The