Arthur and Mary Maynard
Browne, Angela
Brownmiller, Susan
1984
1987 When Battered Women Kill. New York: Free Press.
1975 Against Our Will: Men, Women, and Rape. New York: Simon & Schuster.
Burkhart, Kathryn Watterson
Bureau of Justice Statistics
1973 Women in Prison. Garden City, N.Y.: Doubleday.
1987 Special Report: White-collar Crime. Washington, D.C.: U.S. Department
of Justice.
Campbell, Anne
1984 The Girls in the Gang: A Report from New York City. Oxford: Basil
Blackwell.
Women’s Imprisonment: A Study in Social Contol. London: Routledge &
Kegan Paul.
Carlen, Pat
1983
Chapman, Jane Roberts and Margaret Gates (eds.)
Chesney-Lind, Meda
1978 The Victimization of Women. Beverly Hills, Calif.: Sage.
1973
1980
Judicial enforcement of the female sex role. Issues in Criminology 8:51-69.
Rediscovering Lilith: Misogyny and the “new” female criminal. In Curt
Taylor Griffiths and Margot Nance (eds.), The Female Offender. Criminology
Research Centre. Burnaby, B.C.: Simon Fraser University.
1986 Women and crime: The female offender. Signs 12:78-96.
624 SIMPSON
Chilton, Roland and Susan K. Datesman
1987 Gender, race, and crime: An analysis of urban arrest trends, 1960-1980.
Gender and Society 1:152-171.
Cloward, Richard A. and Frances Fox Piven
1979 Hidden protest: The channeling of female innovation and resistance. Signs
4:651-669.
Daly, Kathleen
1987a
1987b
1988
Discrimination in the criminal courts: Family, gender and the problem of
equal treatment. Social Forces 66:152-175.
Structure and practice of familial-based justice in a criminal court. Law and
Society Review 21:267-290.
Gender and varieties of white-collar crime. Revised version of a paper
presented at the annual meeting of the American Society of Criminology,
Atlanta.
Neither conflict nor labeling nor paternalism will suffice: Intersections of
race, ethnicity, gender, and family in criminal court decisions. Crime and
Delinquency 35:136-168.
Rethinking judicial paternalism: Gender, work-family relations, and sentencing.
Gender and Society 3:9-36.
Feminism and criminology. Justice Quarterly 5: 497-538.
1980 Women, Crime, and Justice. New York: Oxford University Press.
1989a
1989b
Daly, Kathleen and Meda Chesney-Lind.
1988
Datesman, Susan K. and Frank R. Scarpitti (eds.)
Davis, Angela
1981 Women, Race, and Class. New York: Random House.
Dobash, R. Emerson and Russell Dobash
1979 Violence Against Wives: A Case Against the Patriarchy. New York: Free
Press.
Dworkin, Andrea
1981 Pornography: Men Possessing Women. New York: Perigee Books.
Eaton, Mary
1986 Justice for Women? Family, Court, and Social Control. Philadelphia: Open
1987
University Press.
The question of bail: Magistrates’ responses to applications for bail on
behalf of men and women defendants. In Pat Carlen and Anne Worrall
(eds.), Gender, Crime and Justice. Philadelphia: Open University Press.
Women on Trial: A Study of the Female Suspect, Defendant, and Offender
in the Criminal Law and Criminal Justice System. Manchester, N.H.:
Manchester University Press.
Edwards, Susan M.
1985
Eisenstein, Zillah
1979
1981 The Radical Future of Liberal Feminism. New York: Monthly Review
Capitalist Patriarchy and the Case for Socialist Feminism. New York:
Monthly Review Press.
Press.
FEMINIST THEORY, CRIME, AND JUSTICE 625
Elliott, Delbert and Suzanne S. Ageton
1980 Reconciling race and class differences in self-reported and official estimates
of delinquency. American Sociological Review 45:95-110.
Sex, sentencing and reconviction. British Journal of Criminology
Farrington, David and Allison Morris
1983
23~229-248.
Finkelhor, David
Finley, Nancy J. and Harold G. Grasmick
Firestone, Shulamith
Bantam.
Their Sisters’ Keepers: Women’s Prison Reform in America, 1830-1930.
Ann Arbor: University of Michigan Press.
An assessment of the black female prisoner in the South. Signs 3:483488.
The incarcerated black female: The case of social double jeopardy. Journal
of Black Studies 8:321-335.
Gender differences in delinquency quantity and quality. In Lee H. Bowker
(ed.), Women and Crime in America. New York: Macmillan.
In a Different Voice: Psychological Theory and Women’s Development.
Cambridge, Mass.: Harvard University Press.
The economics of female criminality: An analysis of police blotters
1890-1975. In Lee H. Bowker (ed.), Women and Crime in America. New
York: Macmillian.
Five Hundred Delinquent Women. New York: Alfred A. Knopf.
The New Female Criminal: Empirical Reality or Social Myth? New York:
Praeger.
Heroes of Their Own Lives: The Politics and History of Family Violence.
New York: Penguin.
1979 Sexually Victimized Children. New York: Free Press.
1985
1970 The Dialectic of Sex: The Case for Feminist Revolution. New York:
Gender roles and social control. Sociological Spectrum 5:3 17-330.
Freedman, Estelle
1981
French, Laurence
1977
1978
Freyerhern, William
1981
Gilligan, Carol
1982
Giordano, Peggy, Sandra Kerbel, and Sandra Dudley
1981
Glueck, Sheldon and Eleanor Glueck
Gora, Joann Gennaro
1934
1982
Gordon, Linda
1988
Greer, Germaine
Griffin, Susan
Haft, Marilyn G.
1970 The Female Eunuch. New York: McGraw-Hill.
1979 Rape: The Power of Consciousness. San Francisco: Harper & Row.
Women in prison: Discriminary practices and some legal solutions. In
Susan Datesman and Frank R. Scarpitti (eds.), Women, Crime, and Justice.
New York: Oxford University Press.
1980
SIMPSON
Hagan, John, A.R. Gillis, and John Simpson
1985 The class structure of gender and delinquency: Toward a power control
theory of common delinquent behavior. American Journal of Sociology
90:1151-1l78.
Hagan, John, John Simpson, and A.R. Gillis
The sexual stratification of social control: A gender-based perspective on
crime and delinquency. British Journal of Sociology 30:25-38.
Class in the household: A power-control theory of gender and delinquency.
American Journal of Sociology 92:788-816.
Violence and the Social Control of Women. Feminist Issues 1:2946.
1979
1987
Hanmer, Jalna
Harris, Anthony R.
1981
1977 Sex and theories of deviance: Toward a functional theory of deviant typescripts.
American Sociological Review 42:3-16.
The unhappy marriage of Marxism and feminism: Toward a more
progressive union. Capital and Class (Summer): 1-1 3.
Women in constraints. In S.K. Mukherjee and Jocelynne A. Scutt (eds.),
Women and Crime. Sydney: Australian Institute of Criminology with Allen
and Unwin.
Hartman, Heida
1979
Hartz-Karp, Janette
1981
Heide, Wilma Scott
1974 Feminism and the “fallen woman”. Criminal Justice and Behavior
1~369-373.
Heidensohn, Frances
1968
1985 Women and Crime. London: Macmillan.
The deviance of women: A critique and an enquiry. British Journal of
Sociology 19:160-175.
Hill, Gary D. and Elizabeth M. Suva1
1988 Women, race, and crime. A revised version of a paper presented at the
annual meeting of the American Society of Criminology, Chicago.
Hindelang, Michael
1981 Variations in sex-race-age-specific incidence rates of offending. American
Sociological Review 46:461-474.
Feminism: A movement to end sexist oppression. In Anne Phillips (ed.),
Feminism and Equality. Oxford: Basil Blackwell.
The value of quantitative methodology for feminist research. In Gloria
Bowles and Renate Duelli Klein (eds.), Theories of Women’s Studies.
Boston: Routledge & Kegan Paul.
The incompatible menage a trois: Marxism, feminism, and racism. In Lydia
Sargent (ed.), Women and Revolution. Boston: South End Press.
White promotion, black survival. In Gloria I. Joseph and Jill Lewis (eds.),
Common Differences: Conflicts in Black and White Feminist Perspectives.
Boston: South End Press.
Hooks, Bell
1987
Jayarate, Toby Epstein
1983
Joseph, Gloria I.
1981a
1981b
FEMINIST THEORY, CRIME, AND JUSTICE 627
Joseph, Gloria I. and Jill Lewis (eds.)
Common Differences: Conflicts in Black and White Feminist Perspectives.
Boston: South End Press.
198 1
Keller, Evelyn Fox
1982 Feminism and science. In Nannerl 0. Keohane, Michele Z. Rosaldo, and
Barbara C. Gelpi (eds.), Feminist Theory. Chicago: University of Chicago
Press.
Klein, Dorie
1973
1981
The etiology of female crime: A review of the literature. Issues in
Criminology 8:3-29.
Violence against women: Some considerations regarding its causes and its
elimination. Crime and Delinquency 27:64-80.
The Philosophy of Moral Development. San Francisco: Harper & Row.
1982 Respectable women and the law. The Sociological Quarterly 23:221-234.
1984
Kohlberg, Lawrence
Kruttschnitt, Candace
1981
Sex and criminal court dispositions: The unresolved controversy. Journal of
Research in Crime and Delinquency 21 :213-232.
Kuhn, Thomas
1970 The Structure of Scientific Revolutions. 2nd ed. Chicago: University of
Chicago Press.
Laub, John and M. Joan McDermott
An analysis of serious crime by young black women. Criminology 23:81-98.
Black women offenders and criminal justice: Some theoretical considerations.
In Marguerite Warren (ed.), Comparing Female and Male Offenders.
Beverly Hills, Calif.: Sage.
1985
Lewis, Diane
198 1
MacKinnon, Catherine A.
1979 The Sexual Harassment of Working Women. New Haven: Yale University
Press.
1982 Feminism, Marxism, method, and the state: An agenda for theory. In
Nannerl 0. Keohane, Michele Z. Rosaldo, and Barbara C. Gelpi (eds.),
Feminist Theory, Chicago: University of Chicago Press.
Female Crime and Delinquency. Tuscaloosa: University of Alabama Press.
Black female homicide in the United States. Paper presented at the
Conference on Black Homicide and Public Health, Baltimore.
Mann, Coramae Richey
1984
1987
Martin, Del
Miles, Maria
1976 Battered Wives. New York: Pocket Books/Simon & Schuster.
1983 Toward a methodology for feminist research. In Gloria Bowles and Renate
Duelli Klein (eds.), Theories of Women’s Studies. Boston: Routledge &
Kegan Paul.
Street Woman. Philadelphia: Temple University Press.
Miller, Eleanor M.
1985
628 SIMPSON
Millett, Kate
Mitchell, Juliet
197 1 Sexual Politics. London: Rupert Hart-Davis.
1971 Woman’s Estate. New York: Random House.
Moyer, Imogene L.
1985 The Changing Roles of Women in the Criminal Justice System: Offenders,
Victims, and Professionals. Prospect Heights, Ill.: Waveland Press.
Police processing of female offenders. In Lee H. Bowker (ed.), Women and
Crime in America. New York: Macmillan.
Moyer, Imogene L. and Garland F. White
1981
Mukherjee, S.K. and R.W. Fitzgerald
1981 The myth of rising female crime. In S.K. Mukherjee and Jocelynne A. Scutt
(eds.), Women and Crime. Sydney: Australian Institute of Criminology
with Allen and Unwin.
Mukherjee, S.K. and Jocelynne A. Scutt (eds.)
1981 Women and Crime. Sydney: Australian Institute of Criminology with Allen
and Unwin.
Naffine, Ngaire
1988 Female Crime: The Construction of Women in Criminology. Boston: Allen
and Unwin.
Nagel, Ilene H.
1981 Sex differences in the processing of criminal defendants. In A. Morris and
L. Gelsthorpe (eds.), Women and Crime. Cambridge: Cambridge Institute
of Criminology.
The legal/extra-legal controversy: Judicial decisions in pretrial release. Law
and Society Review 17:481-515.
Double standard of American justice. Society 9:18-25, 62-63.
1983
Nagel, Stuart and Lenore J. Weitzman
Oakley, Ann
Pagelow, Mildred
1972
1981 Subject Women. New York: Pantheon.
1981 Sex roles, power, and woman battering. In Lee H. Bowker (ed.), Women
and Crime in America. New York: Macmillan.
Pateman, Carol
1987 Feminist critiques of the public/private dichotomy. In Anne Phillips (ed.),
Feminism and Equality. Oxford: Basil Blackwell.
1987 Feminism and Equality. Oxford: Basil Blackwell.
Phillips, Anne (ed.)
Plenska, Danuta
1980 Women’s criminality in Poland. In Curt Taylor Griffiths and Margot Nance
(eds.), The Female Offender. Criminology Research Centre. Burnaby, B.C.:
Simon Fraser University.
Rafter, Nicole Hahn
1985 Partial Justice: Women in State Prisons, 1800-1935. Boston: Northeastern
University Press.
FEMINIST THEORY, CRIME, AND JUSTICE 629
Rafter, Nicole Hahn and Elena Natalizaia
198 1 Marxist feminist: Implications for criminal justice. Crime and Delinquency
27:81-98.
Rasche, Christine
1974 The female offender as an object of criminological research. Criminal Justice
and Behavior 1:301-320.
Experimental analysis: A contribution to feminist research. In Gloria
Bowles and Renate Duelli Klein (eds.), Theories of Women’s Studies.
Boston: Routledge & Kegan Paul.
Reinhartz, Shulamit
1983
Reiss, Albert J., Jr. and Albert P. Biderman
1980 Data Sources on White-collar Law-Breaking. National Institute of Justice.
Washington, D.C.: U.S. Department of Justice.
Compulsory heterosexual and lesbian existence. Signs 5:63 1-660.
Gender and perceived chances of arrest. Social Forces 59:1182-I 199.
The fear of rape: A study in social control. Journal of Social Issues
Rich, Adrienne
Richards, Pamela and Charles R. Tittle
Riger, Stephanie and Margaret T. Gordon
1980
1981
1981
37:71-92.
Sanday, Peggy Reeves
1981 The socio-cultural context of rape: A cross-cultural study. The Journal of
Social Issues 37:5-27.
The crime of precocious sexuality: Female juvenile delinquency in the
progressive era. Harvard Educational Review 48:65-94.
Women in elite deviance: A grounded theory. Paper presented at the
annual meeting of the American Society of Criminology, Montreal.
Caste, class, and crime: Violence and the disenfranchised black female.
Revised version of a paper presented at the annual meeting of the American
Society of Criminology, Chicago.
Schlossman, Steven and Stephanie Wallach
1978
Simpson, Sally S.
1987
1988
Simon, Rita
Smart, Carol
1975 Women and Crime. Lexington, Mass.: D.C. Heath.
1976 Women, Crime and Criminology: A Feminist Critique. London: Routledge
& Kegan Paul.
Equity and discretionary justice: The influence of race on police arrest
decisions. Journal of Criminal Law and Criminology 75:234-249.
1988 Inessential Woman: Problems of Exclusion in Feminist Thought. Boston:
Smith, Douglas, Christy Visher, and Laura Davidson
1984
Spelman, Elizabeth V.
Beacon.
The effect of race on sentencing: A re-examination of an unsettled question.
Law and Society Review 16:71-88.
Spohn, Cassia, John Gruhl, and Susan Welch
1982
630 SIMPSON
Stacey, Judith and Barrie Thorne
Stanko, Elizabeth A.
1985 The missing feminist revolution in sociology. Social Problems 32:301-3 16.
1985 Intimate Intrusions: Women’s Experience of Male Violence. London:
Routledge & Kegan Paul.
Crime and the contemporary woman: An analysis of changing levels of
female property crime, 1960-75. Social Forces 57:566584.
Patterns of female property crime, 1960-1975: A postscript. In Lee H.
Bowker (ed.), Women and Crime in America. New York: Macmillan.
Organization properties and sex-segregation in the underworld: Building a
sociological theory of sex differences in crime. Social Forces 61:1010-1043.
Sex differences in urban arrest patterns, 1934-79. Social Problems 29:37-50.
Behind Closed Doors: Violence in the American Family. Garden City,
N.Y.: Anchor/Doubleday.
A “torrent of abuse”: Crimes of violence between working-class men and
women in London, 1840-1875. Journal of Social History 11:328-345.
Steffensmeier, Darrell J.
1978
1981
1983
Steffensmeier, Darrell J. and Michael J. Cobb
Straus, Murray A., Richard J. Gelles, and Suzanne K. Steinmetz
1981
1980
Tomes, Nancy
1978
Tracy, Paul E., Marvin E. Wolfgang, and Robert M. Figlio
Tronto, Joan C.
In press Delinquent Careers in Two Birth Cohorts. New York: Plenum Publishing.
n.d. “Women’s morality”: Beyond gender difference to a theory of care.
Unpublished paper, Hunter College of the City University of New York.
Cited in Gloria I. Joseph and Jill Lewis (eds.), Common Differences:
Conflicts in Black and White Feminist Perspectives. Boston: South End
Press.
Truth, Sojourner
1851
Visher, Christy
1983 Gender, police arrest decisions, and notions of chivalry. Criminology
2 15-28,
Wellman, David
1977 Portraits of White Racism. New York: Cambridge University Press.
Wilson, James Q. and Richard J. Herrnstein
Wilson, Nanci Koser
1985 Crime and Human Nature. New York: Simon & Schuster.
1985 Witches, hookers, and others: Societal response to women criminals and
victims. Paper presented at the annual meeting of the American Society of
Criminology, San Diego.
The victim in a forcible rape case: A feminist view. In Lee H. Bowker
(ed.), Women and Crime in America. New York: Macmillan.
Wood, Pamela
1981
Young, Vernetta D.
1980 Women, race, and crime. Criminology 18:2&34.
FEMINIST THEORY, CRIME, AND JUSTICE 63 1
Zietz, Dorothy
1981 Women Who Embezzle or Defraud: A Study of Convicted Felons. New
York: Praeger.
Sally S. Simpson is an Assistant Professor of Criminal Justice and Criminology at the
University of Maryland, College Park. In addition to her interest in issues of gender and
crime, she is currently involved in studies of organizational change and its effects on the
ethical dimensions of decision-making.

The methodology of the Meditations: tradition and innovation.

christia mercer
1 The methodology of the
Meditations: tradition
and innovation
Descartes intended to revolutionize seventeenth-century philosophy
and science. But first he had to persuade his contemporaries of the
truth of his ideas. Of all his publications, Meditations on First
Philosophy is methodologically the most ingenuous. Its goal is to
provoke readers, even recalcitrant ones, to discover the principles of
“first philosophy.” The means to its goal is a reconfiguration of traditional
methodological strategies. The aim of this chapter is to display
the methodological stratagem of the Meditations. The text’s method
is more subtle and more philosophically significant than has generally
been appreciated.
Descartes’ most famous work is best understood as a response to
four somewhat separate philosophical concerns extant in the seventeenth
century. The first section describes these. The second section
discusses how Descartes uses and transforms them. A clearer sense of
theMeditations’methodological strategy provides a better understanding
of exactly how Descartes intended to revolutionize seventeenth century
thought.1
early modern methodology: tradition
and innovation
In order to understand the methodological brilliance of the Meditations,
we need to recognize both its continuity and discontinuity
with earlier philosophical traditions and its clear-headed response to
difficulties of the period. Scholars have long noted Descartes’
Augustinianism, skepticism, anti-Aristotelianism, Platonism, and
interest in the tradition of religious meditation. For each of these
traditions, a strong argument has been made that it was a main
23
terms of use, available at https://www.cambridge.org/core/terms. https://doi.org/10.1017/CCO9781139088220.002
Downloaded from https://www.cambridge.org/core. King’s College London, on 04 Sep 2017 at 14:19:58, subject to the Cambridge Core
inspiration for his thought.2 In fact, Descartes borrowed heavily from
all of them. This should not come as a surprise. The early seventeenth
century is teeming with philosophical options from which philosophers
casually borrowed and whose boundaries were porous. Like so
many of his contemporaries, Descartes picked and chose ideas that
suited his purpose at the moment, blending them together to solve
the problem at hand.
In this section, I survey the traditions that formed Descartes’
intellectual milieu and from which he drew. They help us see the
Meditations as traditional and innovative. They are as follows.
The Search for Stability
The Europe of Descartes’ youth was a period of religious, political,
and philosophical instability. It contained a startling array of philosophical
options and eager zealots passionately arguing against one
another. The Protestant reformers had splintered into warring factions,
and the Counter-Reformation was in full swing. The period is
packed with people bemoaning the falsities and misunderstandings
around them while claiming the power of truth.3 The English philosopher
and statesman Francis Bacon exemplifies this attitude. In an
essay published in 1597, entitled “Of Truth,” he discusses “the
Difficultie, and Labour, which Men take in finding out of Truth.”
He warns that falsities and lies corrupt the mind when they “sinketh”
and “setleth in it.” But he avers that despite the human capacity for
“depraved Judgments, and Affections, yet Truth which onely doth
judge it self, teacheth, that the Inquirie of Truth, which is the Lovemaking,
or Wooing of it” and the understanding “of Truth, which is
the Presence of it, . . . is the Sovereign Good of human Nature.”
Indeed, “no pleasure is comparable, to the standing, upon the vantage
ground of Truth.”4
Platonism
Descartes was willing to use any material at hand to create, in Bacon’s
words, a “vantage ground” for truth. Fifteenth- and sixteenth-century
humanists had often woven together quotations and ideas explicitly
drawn from ancient philosophical schools and many believed that,
whatever their apparent differences, these traditions could be made
24 christia mercer
terms of use, available at https://www.cambridge.org/core/terms. https://doi.org/10.1017/CCO9781139088220.002
Downloaded from https://www.cambridge.org/core. King’s College London, on 04 Sep 2017 at 14:19:58, subject to the Cambridge Core
to cohere.5 It is no wonder that, by the early seventeenth century, the
boundaries of philosophical schools had become porous and sectarian
categories unclear.
Descartes insists that he does not intend to build his system
explicitly out of the ideas of Plato or Aristotle. He makes this point
in The Search for Truth: “I hope too that the truths I set forth will not
be less well received for their not being derived from Aristotle or
Plato” (AT 10: 498). But this attitude toward the explicit use of
ancient ideas is consistent with drawing heavily from the rich philosophical
traditions available to him. Descartes suggests as much
when he explains,
everything in my philosophy is old. For as far as principles are concerned,
I only accept those which in the past have always been common ground
among all philosophers without exception, and which are therefore the
most ancient of all. Moreover, the conclusions I go on to deduce are already
contained and implicit in these principles, and I show this so clearly as to
make it apparent that they too are very ancient, in so far as they are naturally
implanted in the human mind. (Letter to Father Dinet, AT 7: 580)6
The main point I want to make here in relation to Descartes is that
Platonism was ubiquitous in the early modern period. Because
Platonist doctrines were interpreted in radically different ways in
the fifteenth, sixteenth, and seventeenth centuries and because
early modern thinkers were happy to combine ideas from diverse
sources, the task of identifying and then tracing the divergent paths
of Platonism through the period is virtually impossible. The designation
‘Platonism’ is frustratingly vague although various strands and
loosely connected doctrines can be associated with the term.7 With
this vagueness in mind,we can turn to the “Platonisms” of Descartes’
intellectual milieu. They derive from three main sources.
First, when the Aristotelian Latin texts and ideas were imported to
Europe from the Arab world in the thirteenth century, they were
steeped in Platonism. Scholasticism resulted from the blending of
Platonized Aristotelianism and medieval Christianity, which itself
had Platonist roots. Thus, despite the philosophical subtlety of scholastic
thinkers and despite their commitment to the Philosopher,
they unknowingly promulgated a wide range of Platonist ideas,
about the soul, the intellect, and the relation between the divinity
and the world.8
The methodology of the Meditations 25
terms of use, available at https://www.cambridge.org/core/terms. https://doi.org/10.1017/CCO9781139088220.002
Downloaded from https://www.cambridge.org/core. King’s College London, on 04 Sep 2017 at 14:19:58, subject to the Cambridge Core
Asecondmajor source of earlymodern Platonismis Augustinianism.
The philosophy of Augustine laid the groundwork for medieval
Christianity in the fifth century and set the stage for the reformations
of Christianity that occurred a thousand years later.9 Luther himself
emphasized the importance and profundity of Augustine’s thought, as
did Counter-Reformation theologians. For example, the important
French Catholic Antoine Arnaud wrote to Descartes that “the divine
Augustine” is a “man of the most acute intellect, and entirely admirable
not only in theology but also in philosophical matters.”10 When early
modern reformers and Catholic counter-reformers turned to Augustine
for inspiration, they were absorbing Platonist ideas.
Italian Renaissance thinkers who translated and interpreted Plato’s
works constitute the third source for early modern Platonism. At the
beginning of the fifteenth century, few thinkers in the Latin west had
access to more than a couple of Plato’s dialogues;11 by the end of the
century, thanks to Marsilio Ficino’s translations and editions, all of
“the divine Plato’s” workswere in print.12 Not only did Ficino produce
the first Latin translation of Plato, his commentaries and interpretations
form the materials for all of early modern Platonism. And the
awkward truth about Ficino’s Platonism is that it owes as much to
the thought of Plotinus, whose works he also translated, as to Plato
himself.13
Search for a New Philosophy
In the decades leading up to Descartes’ Meditations, Europe was full
of philosophers trying to replace Aristotelianism. Whether the ideas
were based on the ancient philosophies of thinkers like Democritus,
Lucretius, and Epicurus or were newly formed, the goal was to forge a
new account of the world. Each of these competing philosophies had
to find a way to convince readers of its truth. The rhetoric was often
flamboyant. To cite one such prominent example, Galileo provokes
his readers to accept his proposals as follows:
Philosophy is written in this grand book, the universe, which stands continually
open to our gaze. But the book cannot be understood unless one first
learns to comprehend the language and read the letters in which it is composed.
It is written in the language of mathematics, and its characters are
triangles, circles, and other geometric figures without which it is humanly
26 christia mercer
terms of use, available at https://www.cambridge.org/core/terms. https://doi.org/10.1017/CCO9781139088220.002
Downloaded from https://www.cambridge.org/core. King’s College London, on 04 Sep 2017 at 14:19:58, subject to the Cambridge Core
impossible to understand a single word of it; without these, one wanders
about in a dark labyrinth.14
This passage from The Assayer is so often quoted that it is easy to
overlook Galileo’s threat: either the reader will follow him and learn
to read the language of “the book of nature” or be forever lost in a dark
labyrinth.15
Medieval Meditations
When Descartes chose to present his first philosophy in the form of a
meditation, he was doing something provocative: he was placing
himself and his proposals in a tradition going back to Augustine’s
Confessions of 397–98 CE and announcing as much to his early
modern readers. In order to recognize the fascinating ways in which
Descartes uses and transforms the meditative discourse, we need to
know more about it. In this subsection, I summarize the meditative
tradition that began with Augustine and developed in important ways
in the late medieval and early modern period, and that formed a
crucial part of Descartes’ education.16
In Cotgrave’s French–English dictionary published in 1611, the
English given for the French meditation is: “a deep consideration,
careful examination, studious casting, or devising of things in the
mind.”17 The history of Christianity contains an evolving set of
spiritual exercises where the point is to acknowledge the divinity
deep within oneself and devise a mental process to find it.18 For
many Christians, the underlying assumption is that we must learn
how to turn our attention away from ourselves and on to God. In a
striking passage, the Gospel of Mark has Jesus claim: “If any want to
become my followers, let them deny themselves and take up their
cross and follow me.”19 For Paul and many other early Christians, our
sinful nature makes this turning to God impossible without the
direct help of Jesus Christ. Paul summarizes the point succinctly:
“just as sin came into the world through one man,” so “through the
one man, Jesus Christ,” we “receive the abundance of grace” so that
we might be “set free” from sin (Romans 5: 12–17; 6: 7).
Augustine of Hippo (354–430) is the single most influential meditator
in the history of philosophy. Deeply moved by the epistemological
pessimism of Paul, the Confessions contains the remarkable
The methodology of the Meditations 27
terms of use, available at https://www.cambridge.org/core/terms. https://doi.org/10.1017/CCO9781139088220.002
Downloaded from https://www.cambridge.org/core. King’s College London, on 04 Sep 2017 at 14:19:58, subject to the Cambridge Core
story of his decades-long effort to find ultimate truth and attain
enlightenment. After years of struggle, Augustine realized that his
corrupt nature could not find enlightenment on its own: “But from
the disappointment I suffered I perceived that the darknesses of my
soul would not allow me to contemplate these sublimities.”20
Rather, “wretched humanity” will remain in darkness without the
direct help of Jesus Christ. As this radical epistemological claim is
put in the Gospel of Matthew, “no one knows the Father except the
Son and anyone to whom the Son chooses to reveal him” (Matthew,
11: 27). For hundreds of years after Augustine, the direct help of
Jesus was considered a requisite for knowledge of the most significant
truths about God and the human soul. Only when such divine help
was conferred on the believer could there be the right “turning
around” or conversion. Spiritual exercises developed to encourage
self-improvement and increase the chances of attaining divine help.
Their point was to teach meditators how to “take up the cross” and
ready themselves for illumination. For the vast majority of medieval
Christians, the final step in self-improvement required the intervention
of Jesus Christ.
After generations of meditative practices based loosely on
Augustinian ideas, the twelfth century witnessed a flourishing of
systematic meditative treatises. Written from the first-person perspective,
these spiritual exercises contain detailed steps about how to
prepare to receive divine help.21 The author of such a meditation
counsels the creation of a receptive state of mind through prayer
and/or attention to one’s unworthy soul and then makes precise
recommendations on how, when, and where to meditate. The main
point is usually to learn to identify with Christ, especially with his
sufferings, and to avoid temptations, demonic and otherwise. The
striking thing about these “affective meditations” is that, as a recent
study shows, they “ask their readers to imagine themselves present
at scenes of Christ’s suffering and to perform compassion for that
suffering victim in a private drama of the heart.” These writings “had
serious, practical work to do: to teach their readers, through iterative
affective performance, how to feel.”22
This tradition of spiritual meditation developed in close proximity
with the rise of scholasticism. Meditative exercises absorbed philosophical
terms and nuance. Authors came to explicate meditative
steps in terms of the faculties of memory, imagination, intellect, and
28 christia mercer
terms of use, available at https://www.cambridge.org/core/terms. https://doi.org/10.1017/CCO9781139088220.002
Downloaded from https://www.cambridge.org/core. King’s College London, on 04 Sep 2017 at 14:19:58, subject to the Cambridge Core
will. The faculty of imagination became particularly important in
affective meditations, where the goal was to imagine the emotional
reality ofChrist’s sufferings as vividly as possible so as to elicit the right
affect. Somemeditations contain instructions for howtomeditate over
a short period of time; others would be used throughout a year.
Early Modern Meditations
The Reformation changed the course of meditative practices. After
the reformers rejected the sanctity of saints and demanded a reconsideration
of their role in spiritual life, there was a general reconsideration
of meditative practices. The Catholic theologians at the Council
of Trent (1545–1564), in the words of one scholar, “shaped new models
of spiritual accomplishment.”23 Before the Reformation, saints
were considered to be direct interveners in the lives of believers.
Believers prayed to saints for help. After Trent, saints became paragons
of spirituality, offering lessons on how to live a proper life.
Against the Protestant reformers who took Biblical study to be a
sufficient means to salvation, Catholic meditations used saints as
inspirational.24
In this context, it is not surprising that sixteenth-century spiritual
leaders offered imaginative reformulations of spiritual exercises.
The Catholic church moved quickly to canonize post-Reformation
spiritual advisers like Ignatius of Loyola (1491–1556) and Teresa
of Ávila (also called ‘Teresa of Jesus’ (1515–1582)). Ignatius himself
grounded the proper religious life in an education that included a
rigorous pedagogy mixed with meditative exercises. The Jesuits
founded schools and universities around the world including
the one Descartes attended in La Flèche. During Descartes’ youth,
Teresa of Ávila was enormously popular for her humble and
poignant reflections on the proper Christian life and the means to
illumination.25
As this brief history of post-Augustinian meditations suggests, it
has dramatic phases and moving parts. The popularity of new spiritual
exercises and the Catholic commitment to the role of saints in
spiritual development inspired hundreds of early modern meditative
manuals. To be sure, the traditional spiritual exercise persisted, but
there quickly developed variations on that tradition and many new
meditative modes, including many written by Protestants. In order to
The methodology of the Meditations 29
terms of use, available at https://www.cambridge.org/core/terms. https://doi.org/10.1017/CCO9781139088220.002
Downloaded from https://www.cambridge.org/core. King’s College London, on 04 Sep 2017 at 14:19:58, subject to the Cambridge Core
discern the rhetorical subtlety in Descartes’ Meditations on First
Philosophy, it is important to see it as a clever negotiation of this
diverse literary landscape.26
I would like to offer a few brief examples of that diversity. The
meditations summarized here represent the heterogeneity of early
seventeenth-century meditative options. For our purposes, the most
important differences among early modern meditations are in the
goal of the exercise, the faculties and other elements that contribute
to that goal, the power of demons to distract from it, and the role of
the author in relation to the reader and to God.
I begin with an early seventeenth-century commentary on a canonical
medieval meditation on the passions of Christ. The English title
of the work expresses a good deal about its goal: Saint Bernard, his
Meditations: or Sighes, Sobbes, and Teares, upon our Saviours [sic]
Passion. The text contains a translation of major parts of Bernard of
Clairvaux’s (1090–1153) twelfth-century meditation, but it doesmore
than that. “To the Reader” explains: “these divine and comfortable
Meditations on the Lords Passion, and Motives to Mortification . . .
[are] selected out of the workes of S. Bernard, and other ancient
Writers, not verbally turned into English, but augmented with such
other Meditations, as it pleased God to infuse into my minde.”27 As a
divinely inspired commentary on Biblical passages about the passions,
relying on earlier Christian canonical writings, the work is
full of direct proclamations to God and to the soul: “Learn therefore
(oh my soule) to imitate the blessed Savior.”28 The book’s goal is to
engage the reader to meditate on the sacrifice and sufferings of Christ
in order that the reader’s soul might learn to imitate him.
In 1607, Antonius Dulcken published a book entitled A Golden
Book, On Meditation and Prayer, which is an edition and translation
(into Latin) of an important Spanish work by Pedro de Alcántara (1515–
82). The latter had become famous in the late sixteenth century partly
because he had been the spiritual adviser to Teresa of Ávila and partly
because hewas frequently seen to levitate in his cell. He was canonized
in 1669. Pedro de Alcántara’s Meditations nicely captures the point of
many affective meditations: “Meditation is nothing other than the
means to use our imagination to make ourselves present. . . in the life
and passion of Christ.”29 But Pedro de Alcántara also emphasizes the
role of the intellect, acknowledging that some “meditations require
the intellect more.”30 The Dedicatory Letter that Dulcken wrote for
30 christia mercer
terms of use, available at https://www.cambridge.org/core/terms. https://doi.org/10.1017/CCO9781139088220.002
Downloaded from https://www.cambridge.org/core. King’s College London, on 04 Sep 2017 at 14:19:58, subject to the Cambridge Core
his edition exemplifies the Tridentine emphasis on saintly lives and an
underlying epistemological optimism based on them. He explains that
all people contain “the seeds of virtue in our souls,” which only need to
be properly nourished. Because saints have “supernatural affections,”
they encourage human hearts “to grow” in the right way.31
Carlo Scribani, a Jesuit, published a book in 1616, entitled Divine
Love. Although it has the structure and focus of a traditional meditation,
this very long and very odd work asks the reader to focus
on the passions of Christ with the goal of immortality. Scribani
concedes in his nearly 600-page work that one of the main difficulties
in igniting “the flame of divine love” is that humans are weak and
that demons provoke that weakness.32 He asks: “Where are you my
love? . . . You are not in the bread, or in the virgin milk . . . or in the
cross or the sword.”33 He insists that by focusing on the nature of
divine love, we can overcome all difficulties. He speaks erotically of
the love between Mary and Christ and between Christ and his followers.
According to Scribani, this love “inebriates us,” causes “a
stream of tears,” and “creates torrents of love.”34
A huge two-volume Meditations on the Mysteries of our Holy
Faith, published in 1636, marks a shift in the power of the intellect
and the role of education in meditative exercise. This work, by
the Spanish Jesuit, Luis de la Puente (1554–1624), is a grand and
thoroughly scholastic treatment of topics common to meditations.
For example, the second treats the “mysteries of the passions”
and the resurrection, before moving to the trinity and then to “the
most perfect attributes” of God. The text cites Aquinas and other
“Scholastic Doctors” in an attempt to give “a rational account” of
conflicting views about the mysteries. The hope here is to create a
“fount of spiritual science [scientia].”35 The frontispiece of the book
summarizes its approach: the author sits in his priestly robes with a
crucifix on one side and a pile of books on the other.
Earlymodern spiritual meditations differed significantly in terms of
points of emphasis and modes of presentation. Consider, for example,
Philipp Camerarius’ Historical Meditations of 1603. The point of this
huge, two-volume work in French, is to show that the history of
philosophy is full of diverse ways to purify “the heart” and approach
God. Camerarius’ work does not fit any of themodels usually offered of
earlymodernmeditations. It is not itself ameditation, in the sense that
it does not ask the reader to meditate, and it appears to suppose that
The methodology of the Meditations 31
terms of use, available at https://www.cambridge.org/core/terms. https://doi.org/10.1017/CCO9781139088220.002
Downloaded from https://www.cambridge.org/core. King’s College London, on 04 Sep 2017 at 14:19:58, subject to the Cambridge Core
we do not require God’s direct assistance in accessing fundamental
truths. Rather, it begins with the assumption that there are different
ways of coming to God and different ways of purifying one’s heart;36 it
then sets about discussing those historical figures who presented “vain
and useless efforts” and those who offered help in attaining a “true
heart.”37 Although Camerarius is critical of many philosophers, he
compliments many others, including non-Christians. From “Greek
sages” to Cicero and beyond, he acknowledges that “pagan” thinkers
were able to understand the right approach to virtue. Within a few
pages, he quotes Homer, Augustine, and the Emperor Justinian in
evaluating their views.38 There is a chapter on the “virtues and vices
of the ancient Romans.”39 For our purposes, it is important that he
offers a thorough analysis of Plato’s cave allegory. Camerarius is particularly
concerned to note that this famous story from Book VII of the
Republic proves how easily people remain in “false opinion and vain
ignorance.”40
The books described here represent only a small sample of the
range of meditations published between 1603 and 1639.41 My intention
is to show that, although the tradition of spiritual mediation
persisted well into the seventeenth century, there was a great variation
among them and that post-Reformation Europe developed new
meditative modes.
When Descartes entered the Jesuit school La Flèche in 1606, at the
age of ten, his Jesuit teachers (and the professorswho had trained those
teachers) were thoroughly educated in this diverse meditative culture.
As part of his education, Descartes would have studied Jesuit classics
like Ignatius’ Spiritual Exercises and very likely the works of Teresa of
Ávila, which were extremely popular in the period. When Descartes
was composing his Meditations in the final years of the 1630s, he was
fully aware of this complicated context. It is noteworthy that the
French translation of the Meditations that appeared in 1647 had the
title Les méditations métaphysiques de René Descartes. Subsequent
French editions also gave it the title Metaphysical Meditations.42
descartes
Descartes’ Meditations was written to revolutionize seventeenthcentury
philosophy and science. Section 1 described four methodological
traditions extant in the early seventeenth century. In order to
32 christia mercer
terms of use, available at https://www.cambridge.org/core/terms. https://doi.org/10.1017/CCO9781139088220.002
Downloaded from https://www.cambridge.org/core. King’s College London, on 04 Sep 2017 at 14:19:58, subject to the Cambridge Core
forge his revolution, Descartes needed to respond to each of these. Some
he used; others he transformed. It is time to consider how.
The Search for Stability: Meditation and Reorientation
We have noted the religious, political, and philosophical instability
of the early seventeenth century. Philosophers were eager to cast
aside the lies that “corrupt” the mind in order to find, in Bacon’s
words, “the vantage ground of Truth.” But as Bacon also admits
such “finding out of the Truth” requires “Difficultie, and Labour.”
In his Meditations, Descartes encourages his readers to do this
labor. The traditional spiritual meditation demanded that readers
shift attention from themselves to a greater and greater identification
with Christ. To return to the Gospel of Mark, the meditators
learn to “deny themselves and take up their cross” so that they shed
“the world” and gain “their soul” (Mark 8: 34, 36). This reorientation
of the self requires practice and a willingness to reconsider
one’s world.
As we have seen, beginning with Augustine’s Confessions and
persisting through the early seventeenth century, the main goal of
spiritual meditation is a reorientation of the self so that the exercitant
is prepared for illumination. The means to this goal is a series of
intensive meditative exercises. The assumption is that, if the meditator
becomes properly reoriented, then the chances of divine illumination
are greatly increased. As we have also seen, there are
differences in the roles and significance assigned to the meditator’s
memory, intellect, will, and imagination, but the assumption
remains that only by identifying with Christ and experiencing his
love will illumination occur.
One of the most rhetorically stunning features of Meditations on
First Philosophy is that it frames the search for metaphysical truths in
meditative terms. For his seventeenth-century readers, Descartes’ title
itself would imply three things about their task: they would have to
struggle to reorient their relation to themselves as experiencers of the
world; they should expect such reorientation to be difficult and require
rest along theway; and they could hope for illumination if they properly
applied themselves. The meditative framework for the “first philosophy”
prepares readers to be thoroughly changed. It is a brilliant way to
prepare them for a revolution.
The methodology of the Meditations 33
terms of use, available at https://www.cambridge.org/core/terms. https://doi.org/10.1017/CCO9781139088220.002
Downloaded from https://www.cambridge.org/core. King’s College London, on 04 Sep 2017 at 14:19:58, subject to the Cambridge Core
The Meditations as a meditation: steps in reorientation
Descartes’ Meditations both uses the meditative tradition and transforms
it in important ways. It is now time to explain how. In hermost
important work, Interior Castle, Teresa of Ávila describes one of the
main elements in spiritual illumination in terms roughly similar to
those of the Meditations. She explains that although we begin with “a
distracted idea of our own nature,” the goal is “a notably intellectual
vision, in which it is revealed to the soul how all things are seen in
God.”43 Descartes’ Meditation One creates “a distracted idea” of
one’s self, which the meditator confronts in Meditation Two. In
Meditations Three through Five, the meditator is lead to more and
more notable instances of “intellectual vision.”
It will be helpful to list the standard elements of meditative exercises
and note how Descartes used, rejected, and transformed them.
Here are the main steps in reorientation.
step 1: desire to change. The authors of spiritual meditations
begin with the assumption that readers want to find the way to truth
and enlightenment. There is no reason to read a spiritual meditation
unless one is seeking help. Descartes can assume no such thing.
Unlike his spiritual cohorts, he has to convince his readers of
the need to meditate on “first principles” and to reorient themselves
metaphysically. In the first paragraph of Meditation One, he
famously attempts to engage his readers in the need, once in life,
“to demolish everything completely and start again right from the
foundations” (AT 7: 17). Given the familiarity of his readers with the
meditative tradition, Descartes’ rhetorical strategy here is clever.
His meditator takes a step that virtually all meditations ask their
readers to make, namely, to admit their past mistakes and in that
sense reject the foundations of their past lives.44 Like the authors of
spiritual manuals, Descartes believes that all his readers need complete
reorientation. And like them, he assumes that, although his
readers might be confused in different ways and to different degrees,
they all need to “start again.”45
step 2: doubt and demons. As we have seen, many meditations
discuss the dangers of demons. In his two-part Lives of the Saints of
1583, Alonso de Villegas writes about the ease with which demons
34 christia mercer
terms of use, available at https://www.cambridge.org/core/terms. https://doi.org/10.1017/CCO9781139088220.002
Downloaded from https://www.cambridge.org/core. King’s College London, on 04 Sep 2017 at 14:19:58, subject to the Cambridge Core
lead people astray. For many authors, the only way to avoid the power
of demons is to learn to meditate properly. It is clear that Descartes
intended the skeptical arguments of Meditation One to force his
readers to doubt all of their beliefs. Scholars have long debated the
strategy of the arguments and debated their cogency. But the rhetorical
subtlety of the Meditation has not been sufficiently noticed.
Given the religious and philosophical turmoil of the period and
given the common warnings about demons, his early modern readers
must have found the deceiver argument particularly poignant.
Whether they were Catholic or Protestant, they wanted to avoid
demonic power and find a secure foundation for true beliefs. When
Descartes framed the presentation of his philosophy as a meditation
and then introduced a deceiving demon, he was both forcing his
readers into the philosophical equivalent of sinfulness and signaling
to them that he was doing so. Whatever the soundness of the demondeceiver
argument, its rhetorical force must have added to its power,
especially given recent warnings of thought-controlling demons.46
Echoing the language of Alonso de Villegas and others in the tradition,
he writes: “I will suppose therefore that . . . some malicious
demon of the utmost power and cunning has employed all his energies
in order to deceive me” (AT 7: 22). For some readers, this possibility
must have sent chills up their spine. Similarly to current
religious meditations, the warning is: struggle against demons or be
doomed.
step 3: the meditating subject and the authorial voice.
In his Confessions, Augustine describes the step that must be taken
to find God:
These books [of the Platonists] served to remind me to return to my own self.
Under Your guidance I entered into the depths of my soul. . . . I entered, and
with the eye of my soul, such as it was, I saw the Light that never changes
casting its rays over the same eye of my soul, over my mind. . . . What I saw
was something quite, quite different from any light we know on earth . . . It
was above me because it was itself the Light that made me, and I was below
because I was made by it.47
Following Augustine, meditators assumed that the “changeable”
mind could only reach the “unchangeable” truths “by turning
towards the Lord, as to the light which in some fashion had reached
The methodology of the Meditations 35
terms of use, available at https://www.cambridge.org/core/terms. https://doi.org/10.1017/CCO9781139088220.002
Downloaded from https://www.cambridge.org/core. King’s College London, on 04 Sep 2017 at 14:19:58, subject to the Cambridge Core
it even while it had been turned away from him.” Thanks to God’s
intimate presence in the humanmind, humans can attain knowledge,
though only “through the help of God.”48 But even with divine help,
as he explains in Confessions, “the power of my soul . . . belongs to
my nature” and “I cannot grasp all that I am. The mind is not large
enough to contain itself.”49 Because the mind ismutable and finite, it
can never grasp the whole of its contents; with the help of God,
however, it can grasp some part of it.
As these passages from Confessions suggest, the author of spiritual
exercises often speaks directly to God to praise the divinity and to ask
for help. The spiritual adviser has attained illumination and so can
speak with authority. In the Confessions Augustine speaks only to
God, and so the advice he offers the reader is indirect. Instead of
telling his readers what to do, he shows them his life. But it is clear
that the authorial voice is that of someone who has experienced
illumination.
Most late medieval and early modern spiritual meditations offer
explicit advice to their readers about how to reorient themselves. In
her Interior Castle, Teresa of Ávila constantly addresses “her sisters,”
offering them directions based on her own experience. She
frets about the obscurity of these “interior matters,” admitting to
her readers that “to explain to you what I should like is very difficult
unless you have had personal experience.”50 She asks God for help
and beseeches those who are struggling along with her: “But you
must be patient, for there is no other way in which I can explain to
you some ideas I have about certain interior matters.”51 In the end, if
her readers follow her advice, they may attain illumination.52 But
there is also a constant instability in the process of spiritual development.
Teresa is clear about the precariousness of the journey to
enlightenment because its success depends entirely on God’s support.
She writes: “whenever I say that the soul seems in security,
I must be understood to imply for as long as His Majesty thus holds it
in His care and it does not offend him.” Even after years of practice,
one must “avoid committing the least offence against God.”53 Teresa
insists in My Life that the soul can never trust in itself because as
soon as it is not “afraid for itself” it exposes “itself to dangers.” It
must always be fearful.54 For Teresa and for many other meditators,
there is never real spiritual security, and so there must be constant
meditation.
36 christia mercer
terms of use, available at https://www.cambridge.org/core/terms. https://doi.org/10.1017/CCO9781139088220.002
Downloaded from https://www.cambridge.org/core. King’s College London, on 04 Sep 2017 at 14:19:58, subject to the Cambridge Core
Like Teresa, Descartes’ meditator has to have an intellectual
vision. Like Augustine and the spiritual exercises inspired by his
Confessions, Descartes’ truth-seeker must begin his journey to illumination
by learning “to return to my own self.” As he writes in
Meditation Two: “But I do not yet have a sufficient understanding of
what this ‘I’ is” (AT 7: 25). But the authorial voice of theMeditations
differs significantly fromthat of spiritual meditators. Descartes’ meditator
has no idea of where the journey will lead or how the demon
deceiver will be overcome. In an Augustinian mode, Descartes shows
his reader a process of struggling toward illumination. But unlike
the speaker of the Confessions, the speaker of the Meditations is not
yet enlightened. While Descartes himself has clearly devised his
first philosophy, the meditator does not let on that there is a clear
path to illumination. At the beginning of Meditation Two, he writes:
“It feels as if I have fallen unexpectedly into a deep whirlpool which
tumbles me around so that I can neither stand on the bottom now
swim to the top . . . I will proceed in this way [continuing to doubt my
beliefs] until I recognize something certain, or, if nothing else, until
I at least recognize that there is no certainty” (AT 7: 24). To the reader,
the authorial voice seems much more humble: it begins in confusion,
turns to despair, and then moves only slowly to clarity.55 And, in the
end, it is much more optimistic: the meditative journey implies
that any human being who takes the steps described will attain illumination.
Unlike Augustine and his followers who restrict human
knowledge to a mere part of the truth, and unlike Teresa and others
who suggest that illumination does not effect stability, Descartes’
meditator is able to grasp the entirety of “first philosophy” once
and for all. Compared to the instability of religious illumination,
Descartes’ promise of certainty must have seemed appealing. And
because his meditator moves from confusion to certainty, Descartes’
readers might have felt more optimistic about their own struggle.
step 4: the arduous journey. The reorientation of the self in
spiritual exercises takes time and effort. It is no wonder that the
meditative journey is slow and arduous. Many early modern spiritual
advisers preach the development of discipline, which they often
explicate in terms of the faculties of memory, intellect, and will.
The acquisition of such discipline requires brief periods of intense
attention and must be punctuated with periods of rest. Given the
The methodology of the Meditations 37
terms of use, available at https://www.cambridge.org/core/terms. https://doi.org/10.1017/CCO9781139088220.002
Downloaded from https://www.cambridge.org/core. King’s College London, on 04 Sep 2017 at 14:19:58, subject to the Cambridge Core
fickleness of human attention, one has to develop the capacity to
concentrate and then practice what was learned.
Descartes’ Meditations has all these features. Concerning discipline
and rest, each of the first three Meditations constitutes a breakthrough
that leaves the meditator discombobulated and in need of
rest.56 The end of Meditation One displays an attitude common in the
discourse of spiritual exercise, namely, the fear of backsliding and
inescapable darkness: “I happily slide back into my old opinions and
dread being shaken out of them, for fear that my peaceful sleep may
be followed by hard labour when I wake, and that I shall have to toil
not in the light, but amid the inextricable darkness of the problems
I have now raised” (AT 7: 23).
Like his early modern predecessors, Descartes’ meditation also
involves the redirection of the intellect, the proper application of
memory, and the strengthening of the will. For example, Meditation
Two concludes with a standard insistence: “But since the habit of
holding on to old opinions cannot be set aside so quickly, I should like
to stop here and meditate for some time on this new knowledge I have
gained, so as to fix it more deeply in my memory” (AT 7: 34). In
Meditation Four, the meditator realizes that in order “to avoid
error,” he must remember “to withhold judgement on any occasion
when the truth of the matter is not clear” (AT 7: 62). Then, echoing a
common sentiment about the weakness of will and the human propensity
to error, he acknowledges:
Admittedly, I am aware of a certain weakness in me, in that I am unable to
keep my attention fixed on one and the same item of knowledge at all times;
but by attentive and repeated meditation I am nevertheless able to make
myself remember it as often as the need arises, and thus get into the habit of
avoiding error. (Ibid.)
I have noted that earlymodernmeditations began to highlight the role
of the intellect. In the next section, I argue that the “pure” intellectualism
of the Meditations owes more to Platonism than do standard
spiritual meditations. But it is worth noting here that, by the end of
Meditation Five, Descartes is willing to state: “if there is anything
which is evident to my intellect, then it is wholly true” (AT 7: 71).
step 5: illumination. The main point of spiritual exercises is to
be illumined. The authors who talk about illumination differ in their
38 christia mercer
terms of use, available at https://www.cambridge.org/core/terms. https://doi.org/10.1017/CCO9781139088220.002
Downloaded from https://www.cambridge.org/core. King’s College London, on 04 Sep 2017 at 14:19:58, subject to the Cambridge Core
accounts, but a common assumption is that the experience involves a
full recognition of the beauty and love of God. One is taken by that
love and changed accordingly. As we have seen, Francis Bacon avers:
“no pleasure is comparable, to the standing, upon the vantage ground
of Truth.” For many early modern philosophers, whether Protestant
or Catholic, there is a close relation between truth, love, and pleasure.
Teresa describes her experience of God as “absolutely irresistible . . .
It comes, in general, as a shock, quick and sharp . . . and you see and
feel it as a cloud, or a strong eagle rising upwards, and carrying you
away on its wings.”57 We will discuss the illumination that occurs in
the Meditations in the next section. For now, the relevant point is
that although Descartes appropriates much of the language and
imagery of Christian spirituality, he has dropped all talk of divine
love. He mentions the beauty of God at the end of Meditation Three,
but it does not function as a motivating force or even an attraction.
Descartes’ account of illumination differs significantly from the tradition
in that it is virtually devoid of affect.
But it is also easier to attain than the tradition allowed. Although
Descartes recognizes that the path to illumination will not always be
easy, he is committed to the view that proper meditation will lead to
insight. In Second Replies, he acknowledges that for those who have
“opinions which are obscure and false, albeit fixed in the mind by
long habit,” it may be hard to become accustomed “to believing in
the primary notions.” But he insists:
Those who give the matter their careful attention and spend time meditating
with me will clearly see that there is within us an idea of a supremely
powerful and perfect being . . . I cannot force this truth on my readers if they
are lazy, since it depends solely on their exercising their powers of thought.
(AT 7: 135–36)
In the end, however, those who are not lazy and who practice will be
properly illumined.
Transforming Platonism
Section 1 listed the three main sources of Platonism in early modern
thought: scholasticism, Augustinianism, and the Plotinian Platonism
promulgated by Ficino. Although there is no reason to believe
that Descartes ever made any thing like a thorough study of Plato’s
The methodology of the Meditations 39
terms of use, available at https://www.cambridge.org/core/terms. https://doi.org/10.1017/CCO9781139088220.002
Downloaded from https://www.cambridge.org/core. King’s College London, on 04 Sep 2017 at 14:19:58, subject to the Cambridge Core
philosophy, his education would have given him a familiarity
with Platonist ideas from these three sources. A Jesuit secondary
school education in the seventeenth century retained a pedagogy
structured around scholastic textbooks, with special attention paid
to the thought of Aquinas. Scholars have long noted the Platonist
ideas in the writings of Aquinas, whose popularity had increased
in the Counter-Reformation. He became a pillar of the new Jesuit
order after its formation in 1540 and was declared a “Doctor of the
Universal Church” by Pope Pius V in 1567.58 Descartes’ Jesuit education
also contained huge amounts of Augustinianism. As we
have seen, the medieval tradition of spiritual meditation grew out
of Augustine whose ideas inspired early modern Reformers and
Catholics alike.59 Concerning the Platonism promulgated by Ficino
and other humanists, it is unlikely that Descartes’ secondary education
required a study of Plato’s works, but his teachers were familiar
with Platonism, and their textbooks would have included Platonist
ideas.60
Given the ubiquity of Platonism in early modern Europe, it is not
surprising that Descartes appropriates Platonist ideas. Some of these
bear a close resemblance to Augustinian sources; others suggest non-
Augustinian Platonist roots. For example, elements in the epistemological
journey described in Meditations Two, Three, and Five bear a
striking similarity to Plato’s cave allegory. In Book VII of the
Republic, when the truth-seeker escapes his chains and turns from
the shadows, he looks with difficulty at the fire in the cave. Once he
accustoms himself to the fire’s illumination, he moves with difficulty
to the entrance of the cave, where he is nearly blinded by the sun’s
brightness. He slowly becomes accustomed to that light until he is
able to gaze upon the sun and see the realities it so beautifully
illuminates. In Plato’s words, once the truth-seeker “is able to
see . . . the sun itself,” he can “infer and conclude that the sun . . .
governs everything in the visible world, and is . . . the cause of all the
things that he sees” (516b). In The Republic, the epistemological
moral is that the truth-seeker is able to grasp the Good itself and see
how it is “the cause” of everything else.61
What makes the Meditations so clever is that it uses all of these
traditions to suit Descartes’ particular needs. On the one hand, as we
have seen, he explicitly models his work on Christian spiritual meditations.
On the other, he replaces an essential feature of those
40 christia mercer
terms of use, available at https://www.cambridge.org/core/terms. https://doi.org/10.1017/CCO9781139088220.002
Downloaded from https://www.cambridge.org/core. King’s College London, on 04 Sep 2017 at 14:19:58, subject to the Cambridge Core
exercises with exercises that are devoted to “the pure deliverances of
the intellect.”62 As we have noted, Augustinian notions of sin make
divine intervention a requisite for illumination. Descartes ignores the
standard Christian need for intervention and relies instead on a purer
form of Platonist intellectualism, according to which the intellect
needs no such help. Similar to Augustine and the Augustinian spiritual
tradition, Descartes’ journey begins with a turning “inward.” But
unlike that tradition, his meditator is able to escape the shadowworld
without the aid of any divine or human source.
The narrative arc that begins with the first paragraphs of
Meditation Two and ends with the conclusion of Meditation Three
roughly parallels the steps that Plato’s cave-dweller takes: it begins
with disorientation and confusion, moves to a first glimpse into the
nature of things (the nature of mind and body), followed by the
dramatic moment when the ultimate reality is apprehended. Plato’s
truth-seeker sees the light of the sun at the edge of the cave;
Descartes’ has his first glimpse of God. Neither needs divine help.
At the end of Meditation Three, Descartes neatly combines elements
drawn from religious meditations with those of the Platonist
tradition to create a dramatic epistemological shift. Although the
argument for the existence of God occupies much of Meditation
Three, its conclusion strongly suggests that one of the main points
of this part of the meditative exercise is to reorient the intellect so as
to recognize its cognitive range and it relation to God: “I perceive . . .
the idea of God, by the same faculty which enables me to perceive
myself” (AT 7: 51). Although Descartes emphasizes the importance
of having turned his “mind’s eye” upon itself, the result is illumination.
The meditator perceives God. As a conclusion to Meditation
Three, he writes that, before “examining” this idea of God “more
carefully and investigating other truths which may be derived from it,
I would like to pause here and spend some time in contemplation of
God; . . . and to gaze with wonder and adoration on the beauty of this
immense light, so far as the eye of my darkened intellect can bear it”
(AT 7: 52).
The first paragraph of Meditation Four summarizes the lessons
drawn from the meditative enterprise: “During these past few days
I have accustomed myself to leadingmy mind away from the senses”
and recognized that “very little about corporeal things . . . is truly
perceived, whereas much more is known about the human mind, and
The methodology of the Meditations 41
terms of use, available at https://www.cambridge.org/core/terms. https://doi.org/10.1017/CCO9781139088220.002
Downloaded from https://www.cambridge.org/core. King’s College London, on 04 Sep 2017 at 14:19:58, subject to the Cambridge Core
still more about God” (AT 7: 52–53). As a consequence of this meditative
exercise, “I now have no difficulty in turning my mind . . .
towards things which are the objects of the intellect alone.”
Descartes is perfectly clear that it is “the human intellect” by itself
that knows these things. Looking forward toward the next phase of
meditation, he writes: “And now, from this contemplation of the true
God, in whom all treasures of wisdom and the sciences lie hidden,
I think I can see a way forward to the knowledge of other things” (AT
7: 52–53).
For seventeenth-century readers of the Meditations, this was
surely a dramatic moment. Descartes’ meditator had reached the
point of reorientation: he has escaped the shadows of doubt to attain
illumination, accomplished by his own intellectual endeavors. The
lesson is clear: the human intellect is able to make the arduous trek to
illumination entirely on its own. Descartes’ readers would have been
fully aware of the difference between this journey to illumination and
the Augustinian one. And many readers would be familiar with the
story of the cave, if not the details of Plato’s Republic.63 It seems
likely that Descartes is here cleverly engaging with these Platonist
traditions to suit his needs. By elegantly interweaving different
Platonist strands he creates something both old and revolutionary.
Reorientation and New Philosophy
The revolution that Descartes hoped to effect was primarily a scientific
one. Scholars have persuasively argued that his main concern
was to furnish the world with a science that would replace
Aristotelianism and explain “the whole of corporeal nature.”64
Descartes believes that the “establishment” of his new philosophy
would render the Aristotelian system “so absolutely and so clearly
destroyed . . . that no other refutation is needed” (“To Mersenne,
22 December 1641,” AT 3: 470). As I have noted, when he claimed
his system would replace Aristotle, he joined a chorus of early modern
voices announcing that a philosophical revolution was at hand.
But unlike most others, by the mid-seventeenth century, Descartes’
proposals had become one of the “new philosophies” that had to be
taken seriously.
The similarities between the “pure intellectualism” of Galileo in
The Assayer and that of Descartes are obvious. For both natural
42 christia mercer
terms of use, available at https://www.cambridge.org/core/terms. https://doi.org/10.1017/CCO9781139088220.002
Downloaded from https://www.cambridge.org/core. King’s College London, on 04 Sep 2017 at 14:19:58, subject to the Cambridge Core
philosophers, the mind turns itself upon its concepts, reflects on
them, and discovers the truths therein contained. Also, like Galileo,
Descartes believes that if the mind does not attend to its concepts in
the right way, it will remain in a world of its own prejudices. But
Descartes goes well beyond Galileo in offering a first philosophy that
will ground his physics and doing so in a way that gradually prepares
his readers for a revolution. After the illuminations of Meditation
Five, Descartes concludes that meditative exercise by summarizing
what he has learned and preparing his readers for the science of nature
that will come:
Thus I see plainly that the certainty and truth of all knowledge depends
uniquely on my awareness of the true God, to such an extent that I was
incapable of perfect knowledge about anything else until I became aware of
him. And now it is possible for me to achieve full and certain knowledge of
countless matters, both concerning God himself and other things whose
nature is intellectual, and also concerning the whole of that corporeal nature
which is the subject-matter of pure mathematics. (AT 7: 71)
The success of Descartes’ proposals in natural philosophy is surely
due to their innovation and explanatory power. But we should not let
their success hide the power of the Meditations’ rhetorical arc. While
it is impossible to gauge the exact contribution that its meditative
rhetoric made to its philosophical success, the methodology of reorientation
must have cushioned the blow of its proposals. In grounding
his account of nature in first principles discoverable through a
reorientation of the mind, Descartes was preparing his readers to
accept radical change.
conclus ion
The goal of this chapter is to contextualize the methodology of
Descartes’ Meditations in order to reveal the subtlety of its rhetorical
strategy. Historians have long noted the work’s brilliance and originality.
The same has not been true of the richness and finesse of its
method. I have tried to show some of the complicated ways in which
Descartes uses, ignores, and transforms traditional philosophical and
religious elements to create a work of astonishing subtlety. He negotiated
a complex philosophical landscape to set a path that would
surprise, illumine, and change his contemporaries. The Meditations
The methodology of the Meditations 43
terms of use, available at https://www.cambridge.org/core/terms. https://doi.org/10.1017/CCO9781139088220.002
Downloaded from https://www.cambridge.org/core. King’s College London, on 04 Sep 2017 at 14:19:58, subject to the Cambridge Core
is much more than a series of arguments. It is an attempt to reorient
the minds of its readers and ultimately to forge a revolution.65
note s
1. On the relation between Descartes’ first philosophy and concern to argue
for his natural philosophy or physics, see especially Hatfield 2003 and
Garber 1992.
2. For example, Menn 1998, chapters three and four; Broughton 2002;
Curley 1978; Garber 1986; and Schmaltz 1991, Popkin 1979, chapters
nine and ten; Hatfield 1985 and 1986.
3. For some of these, see Cunning 2010, chapter 10.
4. Bacon 2000, 7–8.
5. Mercer, 2000, 2002; Kraye and Stone 2000.
6. In this letter, Descartes describes his reaction to the Seventh Set of
Objections, written by Pierre Bourdin. The letter is to Bourdin’s superior,
Father Dinet, who had taught Descartes at La Flèche. (See CSM 2: 64–65.)
Descartes is clear that he was very concerned that this one man’s views
did not represent “the balanced and careful assessment that your entire
Society had formed of my views” (AT 7: 564).
7. It is an awkward truth about prominent Platonists that they put forward
elaborate theories that are sometimes only remotely connected to the
texts of the Athenian philosopher himself. On the heterogeneity of early
modern Platonism, see Kristeller 1979 and Mercer 2002. On the question
of what Platonism is, see Gerson 2005.
8. As the Renaissance historians Copenhaver and Schmitt 1992 have written:
“Given the quantity of Platonic material transmitted” through
Arabic authorities “or generally in the air in medieval universities, it is
not surprising that parts of Thomist metaphysics owe more to
Augustine, Proclus, or Plotinus than to Aristotle” (133).
9. Augustine himself acknowledges his Platonist sources, noting the special
importance of the thought of Plotinus. See, e.g., Augustine’s
Confessions, VII. 10 (16).
10. For the importance of Augustinianism in seventeenth-century France
and for other examples of major figures proclaiming the importance of
the “divine Augustine,” see Menn 1998, esp. 21–25.
11. Twenty-first century scholars are often surprised to discover that, despite
the importance of Platonism in medieval Europe, very few of Plato’s texts
were available. Only the Timaeus was widely available. Dialogues as
important as the Republic and Symposium had been lost and had to be
“rediscovered” in the Renaissance. OnDescartes’ relation to the Timaeus,
seeWilson 2008.
44 christia mercer
terms of use, available at https://www.cambridge.org/core/terms. https://doi.org/10.1017/CCO9781139088220.002
Downloaded from https://www.cambridge.org/core. King’s College London, on 04 Sep 2017 at 14:19:58, subject to the Cambridge Core
12. Formore on this history, see Copenhaver and Schmitt 1992, esp. chapters 1
and 3.
13. Much has been written about Ficino, his thought and influence. A fine
place to begin an exploration of these topics is Allen 2002 and Garfagnini
1986.
14. The Assayer, in Drake 1957, 237–38.
15. There has been important recent work done on the “emergence” of
science. For an overview and reference to other works, see Gaukroger
2006. It is noteworthy that few of these studies discuss the role of
Platonism in the period.
16. The standard treatment of the relation between Descartes and Augustine
is Rodis-Lewis 1954. Also see Janowski 2000, and esp. Menn 1998.
17. Cotgrave 1611.
18. For an interesting comparison between ancient and early Christian
notions of self, see Barnes 2009. For an important study of religious
meditations, see Stock 2011.
19. All Biblical quotations are from the New Revised Standard Version.
Mark 8: 34.
20. Augustine, Confessions, VII.20.26–27. Also see XIV.15.21.
21. Bennett 1982, 32.
22. McNamer 2010, 1–9. Since Bynum 1987, scholars have increasingly
discussed the gendered aspect of such meditations. For a summary, see
McNamer 2010, 3–9.
23. Leone 2010, 1.
24. Alonso de Villegas published his The Lives of Saints in 1583. On Alonso
de Villegas and the role of saints in the Counter-Reformation, see Leone
2010, 4 and passim.
25. Teresa of Ávila’s fame has hardly decreased. For the importance of her
writings to modern Spanish literature, see Du Pont 2012.
26. I agree with Rubidge that “Descartes’s Meditations do not resemble
Loyola’s Spiritual Exercises more than other devotional manuals” (28),
though I think the similarities between Descartes’ work and other early
meditations are more philosophically significant than Rubidge suggests.
For a helpful account of those manuals, the role in them of memory,
intellect, and will, and references to earlier studies, see Rubidge 1990.
27. Bernard of Clairvaux 1614, A 3r.
28. Ibid., 33.
29. Ibid, 2v.
30. Ibid, 136–37.
31. De Alcántara 1624, 2v–3r.
32. Scribani 1616, 582.
33. Ibid, 565.
The methodology of the Meditations 45
terms of use, available at https://www.cambridge.org/core/terms. https://doi.org/10.1017/CCO9781139088220.002
Downloaded from https://www.cambridge.org/core. King’s College London, on 04 Sep 2017 at 14:19:58, subject to the Cambridge Core
34. Ibid, 2v–4r. Scribani also published a more standard meditations. See
Scribani 1616.
35. De la Puente 1636, 3–5.
36. Camerarius 1603, 2–3.
37. Ibid, 334.
38. Ibid, 3–5.
39. Ibid, 183.
40. Ibid, 167.
41. Catholics wrote the majority of early modern meditations. But
Protestants also took up the meditative banner. For example, a famous
Lutheran theologian, Johann Gerhard (1582–1637), published a Latin
work that went through several editions and was translated into
English and German. For the English version, see Winterton 1627.
42. The first French translation is: Les méditations métaphysiques de René
Descartes. Traduites du Latin par M. le D.D.L.N.S. [i.e. Louis Charles
D’Albert de Luynes]. Et les objetions faites contre ces Meditations . . .
avec les réponses de l’Auteur. Traduites par Mr. C.L.R. [i.e. Claude
Clerselier] (Paris: Camusat), 1647.
43. Teresa, 1921, 6
th mansion, chapter 10. For a major Latin edition of her
works, which were originally in Spanish, see Teresa de Jesús 1626.
44. On the similarity between some of the steps in spiritual exercises and
those in the Meditations and on their goal of illumination, see Hatfield
1986, esp. 47–54. But the historical context is more complicated that he
suggests. Also see Rorty 1983.
45. Scholars have interpreted the rhetoric and skepticism of Meditation One
in different ways. See for example Wilson 2003 and Broughton 2002.
Cunning is very helpful in introducing the notion of the “unemended
intellect” and emphasizing the fact that Descartes’ strategy here is to
offer a means for any sort of reader (whether Aristotelian, mechanist,
atheist, or theist) to follow the method and discover the truths. See
Cunning 2010, esp. 7, 28–33, 103.
46. See Cunning 2010 and reference to other sources, 62–63, esp. 1 40.
47. Confessions VIII.10.
48. Ibid., XIV.15 (21).
49. Ibid., X.8 (15).
50. Teresa, 1921, Mansion 1, chapter 2.
51. Ibid., Mansion 1, chapter 1.
52. Ibid., Mansion 6, chapter 10.
53. Ibid., Mansion 7, chapter 2, section 13.
54. Teresa, 1904, chapter XIX, section 22.
55. See also Curley 1986, 153–57; Hatfield 1986, 69–72; and Cunning 2010,
37–43, 217–30.
46 christia mercer
terms of use, available at https://www.cambridge.org/core/terms. https://doi.org/10.1017/CCO9781139088220.002
Downloaded from https://www.cambridge.org/core. King’s College London, on 04 Sep 2017 at 14:19:58, subject to the Cambridge Core
56. In a famous letter to Elisabeth of June 28, 1643, Descartes writes that one
should spend “very few hours a year on those [activities] that occupy the
intellect alone” (AT 3: 692–93).
57. Teresa, 1904, chapter X, section 3.
58. For a summary of the range of Aristotelianisms in the early modern
period, the place of Aquinas in the Counter-Reformation, and citations
to other studies, see Stone 2002.
59. Scholars have often noted the striking similarities between Descartes’
ideas and those of Augustine. The latter is also concerned with proving
that the self exists in the face of skeptical arguments. His response is
summed up in the statement “Si fallor, sum,” which is recognized to be
the distant antecedent of Descartes’ defense of the same idea. For more
on Descartes’ relation to Augustine, see Menn 1998. But despite striking
similarities between some of Augustine’s views and those of Descartes, it
is doubtful that Descartes knew Augustine’s texts very well. He denies
direct knowledge of those works and I see no reason not to take him at his
word. The similarities between his ideas and Augustine’s are easily
explained by the ubiquity of Augustinian ideas in the period. For a recent
scholar who does not take Descartes at his word, see Brachtendorf 2012.
60. Robert Black has shown that in late medieval and Renaissance secondary
schools, students learned about Plato’s cave allegory. Students also
learned, in Black’s words, the “basic doctrines of the ancient philosophical
schools,” including Plato, who was called “semi-divine and
preferred by the gods themselves” (Black 2001, 305–07).
61. For a brief discussion of the similarities between Descartes’ Meditations
and Plato’s cave allegory, see Mercer 2002, 37–39. Buckle 2007 argues for
a similar point, but seems unaware of the variety of Platonisms available
to Descartes.
62. This is language from Hatfield 1986, 47. I agree with Hatfield’s basic
point that the Meditations attempts to “evoke the appropriate cognitive
experiences in the meditator.”
63. See Black 2001, 305–07.
64. AT7:71. See also Garber 1986, 83–91.
65. I would very much like to thank David Cunning for asking me to write up
my ideas about methodological matters as they apply to the Meditations
and then offering feedback along the way. A conversation with Gideon
Manning was also very helpful. I would like to thank the Herzog August
Bibliothek for offering me a Senior Fellowship so that I could use their
wonderful library while researching early modern meditations.
The methodology of the Meditations 47
terms of use, available at https://www.cambridge.org/core/terms. https://doi.org/10.1017/CCO9781139088220.002
Downloaded from https://www.cambridge.org/core. King’s College London, on 04 Sep 2017 at 14:19:58, subject to the Cambridge Core

What advice would you give to Alba and Gavigan to help them make more profit in the long term?

Week 5 – Assignment
Price Quotes and Pricing Decisions Applied Problems
Please complete the following two applied problems:
Problem 1:
Jessica Alba, a famous actress, starts the baby and family products business, The Honest Company,
with Christopher Gavigan. Alba and Gavigan set up their site so families can choose what kinds of nontoxic,
all-natural products they’d like to use and get them in a bundle. Families can choose all kinds of
products from food to hygiene necessities and cleaning supplies. Suppose they are thinking of
expanding their business into five domestic markets: Phoenix, Dallas, Chicago, New York, and Atlanta.
Assume their primary goal of business is to maximize economic profits, although they want to do
business honestly.
Show all your calculations and process. Describe your answer for each question in three- to fivecomplete
sentences.
a. You are a business adviser for Alba and Gavigan. Describe a skimming price and a penetration
price, and advise them whether they should charge a skimming price or a penetration price, with
supportive reasoning for and against each pricing alternative.
b. Are they likely to make economic profits initially? Can they continue to make economic profits in the
long term? Why or why not? Discuss.
c. What advice would you give to Alba and Gavigan to help them make more profit in the long term?
Problem 2:
You operate your own small building company and have decided to bid on a government contract to
build a pedestrian walkway in a national park during the coming winter. The walkway is to be of
standard government design and should involve no unexpected costs. Your present capacity utilization
rate is moderate and allows sufficient scope to understand this contract, if you win it. You calculate your
incremental costs to be $268,000 and your fully allocated costs to be $440,000. Your usual practice is
to add between 60% and 80% to your incremental costs, depending on capacity utilization rate and
other factors. You expect three other firms to also bid on this contract, and you have assembled the
following competitor intelligence about those companies.
Issue Rival A Rival B Rival C
Capacity
Utilization
At full
capacity
Moderate Very low
Week 5 – Assignment https://ashford.instructure.com/courses/56380/assignments/112…
1 of 4 12/16/19, 6:23 PM
Goodwill
Considerations
Very
concerned
Moderately
concerned
Not
concerned
Production
Facilities
Small and
inefficient
plant
Medium
sized and
efficient
plant
Large and
very
efficient
plant
Previous
Bidding
Pattern
Incremental
cost plus
35-50%
Full cost
plus 8-12%
Full cost
plus
10-15%
Cost Structure
Incremental
costs
exceed
yours by
about 10%
Similar cost
structure to
yours
Incremental
costs 20%
lower but
full costs
are similar
to yours
Aesthetic
Factors
Does not
like winter
jobs or dirty
jobs
Does not
like messy
or
inconvenient
jobs
Likes
projects
where it
can show
its creativity
Political
Factors
Decision
maker is a
relative of
the buyer
Decision
maker is
seeking a
new job
Decision
maker is
looking for
a
promotion
Show all of your calculations and processes. Describe your answers in three- to five-complete
sentences.
a. What price would you bid if you must win the project?
b. What price would you bid if you want to maximize the expected value of the contribution from this
contract?
c. Defend your answers with discussion, making any assumptions you feel are reasonable and/or are
supported by the information provided.
Carefully review the Grading Rubric (http://ashford.waypointoutcomes.com/assessment/3740/preview)
for the criteria that will be used to evaluate your assignment.
Week 5 – Assignment https://ashford.instructure.com/courses/56380/assignments/112…
2 of 4 12/16/19, 6:23 PM
This tool needs to be loaded in a new browser window
Stuck on a problem? Don’t skip that assignment – click the button to
chat with a live tutor. It is free and here to help you now.
Waypoint Assignment
Submission
The assignments in this course will be submitted to Waypoint. Please refer to the instructions below to
submit your assignment.
1. Click on the Assignment Submission button below. The Waypoint “Student Dashboard” will open
in a new browser window.
2. Browse for your assignment.
3. Click Upload.
4. Confirm that your assignment was successfully submitted by viewing the appropriate week’s
assignment tab in Waypoint.
For more detailed instructions, refer to the Waypoint Tutorial
(https://content.bridgepointeducation.com/curriculum/file/dc358708-3d2b-41a6-a000-ff53b3cc3794
/1/Waypoint%20Tutorial.pdf) (https://content.bridgepointeducation.com/curriculum/file/dc358708-3d2b-
41a6-a000-ff53b3cc3794/1/Waypoint%20Tutorial.pdf) .
Load Week 5 – Assignment in a new window
Week 5 – Assignment https://ashford.instructure.com/courses/56380/assignments/112…
3 of 4 12/16/19, 6:23 PM
Week 5 – Assignment https://ashford.instructure.com/courses/56380/assignments/112…
4 of 4 12/16/19, 6:23 PM

Discuss ways other people affected you and the ways you affected others in the social experiences of your day.

(Please include wife and daughter within the paper)
The paper should be 4-6 typed pages, 12-point font, with 1″ margins. Remember to use APA format to cite and reference your sources.

A presentation that offers additional assistance in completing the assignment is available at https://prezi.com/view/DTakPcZ9NlkobNn93EMi/

Instructions

1) Observation

Create a field log (example). For one day, observe and record the key interactions and institutions in your lived experience. Starting with waking up, who is the first person you talk to? What do you do next- take family members to school, go to the gym, go to work and interact with coworkers? Throughout the day you will take on different roles by interacting with different people and in different situations, and be in contact with different social institutions (education, government, health, etc). Type or photograph your field log and submit it with your written Assignment.

2) Application

Try to wait one or more days before starting this step. Revisit your field log and apply sociological analysis to your observations.

Describe how our day is shaped and constrained by social norms.
Analyze how at least four sociological concepts learned in class (eg. roles, institutions, interactions, impression management, stage theory, emotional labor) apply to your field log observations. This part of the paper should not be focused on the general social norms you described earlier, dig in with specific concepts in this from our text (refrain from using dictionaries).
For at least two of the concepts, find and incorporate an appropriate source that highlights how sociologists study this concept in everyday society (for example, emotional labor in the restaurant industry). Not sure what constitutes an appropriate source? See our Announcement on this in the classroom- tips and a learning module are provided there. For example, we discussed gender socialization:
In an article by Crespi (2011) that studied gender socialization and gender roles within the family, results showed that a cross-gender relationship between fathers and daughters, mothers and sons has emerged as significant in determining traditional and non-traditional gender attitudes. The research suggested that the relationship with the parent of the opposite sex could be a strong factor in reducing stereotyped attitudes regarding gender roles (Crespi, 2011). *Use a different example in your paper, the purpose here is to show your research skills rather than repeat my research skills.*
3) Reflection
Reflect on your role as a larger part of society (i.e. your motives, instincts, feelings, and/or structural constraints). Discuss ways other people affected you and the ways you affected others in the social experiences of your day.

Where is the rice that I will cook for you? Did you bring any rice? Do I have to go out and earn money myself?

2016 | GITANJALI & BEYOND 1: 203-213
This work is licensed under the Creative Commons | © Shawkat Hussain.
http://gitanjaliandbeyond.napier.ac.uk
Punishment PunishmentPunishment PunishmentPunishment PunishmentPunishment
by Rabindranath Tagore by Rabindranath Tagore by Rabindranath Tagore by Rabindranath Tagore by Rabindranath Tagore by Rabindranath Tagoreby Rabindranath Tagore by Rabindranath Tagore
Translated by Shawkat HUSSAIN
204 | SHAWKAT HUSSAIN
2016 | GITANJALI & BEYOND 1: 203-213
hen the two brothers, Dukhiram Rui and Chidam Rui set out in the morning with axes in their hands to work as day labourers, their two wives were hurling insults and abuses at each other. But like other natural nois-es, the neighbours had become used to this shouting. As soon as they heard them, they would say to one another, “There they go again”. There was nothing unexpected about their quarrelling every day; this was just their normal, undeviating behaviour. Just as nobody questions the rising of the sun in the east, nobody in the neighbourhood was curious about why the two sisters-in-law started quarrelling in the morning each day.
There is no doubt that the discord between the two wives affected the two husbands much more than it did their neighbours, but even the two brothers did not consider it to be a serious problem. The two brothers con-sidered domestic life as a long journey on a bullock cart, and the ceaseless creaking noises and jerking movements of springless wheels, only a natu-ral, necessary part of this journey.
In fact, on days when their home was quiet and a heavy silence hung over it, they were afraid that some unnatural, unforeseen danger was about to happen – they did not know what to expect.
On the day when our story begins, the two brothers returned home just before evening, tired from their labours. The house was utterly still.
The heat outside was stifling. In the evening there was a slight shower and heavy clouds still hung overhead; there was not a breath of wind in the air. The jungle around the house and the weeds had grown luxuriantly during the monsoon, and the thick, heavy smell of rotting vegetation from the water-logged jute fields stood like motionless walls around the house. A frog was croaking from the swamp behind the cowshed and the still even-ing sky was full with the sounds of crickets.
In the distance, the Padma, swollen with monsoon rains and overhung with new clouds, looked ominous. Nearby, the paddy fields were already flooded and the water lapped close to human habitations. The force of the sweeping waters had uprooted a few mango and jackfruit trees whose roots clawed the empty air like fingers desperately outspread to clutch something firm.
On that day, Dukhiram and Chidam had gone to work on a landlord’s main building. The paddy on the sandbank on the other side had ripened. All the poor peasants were busy harvesting the rice from their own fields or were working in the rice-fields of other farmers before the monsoon rain completely inundated the sandbanks. Only the two brothers were forced by the landlord’s thugs to work on his house. All day they worked, trying to patch up the leaking roof of the drawing-room, and weaving thin shafts of bamboo to cover up the leaking areas. They could not come home for lunch
Punishment by Rabindranath Tagore| 205
GITANJALI & BEYOND 1: 203-213| 2016
but had a few mouthfuls of rice in the landlord’s house. Several times dur-ing the day, they got soaked in the rain; they were probably not paid for their labours and the abuses that were hurled at them throughout the day were more than what they deserved.
When the two brothers returned home in the evening, walking through mud and water, they saw Chandara, the wife of the younger brother, quiet-ly lying down on the floor on the aanchal of her own sari. She had cried all afternoon, and towards evening had stopped and become still.
Radha, the wife of the older brother, was sitting on the threshold with a scowl on her face. Her one-and-a-half-year-old son was crying nearby. When the two entered, they saw a naked baby sleeping on its back in the courtyard.
Dukhiram was famished; as soon as he entered the courtyard he said, “Give me rice.”
The elder wife exploded like a keg of gunpowder lit by a flame. In a voice that reached the heavens, she shouted, “There is no rice! Where is the rice that I will cook for you? Did you bring any rice? Do I have to go out and earn money myself?”
Entering the dark, pleasureless room, with hunger gnawing inside his stomach, and after a day of hard labour and humiliation, the harsh words of his wife, particularly the ugly insinuation of her last remark, seemed unbearable to Dukhiram. Like an angry tiger, he roared, “What did you say?” And unthinkingly he picked up his axe and brought it down upon his wife’s head. Radha fell down near Chandara’s lap and died almost instan-taneously.
Chandara, her sari spattered with blood, screamed, “My God, what have you done?” Chidam held his hand over her mouth. Dumbfounded, Dukhiram dropped the axe and sat down on the floor holding his face in his hands. The sleeping child woke up and began to cry hysterically.
Outside, it was very peaceful. The shepherds were returning home with their herds. The peasants who had gone to the sandbank on the other side to harvest the newly-ripened paddy, were returning home in groups of seven or eight, sitting in small boats with sheaves of paddy on their heads as payment for their labour.
Ramlochon from the Chatterjee household was calmly smoking a hook-ah after having mailed a letter at the village post office. He suddenly re-membered that Dukhi, his tenant, owed him a lot of back rent. He had promised to pay a part of it today. Having decided that Dukhi must have returned home now, Ramlochon threw his shawl over his shoulder, picked up his umbrella, and walked outside.
As soon as he entered the house of the brothers, a shiver ran down his spine. The lamp had not been lit, and in the dark a few shadowy figures
206 | SHAWKAT HUSSAIN
2016 | GITANJALI & BEYOND 1: 203-213
could be seen sitting huddled on the threshold. A muffled cry could be heard, “Ma, Ma.” And the more the child cried, the harder Chidam pressed his hand over his mouth.
Ramlochon a little frightened by the scene, inquired, “Dukhi, are you there?”
Dukhi, who was sitting motionless like a statue, suddenly burst out crying like a child when he heard his name being called.
Chidam quickly stepped into the courtyard to meet Ramlochon, who asked, “I suppose the women are taking a break from their quarrelling. I heard them shouting all day today.”
Chidam had been completely stunned and unable to think anything; many improbable explanations had risen up in his mind. For the time being he had resolved to get rid of the body when the night deepened, but he was not prepared for Ramlochon’s sudden arrival. He had no ready answer and he blurted out, “Yes, they had a terrible fight today.”
Ramlochon started walking towards the door and asked, “But why is Dukhi crying?”
Chidam felt that there was no way out and suddenly said, “The young-er one has hit the older one on the head with an axe.”
It is often easy to forget that future danger can be even greater than the one at present. Chidam’s immediate thought was to protect himself from the terrible truth of the moment; he was hardly conscious that lying about the truth could be even more dangerous. When he heard Ramlochon’s question, an immediate response came to his mind, and he blurted it out without thinking.
Ramlochon was taken aback: “What! What do you say? Not dead, is she?”
Chidam said, “She is dead,” and fell down at Ramlochon’s feet, his arms around the latter’s legs.
Ramlochon could not escape from this situation. He thought, “God, oh God, what a situation I have put myself in. I am finished if I have to be a witness in the court.” Chidam just would not let go of his legs, “Tell me, please, how can I save my wife now?”
When it came to giving advice on legal matters, Ramlochon was known to be “Prime Minister” of the village. He thought a little and said, “Listen there is a way out. Rush to the Police Station now and report to them that your brother Dukhi, on returning home from work, had asked for rice and when he found that rice was not ready, hit his wife on the head with his axe. I am positive that if you say this, your wife will be saved.”
Chidam’s throat became dry. He said, “If I lose my wife, I can always get another one, but if my brother hangs I cannot get another brother.” But he had not thought of this when he put the blame on his wife earlier. He
Punishment by Rabindranath Tagore| 207
GITANJALI & BEYOND 1: 203-213| 2016
had said something in the confusion of the moment and now his mind was unconsciously marshalling arguments in its own defense.
Ramlochon found his words reasonable. He said, “Then just report what happened. It is impossible to defend all sides.”
Ramlochon left immediately afterwards and soon the rumour spread in the whole village that Chandara, in a fit of anger, had brought down an axe upon her elder sister-in-law’s head and killed her.
Like a gush of water from a burst dam, a contingent of policemen de-scended upon the village. Both the innocent as well as the guilty became terribly anxious.
Part TwoPart Two Part TwoPart TwoPart TwoPart TwoPart Two
Chidam thought that he must proceed along the path he had already cho-sen for himself. He had himself given Ramlochon an account of what hap-pened and the entire village now knew about it. He just did not know what would happen if he now broadcast a different story. He thought he might still be able to save his wife if he held on to his earlier version and gar-nished it with some additional information.
Chidam requested his wife Chandara to take the blame for sister-in-law’s death. Chandara was thunderstruck! Chidam reassured her by say-ing, “Do as I say – there is no fear. We will save you.” It is true that he reassured her, but his own throat became dry and his face pale.
Chandara was no more than seventeen or eighteen. Her face was soft and round, her stature not very tall. There was such a lilt in her petite, lithe limbs that every movement seemed fluid and rhythmic. Like a newly-built boat, small and graceful, she moved with unhampered ease and speed. She was curious about everything in the world and had a sense of humour. She loved visiting her neighbours for a chat; on her way to the bathing ghat, she took in all that was worth noticing with her restless, bright, black eyes by parting slightly the aanchal, end of her sari with two fingers.
Her elder sister-in-law was just her opposite: clumsy, lackadaisical and disorderly. She could hardly control the aanchal of her sari covering her head, or the baby in her lap, or finish her various household chores in time. She never seemed to find any leisure even when there was no work to be done. Her younger sister-in-law would not say much. She spoke in a mild voice but her words stung sharply, and the elder wife would erupt immediately in hysterical shouts and screams that would arouse the whole neighbourhood.
208 | SHAWKAT HUSSAIN
2016 | GITANJALI & BEYOND 1: 203-213
There was an astonishing similarity between the husbands and the wives in this household. Dukhiram was a large man with big bones and a thick nose. He looked at the world with eyes that did not seem to compre-hend anything; yet he never questioned what he saw. Harmless yet terrify-ing, strong yet helpless, Dukhiram was indeed a rare specimen of humani-ty.
Chidam, on the other hand, seemed like a person lovingly carved out of a shining, black stone, free from the slightest excess and not a dimple anywhere. Every limb radiated strength and shone with a rare fullness. Whether he jumped from the high bank of a river, or punted a boat with his pole, or climbed a bamboo pole to cut a thin shoot, every action expressed an economy of movement and a natural grace. His long black hair, oiled and carefully combed, rippled onto his shoulders: it was obvious that he took good care of his looks and clothes.
Chidam did not cast indifferent glances at other pretty village belles. He wanted to look handsome in their eyes, yet there is no doubt that he had a special love for his young wife. They quarrelled and they made up, but they completely vanquished one another. But there was another reason why their bond was so strong. Chidam thought that a bright, restless woman like Chandara could never be fully trusted; and Chandara thought that her husband whose gaze fell everywhere must be tied down firmly or he would slip through her fingers.
For some time before the present tragedy occurred, there had been a trouble between the two. Chandara noticed that her husband would say that he was going away to work and would not come home for a few days; and then when he returned, he had no money with him. She became sus-picious and began to behave a little irresponsibly herself. She frequented the ghat, toured the neighbouring houses and came back with elaborate stories of Kashi Majumder’s second son.
Chidam’s days and nights seemed to have become poisoned. There was no peace at work. One day, when his sister-in-law walked into his room, he rebuked her sharply, and she, gesticulating with her hands, addressed her dead and absent father: “This girl outstrips a storm. I must restrain her or she will do something disastrous.”
Chandara slipped in from her own hut and said quietly, “Sister, what are you so scared about?” That was it – and the two sisters-in-law immedi-ately began to fight.
Chidam’s eyes blazed as he said, “I will break every bone in your body if I hear that you have been to the ghat again.”
Chandara said, “Oh, that would be great!” And she immediately got ready to go out again.
Punishment by Rabindranath Tagore| 209
GITANJALI & BEYOND 1: 203-213| 2016
Chidam jumped at her, grabbed her hair and pulled her into the room. Then he shut the door from the outside.
When he returned from work in the evening, he found the door ajar and nobody in. Chandara had walked across five villages and appeared at her uncle’s house.
Chidam brought her back from her uncle’s house after much persua-sion, but he finally accepted defeat. He realised that it was impossible to fully possess this small wife of his, just as it was impossible to hold a drop of mercury within his fist. She slipped through all his ten fingers.
He did not try to use force again, but passed his days in great misery. His ever-anxious love for his restless young wife gradually turned into an ache. Sometimes he even thought that he could only regain peace of mind if she was dead. Men’s envy of other men is greater that their fear of death. And then the tragedy struck the family.
When her husband asked her to accept the responsibility for the mur-der, Chandara stared at him in dumbfounded shock; her two black eyes burned through her husband like black fire. Her entire body and soul be-gan to shrink as she sought to escape from the clutches of her monster-husband. Every fibre of her being rose in rebellion against him.
Chidam reassured her. “You have nothing to fear,” he said. He started to coach her, repeatedly telling her what to tell the police and the magis-trate. Like a wooden statue, Chandara sat still, not listening to his long-winded words.
Dukhi depended on Chidam for almost everything. When Chidam told him to place the blame on Chandara, Dukhi said, “But what will happen to her?”
Chidam replied, “I will save her.” Dukhiram was reassured.
Part ThreePart Three Part ThreePart ThreePart Three Part ThreePart Three
Chidam had taught his wife to say that her sister-in-law was trying to kill her with a kitchen-knife, and she was trying to protect herself with an axe when it accidentally struck her sister-in-law in the head. The original idea was Ramlochon’s. He had taught Chidam to garnish his story and be ready to produce necessary evidence.
Soon the police began its investigation. All the villagers had become convinced that it was Chandara who murdered her sister-in-law. The wit-nesses also provided testimony to prove this. When the police interrogated her, Chandara said, “Yes, I have committed the murder.”
210 | SHAWKAT HUSSAIN
2016 | GITANJALI & BEYOND 1: 203-213
“Why did you kill her?”
“I couldn’t stand her.”
“Was there a quarrel?”
“No.”
“Did she try to kill you first?”
“No.”
“Did she treat you badly?”
“No.”
Everybody was surprised at these answers. Chidam became extremely anxious. He cried out, “She is not telling the truth. Her elder sister-in-law first …” The police inspector stopped him from speaking further. Repeated interrogation yielded the same answer from Chandara. Nothing could force Chandara to admit that her sister-in-law had attacked her first.
Her stubbornness was remarkable; she seemed determined to get her-self hanged. Nobody could save her from that. What an immense sulk was this! In her own mind she was telling her husband: “I am leaving you and embracing the scaffold with all my youthful ardour. My final bond in this world is with the gallows.”
Chandara, an innocent, ordinary, lively, curious village wife, now bound up as a prisoner, took permanent leave of her own home as she walked along the eternally familiar village path, through the village market, along the ghat, in front of the house of the Majumdars, beside the post office and the school building and in front of the gaze of so many familiar people. A group of small boys trailed her and women from the village – some of whom were her childhood companions – looked at her through their parted veils, from behind doors, and the cover of trees. As Chandara walked away, escorted by the police, they looked upon her with hatred and shame; they stared at her with something akin to fear.
Chandara admitted guilt before the Deputy Magistrate as well. And it also not stated that her sister-in-law had attacked her at the time of mur-der.
But when Chidam took the witness stand that day, he broke into tears and with his hands joined together in a gesture of pleading, he cried, “My wife has done nothing wrong.” The lawyer admonished him, told him to control himself, and began to question him. Gradually, the truth began to emerge.
But the lawyer did not believe him because the principal witness, Ram-lochon said: “I arrived at the place of occurrence soon after the incident. Witness Chidam admitted everything to me. He held on to my legs and begged me, ‘Please tell me, how can I save my wife?’ I gave him no advice, good or bad. Then the witness asked me, ‘If I say that my brother hit his wife in a fit of anger when he found that the rice was not ready, will that
Punishment by Rabindranath Tagore| 211
GITANJALI & BEYOND 1: 203-213| 2016
save my wife?’ I said, “Be careful, you scoundrel. You cannot utter a single lie before the Court – there is no crime greater than that!” And he went on.
At first, Ramlochon had made up a number of stories in defense of Chandara, but when he realized that Chandara herself had become quite adamant, he thought, “Oh my God, I don’t want to be held guilty for giving false witness. I might as well reveal all that I know.” And he narrated all that he thought he knew; in fact, he added in a few decorative touches of his own.
The Deputy Magistrate issued his summons. In the meantime the vari-ous activities of the world went on as usual: people laughed and cried, cultivated their crops and went to the market. And as in previous years, the incessant Sraban rain poured down on new shoots of rice.
The police appeared in the Court with the accused and other witnesses. In front of the Munsif Court, groups of people hung around, waiting for their own cases to come up. A lawyer from Calcutta had come to argue a case involving the division of a piece of swamp land behind somebody’s kitchen, and thirty-nine witnesses for the plaintiff were present in the Court. Hundreds were awaiting the settlement of hair-splitting divisions of paternal property, and nothing seemed more important. Chidam looked at this busy, everyday Court scene in a daze – everything seemed to him to be happening in a dream. From the huge banyan tree in the compound, a cuckoo could be heard; there was no Court of Law for the birds.
When Chandara stood before the judge, she said, “Your Honour, how many times do I have to say the same thing again and again?”
The Judge explained to her, “Do you know what punishment you will receive if you admit to the charge of murder?”
Chandara said, “No.”
The judge said, “You will be hanged.”
Chandara said, “Your Honour, I beg you, please do that. Do anything you want. I can’t bear it anymore.”
When Chidam was brought in the courtroom, Chandara looked away. The judge said, “Look at the witness. Tell me, how are you related to him?”
Chandara hid her face in the palms of her hands and said, “He is my husband.”
Question: Does he love you?
Answer: Yes, very much.
Question: Do you love him?
Answer: I love him very much.
When Chidam was interrogated, he said, “I have committed the mur-der.”
Question: Why?
Chidam: I had asked for some rice and it wasn’t ready.
212 | SHAWKAT HUSSAIN
2016 | GITANJALI & BEYOND 1: 203-213
When Dukhiram was called into the witness stand, he fainted. When he recovered, he said, “Your Honour, I have committed the murder.”
“Why?”
“She didn’t give me rice when I asked for it.”
After lengthy interrogation and after listening to the depositions of sev-eral witnesses, it was clear to the judge that the confession of the two brothers was an attempt to protect the woman from the shame of hanging. But Chandara stuck to the same story from the beginning to the end. There was not the slightest deviation in what she said. Two lawyers, on their own initiative, tried very hard to save her from getting capital punishment, but in the end they had to admit defeat.
On her wedding night, when the small, dark girl with a round face left her dolls behind in her father’s house to go to the house of her new father-in-law, could anyone have imagined that a day like this would come to pass! When her father died, he at least had the comfort of knowing that his daughter was in good hands.
Just before the hanging, the kind-hearted Civil Surgeon asked Chanda-ra, “Do you want to see anybody?”
Chandara said, “I want to see my mother once.”
The doctor said, “Your husband wants to see you. Shall I call him?”
“Ah Death!” she said, and said no more.
Punishment by Rabindranath Tagore| 213
GITANJALI & BEYOND 1: 203-213| 2016
Shawkat Hussain
Shawkat Hussain is a former Professor and Chairman of the Department of Eng-lish, University of Dhaka, Bangladesh. After teaching at the University of Dhaka for forty years, he joined the University of Asia Pacific as the Head of English. After graduating from the University of Dhaka with a First Class both in his BA Honours and MA, Shawkat Hussain was awarded a Commonwealth Scholarship to study in Dalhousie University, Halifax, Nova Scotia, Canada. He earned a MA and PhD in English Literature in 1976 and 1980. He taught in USA (Montgomery College) and was a Senior Fulbright Fellow at Indiana University, Bloomington, and post-doctoral fellow at the University of Queensland, Australia. Shawkat Hussain fre-quently translates from Bengali to English (poetry and fiction) and is an occasional translator of Rabindranath Tagore. He is currently putting together a collection of Tagore short stories that he translated.

How does being a leader in the arts, architecture, fashion, and food affect the Italian economy?

PROMPT:  WHAT ARE YOUR EXPECTATIONS AND GOALS FOR STUDYING ABROAD IN FLORENCE, ITALY? (400 WORDS) FALL SEMESTER 2020

THOUGHTS

An opportunity to explore a country that I was first introduced to in Cornelia Funke’s book, The Thief Lord.

This will be my first time really living independently and far away from home.

I will be studying my business major in a rich cultural environment with close access and exposure to other European influences and economies.

Italy has a long history of family run businesses and relationship-oriented practices.  I’d like to learn more about how this has shaped modern-day corporate success.

How does being a leader in the arts, architecture, fashion, and food affect the Italian economy?

I love Italian food and would like to learn about it.  How can I prepare it on my own?

 

Explain why these lines are important to the work as a whole and how their significance becomes apparent to the reader.

Part I : Passage analysis

Directions: Comment on the significance of the following passages taken from the text. Be careful not merely to summarize. Instead, explain why these lines are important to the work as a whole and how their significance becomes apparent to the reader. An effective response will make a strong point about the passage AND support that point by referring directly to the language used in the passage.

 

In addition, briefly inform your reader of the title of the work, author’s name, country of origin, year of publication, and the context in which the passage appears—who is speaking, to whom, in what situation, etc. Aim for a long paragraph for each response (about 8 to10 sentences).

 

  1. Passage from “The Headstrong Historian” (2008) by Chimamanda Ngozi Adichie

(I uploaded the whole text as a pdf file)

 

The day the white men visited her clan, Nwamgba left the pot she was about to put in her oven, took Anikwenwa and her girl apprentices, and hurried to the square. She was at first disappointed by the ordinariness of the two white men; they were harmless-looking, the color of albinos, with frail and slender limbs. Their companions were normal men, but there was something foreign about them, too: only one spoke Igbo, and with a strange accent. He said that he was from Elele, the other normal men were from Sierra Leone, and the white men from France, far across the sea. They were all of the Holy Ghost Congregation, had arrived in Onicha in 1885, and were building their school and church there. Nwamgba was the first to ask a question: Had they brought their guns, by any chance, the ones used to destroy the people of Agueke, and could she see one? The man said unhappily that it was the soldiers of the British government and the merchants of the Royal Niger Company who destroyed villages; they, instead, brought good news. He spoke about their god, who had come to the world to die, and who had a son but no wife, and who was three but also one. Many of the people around Nwamgba laughed loudly. Some walked away, because they had imagined that the white man was full of wisdom. Others stayed and offered cool bowls of water.

 

  1. Lines from “I’m Explaining a Few Things” (1937) by Pablo Neruda

Full Poem: https://www.poemhunter.com/poem/i-m-explaining-a-few-things/

 

Treacherous

generals:

see my dead house,

look at broken Spain:

from every house burning metal flows

instead of flowers,

from every socket of Spain

Spain emerges

and from every dead child a rifle with eyes,

and from every crime bullets are born

which will one day find

the bull’s eye of your hearts.

 

And you’ll ask: why doesn’t his poetry

speak of dreams and leaves

and the great volcanoes of his native land?

 

Come and see the blood in the streets.

Come and see

The blood in the streets.

Come and see the blood

In the streets!

 

Where is the wisdom we have lost in knowledge? Where is the knowledge we have lost in information?

Leonardo and Michelangelo, Triumph and Disaster 

ARTH-UA 350.001, Fall 2019

Please do not hesitate to come and see me during my office hours or by appointment.

To schedule a meeting, please sign up in the large binder, located in the Dept.’s front office, or speak to me personally.

 

Prerequisite: Hist. of W. Art II or Renaissance Art, or with instructor’s permission.

 

Principal texts & outside readings

 

Martin Kemp, Leonardo da Vinci: The Marvellous Works of Nature and Man, 2nd ed. (Oxford and New York: Oxford University Press, 2006). — * Only text listed here not available via NYU Bookstore

Leonardo da Vinci, Leonardo on Painting, ed. and trans. Martin Kemp and Margaret Walker, 2nd ed. (London and New Haven: Yale University Press, 2001).

Anthony Hughes, Michelangelo (London: Phaidon Press, 1997).

Ascanio Condivi, The Life of Michelangelo, trans. Hellmut Wohl, 2nd ed. (University park, PA: Pennsylvania State University Press, 1999).

 

* Highly recommended but not required:

Giorgio Vasari, The Lives of the Artists, trans. J. and P. Bondanella (Oxford World Classics, 1998).

Hugo Chapman, ed., Michelangelo Drawings: Closer to the Master, exh. cat., British Museum, London, and Teylers Museum, Haarlem (New Haven and London: Yale University Press, 2005).

Everyone must purchase the four required texts. Copies have been ordered at the NYU Bookstore but the same texts should also be available from internet discounters (Amazon, Alibris, etc.) at comparable, if not better, prices.

The required readings will provide important background information and overviews. Additional assigned readings will focus mostly on firsthand accounts, criticism and artists’ own writings that reveal the concerns of artists and patrons through unmediated (yet hardly unbiased) accounts. Most important, these primary sources will invite us to study the artistic and cultural events of the fifteenth and sixteenth centuries through the eyes of those who lived them. The secondary reading material – available as scans –will pertain to more specific themes, strengthening your grade on exams if thoughtfully incorporated into your responses; many will focus as much on scholarly method as on pure content.

Many, if not all, of the secondary readings will be available to you on our NYU Classes site (to be found under the “Resources” tab). Another, equally convenient alternative (available for most, but not all, of the English-language journals that we will require) is the online source JSTOR, accessible from any computer connected to the NYU network: http://www.jstor.org/action/showBasicSearch

Course description

“He who, without Fame, burns his life to waste

leaves no more vestige of himself on earth than

wind-blown smoke, or foam upon the water.”

Dante, Inferno 24: 49-51

“The divinity which is the science of painting transmutes the painter’s mind itself into a likeness of the divine mind.”

– Leonardo, on creating phantoms, beautiful or otherwise, that never existed in nature but convinced the eye (Codex Urbinas 36; Treatise on Painting, trans. McMahon, I, 280, 113).

This is a upper-level Renaissance course and will require considerable effort on your part. Many of the images that we will examine are inherently challenging in the complexity of their formal and conceptual vocabulary and polyvalence of meaning. What better case in point than the fugitive theory and practice of the ever-questing Leonardo da Vinci: architect, engineer, sculptor, inventor, philosopher, mathematician, expert in anatomy, optics, natural science, hydraulics, ballistics, cartography – and, yes, sometime painter.

As rigorous as this course may be, I hope that it will reward and stimulate you in equal measure. You will be acquainted with the lives and artistic (and literary) careers of two of the most influential figures of the Italian Renaissance from the second half of the 1400s to the 1560s: Leonardo and Michelangelo. By necessity then, we will focus predominantly on the culture of Florence, Milan, and Rome, three artistic centers where intellectual, commercial and devotional life went hand in hand with painterly and architectural magnificence.

As a matter of course, our study will also bring us into contact with our formidable duo’s one-time mentors, consisting of such versatile practitioners as Andrea del Verrocchio, Domenico Ghirlandaio, and Bertoldo di Giovanni – without whom our inquiry would remain one-dimensional at best.  At various points, our cast of characters will expand to also embrace Masaccio, Donatello, the Pollaiuolo brothers, Sandro Botticelli, Filippino Lippi, Piero di Cosimo, and Raphael.

Having excavated the roots we will move on to address questions of legacy. To this end, we will examine the new pictorial modes emerging around 1520 in the richly varied art of Leonardo’s and Michelangelo’s younger contemporaries, chief among them Raphael, Andrea del Sarto, Jacopo Pontormo, Rosso Fiorentino, Giulio Romano, Correggio, and Parmigianino. A close study of these vanguard masters as individual figures, laboring at their art with very specific intentions and audiences in mind, will, in turn, allow us to critically question the validity of broader – and often reductive – historical concepts such as “classicism,” “Gothic,” “High Renaissance” and “Mannerism.”

It is my hope that our diverse approaches to this remarkably fertile period will foster analytical thinking and searches for unifying connections and symmetries rather than neat and orderly definitions. Works will be examined both as physical objects, with sensitivity to their intended function and reception, and as visual images within larger cultural contexts. The latter approach will introduce students to a wide range of methodological lenses and different types of art historical writing, addressing themes such as: artistic practice and technique, issues of style, the heritage of antiquity, iconography, patronage, economics and material culture, artistic rivalry and competition, and modes of creative exchange, transmission, and quotation. Special attention will be given to the surviving material evidence, both in terms of formal analysis and each object’s manufacture and condition.

Rather than aiming for systemic classifications of types or engaging in pure formal analysis, we will take up these various leads to trace, in microcosm, the transformations that took place at a given time in the lives and careers of flesh-and-blood artists – all of whom were born, lived, worked, struggled, experienced great triumphs and dispiriting failures, and died. In between, they produced some of the most compelling and moving images in the history of art.

Requirements

Regular class attendance and punctuality, active engagement and keeping current on reading assignments are expected. Three unexcused absences (without a note from a physician or Health Center professional) will result in a drop in a letter grade for the class (from A to A- and so on). Leaving early twice will equal one absence.

Reading should be coordinated with lectures and should be done before class and the introduction of new topics. Before each class, students are also advised to glance over the class notes from the previous lecture. We will cover a great deal of material and cramming is hardly a smart approach. So, please do your best to study the material as it is presented to you: the perfect antidote to later panic attacks and all-nighters.

If you don’t believe me, here’s an excerpt from an insightful NYT article, “Research Upends Traditional Thinking on Study Habits” (9.7.2010): When the neural suitcase is packed carefully and gradually, it holds its contents for far, far longer. An hour of study tonight, an hour on the weekend, another session a week from now: such spacing improves later recall, without requiring students to put in more overall study effort or pay more attention, dozens of studies have found. No one knows for sure why. It may be that the brain, when it revisits material at a later time, has to relearn some of what it has absorbed before adding new stuff – and that that process is itself self-reinforcing.” Changing up the physical environments in which you study seems to help with retention of information, too.

Some of the visual material might not be readily familiar to some of you. The same can be said for certain vocabulary. Please use an art dictionary if you come across unfamiliar terms – or names. As always, students will be responsible for the meaning of all the terms discussed in the previous class, both for following the next lecture and participating in our discussions. Everyone will also be responsible for the correct spelling of the relevant terms on the exam and research paper.

To this end, the Grove Dictionary Online provides an excellent resource. Your old Gardner or Janson textbook (for History of Western Art I & II) offers a useful glossary in the back as well. I have also gone ahead and posted additional glossaries on NYU Classes.

As far as useful surveys on Renaissance art history are concerned, or if you simply want a quick refresher, I would recommend as two fine introductions to Italian Renaissance art: Frederick Hartt, History of Italian Renaissance Art: Painting, Sculpture, Architecture; or John Paoletti and Gary Radke, Art in Renaissance Italy.

For Northern European art, I would suggest: James Snyder, Northern Renaissance Art: Painting, Sculpture, the Graphic Arts from 1350 to 1575.

 

Finally, I would encourage everyone to exchange their phone number/email with at least one other classmate with whom he/she can correspond regarding missed material, contact to share ideas or clarify topics covered in discussion or readings.

Grading

The grade for the course will be based on the following (again, subject to the professor’s discretion):

Midterm exam: 25 %

Final exam (on material post-midterm): 40 %

Research term paper (to be discussed): 35 %

 

Attendance and active participation in our class discussions are a given. You are expected to bring your top game every day to class –as I too promise to bring mine.

 

The midterm and final will cover not only material presented in lecture but also the assigned readings, and will include some combination of the following, to be decided:

  1. terminology; 2. slide comparisons; 3. slide unknowns; and 4. short essays

 

Images appearing on the exams will be drawn exclusively from the objects illustrated in the required readings and those discussed in class. That said, students are expected to remember pertinent information and terminology from previous sections. Therefore, in your preparations I would urge you to review the whole chapter(s), not just the brief passages that apply narrowly to the works you must know. If you understand the period as a whole, you will be able to place and make sense of images you have never seen in lecture that you will encounter in the slide unknowns.

 

For each artwork appearing in the exams, everyone is responsible for the object’s

  1. title or subject / type of object (if without a title)
  2. artist
  3. medium / media and support (example: fresco or oil on canvas)
  4. date (within ten years)
  5. original location, only if the object remains in situ (that is to say, it has never been moved). If a painting was originally installed in the church of Santissima Annunziata in Florence and is still there, you need to know that. You do not need to know the location if this work is now in The National Gallery, London.

 

As all of us well know, New York museums provide an extraordinary setting for a near-encyclopedic study of works in the original. For this course, the Met Museum, Frick Collection, and the Morgan Library & Museum in particular will allow us many opportunities to engage directly with visual objects. Everyone thus will be expected to take full advantage of all available opportunities to view permanent collections and temporary exhibitions outside of class. There are wonderful shows on offer this term!

 

 

Main rules of engagement

 

* As mentioned above, three unexcused absences (without a note from a doctor or Health Center professional) will result in a drop in a letter grade for the class (from A to A- and so on). Leaving early twice will equal one absence. I have eyes like a hawk … at least for a few more years yet.

 

* No make-up exams are given unless in the case of a serious illness or a family emergency. This is non-negotiable. Absence from exams without previous communication will result in a grade of F for the exam. Therefore, do not make travel plans that will conflict with the examination schedule; you will not be excused because of an airline reservation or similar reason.

 

* Extensions for the writing assignment will not be granted, so please do not ask. Papers that are not handed in when due will not be accepted. If you are absent on the date the paper is due, the paper must still reach us, dropped off in the professor’s departmental mailbox by a friend or roommate.

* Papers are never to be accepted as email attachments. No exceptions.

* Your paper must be typed, either 1.5- or double-spaced. It is strongly recommended that you keep all of your written submissions after they are handed back; this is very helpful for me in case I am asked for a letter of recommendation in the future.

Other important reminders

* Leave the outside outside. Please keep all cell phones turned off. Texting is an absolute no-no.

 

* The use of electronic devices in general (laptops, smartphones, tablets) is prohibited in class during lecture.

* Please come to class on time and stay until its every exciting finale. If you absolutely must leave early, please do so with minimal disruption.

 

* No food is allowed in the classroom.

 

* Students may not tape-record lectures or recitation sections, unless given permission by the instructor in light of special circumstances.

Students with disabilities

If you are a student with a documented disability who will require accommodations in this course, please contact me as soon as possible.

Research consultation at Bobst Library

 

Giana Ricci, the Librarian for the Fine Arts at Bobst, has kindly offered to conduct student-initiated consultations about various aspects of your projects. Consultations can be held in-person at her office at Bobst Monday-Friday, based on availability. Schedule an appointment by contacting her via email: giana.ricci@nyu.edu

Be sure to have specific questions ready when the two of you meet.

DAH Writing Tutors & the NYU College Learning Center

I encourage everyone to take full advantage of our fantastic art history-specific writing tutors – both graduate candidates at the Institute – who are available every Monday to Friday downtown in the DAH from 12.30-2.00pm.

Some of you may find that you need or want extra help with class matters. Expert (and free) peer-on-peer tutoring – albeit not necessarily given by an art history student – is available at the College Learning Center, located at Weinstein Residence Hall at 5-11 University Place, 1st floor. Contact: Ms. Soomie Han (998.8160). General contact info.: 212.998.8085 or cas.learning.center@nyu.edu. To find out more, visit: http://www.nyu.edu/cas/clc/

Internet Use and the Virtue of the Virtual

 

“Where is the wisdom we have lost in knowledge? Where is the knowledge we have lost in information?” – T.S. Eliot, “The Rock”

 

Nothing can replace the experience of standing before Leonardo’s Last Supper in the refectory of S. Maria delle Grazie, Milan. The best print reproduction offers a less than satisfying substitute. The World Wide Web does present us with a readily accessible and often helpful resource to study art. Leonardo himself is proof enough that the creative and the technical mind are far from mutually exclusive and capable of producing extraordinary results. Nonetheless, the element of speed and convenience that makes the Web so tempting should be approached with caution, as it can become all too easy to go adrift in an ocean of information that is inaccurate, misleading, and ultimately unreliable. The “WebMuseum,” put together by a computer technician, is the most notorious example of unfiltered information with dubious, undisclosed sources. As many of you already know, Beware!

 

I strongly encourage everyone to read the “Guidelines for Evaluating Websites,” written by the Electronic Resources Librarian at the Metropolitan Museum and providing useful criteria for critically judging the legitimacy of any given site. The main question to be answered is whether the site was designed by a recognized authority in the field … or someone who merely pursues art history as a hobby.

 

I ask that a student should consult with me prior to using any website as a research tool for a written assignment. The following are a few of the trustworthy sites of which students should take full advantage:

 

For images, online:

 

  1. ARTstor – one of the finest image data services available

http://library.artstor.org/library/welcome.html

  1. Bridgeman Art Library – another excellent image data service

– http://www.bridgeman.co.uk/search/quick_search.asp

  1. Index of Christian Art – available online via Bobcat. Search “Index of Christian Art database”; follow the link and click on “Explore the Database” (top right) on the homepage. A useful resource for images focusing on earlier material (through 1500), often with bibliographic citations.

 

* Museum web sites are traditionally reliable and the image quality is improving by the day.

 

Artist-specific research resources (available through Bobst’s web site – go to “Find Resources” – “Articles via Databases” – “Database title”: [type in] “Art”):

 

  1. Grove’s Dictionary of Art Online – http://www.groveart.com/shared/views/home.html

For the original in hard copy, see J. Turner, ed., The Dictionary of Art, 34 vols. (NY, 1996).

  1. Encyclopedia Britannica Online – http://www.britannica.com

 

For finding specific articles via online indexes/databases (available through Bobst’s web site – go to “Find Resources” – “Articles via Databases” – “Database title”: [type in] “Art”):

 

  1. JSTOR
  2. Art Abstracts (indexes over 300 art journals; coverage is from 1929 to present and 1984 to present)
  3. BHA, or Bibliography of the History of Art (indexes approximately 2,500 American and European art journals; coverage is from 1973 to the present).

The Met’s website in fact offers a useful, tried-and-true list of online resources, organized by curatorial departments, under the heading “Educational Resources.” Particularly useful is the site’s Heilbrunn Timeline of Art History, which can be searched by Chronology, Works of Art, or Essays: http://www.metmuseum.org/toah/chronology/

Academic Integrity & Plagiarism

 

I hold my students accountable to the highest standards of academic honesty. Academic dishonesty is a violation of the very principles upon which our college community is founded. As in any community, membership comes with certain rights and responsibilities. Cheating on an exam or a paper undermines the efforts of others who are playing by the rules and doing the work on their own.

 

NYU has a zero tolerance policy for plagiarism, as do I. Buying final paper online or submitting a project completed by someone else are the most flagrant manifestations of plagiarism, yet it assumes other forms that are no less offensive. If I find that you have cheated on an exam or plagiarized a paper– passing off the ideas or concepts of another as your own without giving due citation or credit – you will at best receive a zero on the paper. At worst, the punishment may include failure in the course and other disciplinary action on the part of the University. You must therefore use proper footnotes/endnotes and bibliography, when applicable (form to be discussed before your first writing deadline). If you are unsure as to how to cite sources, please do not hesitate to speak with me.

 

 

Explain how critical thinking can be used to promote the effectiveness of individuals, groups and organisations.

1
BSc Study Skills Workshop
BSc Year 2019/20
Final assessment
Academic Year 2019-2020
Term I
Course:
Study Skills
Module Leader:
Clive Woollard
Length of examination:
1500 words +/- 10%
Due date:
November 24th 2019
Oral presentation due:
Week 9 @class time
Percentage of final grade given:
80% written component
20% oral presentation
Assignment
This is an individual assignment.
This paper will test your abilities, to study a particular area, write a well referenced report/ project and present an academic argument.
Write an academic essay addressing one of the topics below. The essay should be around 1500 words +/- 10% and be properly structured. There should be a brief introduction, a main body with at least three sections and a clear conclusion. Each section should have sufficient paragraphs, whose beginning statement should clearly indicate their main focus. Convincing arguments are expected to be brought forward within each paragraph. Arguments and discussions should be clearly supported and evidenced by relevant academic sources. Comprehensive and relevant research is crucial to the writing of this essay.
All sources must be referenced in the text and a full bibliography must be provided in alphabetical order in Harvard style. The essay should be typed in the Times New Roman font; size 12; with left alignment, double spacing and page numbering. A Turnitin report should be provided with the essay to ensure plagiarism is not practiced.
2
The content should be sourced from at least 8 unique sources, published post 2010. At least three of the sources should be an academic journal article and another should be a reputable or seminal book about the topic selected. Each source mentioned must be utilized to aid argument construction in several paragraphs. Paraphrasing is essential in all part of the essay. The whole essay should be seen as comprehensive, with an array of arguments. Consistency and cohesiveness in writing style is expected. Proper use of the written English language is to be expected. Creativity and originality is, nonetheless, recommended.
Select one topic from:
1. If you were to start a Franchised Food Business (e.g. Starbucks) near your school, which one would it be and why? Please, provide your own analysis of current food retailing and provide recommendations as to how your format could be more commercially successful than existing ones.
Use keywords food, franchise, retailing, geomarketing, business format.
2. In the light of increased Tariffs by the US on European Cheese, how can a European dairy big in the US market maintain its profitability and revenues without changing the business focus? Please, provide a critical analysis of the case and your recommendations.
Use keywords dairy, exports, trade war, business strategy
3. Review the Gillette advert supporting the Me2 campaign. Give an example of a product/ service category where the use of ethical, political or religious overtones in their communication campaigns could end up backfiring on the company. Please provide a critical analysis of recent example of such failure and your recommendations to the management of such company..
Keyword: fast moving consumer goods, controversial adds, launch failure
The current assignment is connected with the following learning outcomes:
 Demonstrate understanding of key study skills. Use references, keywords and bibliography
 Explain and critically apply theories and concepts to practical business scenarios.
 Explain how critical thinking can be used to promote the effectiveness of individuals, groups and organisations.
3
Report structure
To do so, student will produce a 1500 word report on the following items. This individual assignment will equal 100% of the final grade. The report will have an introduction, body and conclusion which will account for the word count. Bibliography will be required but will not be a part of the word count.
Referencing should abide by the Harvard rules and it is also mandatory.
Grading:
ASSESSED COMPONENT
Mark
(out of 100%)
Weighting
(as per mod. spec)
Calculated Mark
Individual Written Work
80%
Oral Component
20%
STRUCTURE AND FORMAT OF THE REPORT:
This is an individual assignment.
Make sure your writing is precise and to the point. Your paper should not exceed 1500 +/-10% words per student, excluding appendices and references.
We suggest the report follow the following structure
Format of the report:
1. The report should display a coherent structure: title page should include student name, module name, lecturer name, date and school name followed by contents page, introduction, executive summary, methodology, findings, analysis, conclusions, recommendations, referencing and appendices.
2. The report should be prepared as a neatly typed Word document (Times New Roman 12 points), with double spacing and page numbering.
3. All reports will be discussed in class in a power point presentation of no more than 20 minutes. The presentation should be a summary of your work. The powerpoint presentation should be printed 4 slides per page and submitted attached to your report, otherwise submission will be rejected.
4. Tables or work/data taken from other sources may be included in an appendix.
5. All sources must be referenced in the text and a full bibliography must be provided (including visited websites) in the Harvard style referencing system. Paraphrasing or direct quotes taken from other sources must be clearly indicated with citations. No footnoting!
6. Students are reminded that depth, relevance and variety are the crucial elements of
4
quality research. (Wikipedia is not considered to be a relevant source of information; any students referencing Wikipedia will be deducted marks! Alternatively, if you find information on Wikipedia use the original sources listed at the bottom of the article)
7. Students are reminded to use valid and peer-reviewed references to support their work. Websites should only be used if they represent an established source and only for facts and figures. Students should make the most of academic and practitioner books and articles.
8. Submission should be by the deadline below and should include a hard copy to the lecturer and an electronic copy to your academic coordinator
9. All work must conform to University regulations on Cheating, Collusion and Plagiarism’ as described in your program handbook. You are advised to use the Harvard referencing style and avoid plagiarism.
Deadline: Midnight November 24th 2019
Reports, must be uploaded on Turnitin.com by midnight on November 24th 2019. Only when this has been done will the Report be considered submitted.
Coursework must be submitted for assessment by the due date. Coursework is deemed to have been submitted once it is lodged in accordance with the assessment requirements for the module or unit.
Late submission:
Coursework may be accepted after the deadline, but 5% will be deducted from the face value mark (5 marks) for work submitted before the end of the day after the due date, and 10 marks for course work submitted up to one week after the due date. (For example, if a piece of work deserves a mark of 48pc, 43pc will be recorded if the work is submitted before the end of the day, and 38pc – fail – if the work is submitted up to a week late). If the imposition of the penalty deduction results in a fail mark, the student will be deemed to have failed the assessment. Assessments which are marked with a literal grade, or which take the form of presentation, performance or exhibition may not be submitted late. Submission of coursework arising from reassessment may not be submitted late.
If you fail to submit an electronic version of your work, your mark will normally be recorded as a non-submission. However, if on the due date for your assignment, Turnitin is unavailable due to technical difficulties, students must submit the electronic version of your work as soon as possible to the academic Office. Your tutor will be aware of the situation and may well have informed you of such problems, so you will not risk penalties. You should submit the hard copy of your work as normal by the deadline.
Oral presentations are due in week 9.
Students absent on the oral presentation date without a valid justification, will receive 0 for their oral component.
Turnitin Details: Please see submission details on the ESE Student Portal
5
GENERAL MARKING CRITERIA (UNDERGRADUATE STUDIES)
Outstanding Quality
80-100%
Excellent work:
70%-79%
Above
satisfactory work:
60% – 69%
Satisfactory:
50 – 59%
Below satisfactory
work:
40% – 49%
Failure:
Below 40%
Relevance
Innovatively addresses objectives of the assessment task, especially those components requiring sophistication of critical analysis, synthesis and evaluation.
Excellent knowledge
and understanding of material and an imaginative sense of its relevance across a range of issues, and context or policy situation; excellent
use of course material
and other relevant information to support
Very good use of
course material and other information; well-chosen to support arguments relevant to question
Competent use of
course materials and other information to support most arguments
Some use of
appropriate course materials and experience to support arguments; capacity to identify relevance, but may be rather
narrowly focused and miss out important areas
Little or no sign
of relevance
Content
A clear and consistent line of highly critical and evaluative argument, displaying the ability to develop one’s innovative ideas from the work of others. Creative flair in theoretical and conceptual analysis.
Independent and
creative, and demonstrates clear thinking; ability to analyse and critically evaluate material
Good knowledge
and understanding of the material, across a broad spectrum, combined with an ability to evaluate, analyse and reflect on key issues
Reasonable
knowledge of the material and ability to draw upon more than one source
for ideas; uses key themes well.
Adequate
understanding and use of course and other relevant material; mostly descriptive, but with some grasp of key course themes and issues and a capacity to discuss these in context
Very limited
knowledge and understanding and the issues involved
Depth
Wide range of recommended and relevant sources used in an innovative and consistent way to support arguments. In depth use of sources beyond recommended texts, demonstrates creative flair in independent research.
A sensitive awareness of conflicting arguments and ideas
and of their provenance. Clear grasp of implications.
Well organized use
of most of the major points with an ability to draw upon them creatively and critically; awareness of conflicting arguments and
ideas and attempt to address them in context
Capacity to
grapple with conflicting arguments and ideas; beginning to draw together and synthesize ideas and perspectives from a range of theory
Some attempt to
address the conflicting arguments and ideas from the course, some signs
of an attempt to take an evaluative, analytical and critical stance; some appropriate use of concepts, but with only limited evidence of independent hiki
Lack of
awareness of conflicting arguments and ides
Structure
Outstanding visual and written presentation. Sophisticated yet clear and accessible style. Possibly innovative yet logical and fluent organisation and development of materials. Articulate, coherent and succinct. Relationships between statements and sections are clear and precise. Referencing is accurate and, appropriate.
Excellent
organisation of material; clear, logical flow of argument; good sign-posting throughout
Good, clear
framework and reasoned argument with evidence of careful thought
Sensible use of
major points integrated into the answer; logical flow of ideas is apparent
Framework is
apparent with an introduction, argument and conclusion, but
the logical flow and coherence is not always consistent and may be difficult to follow
Little or no
evidence of planned structure and organisation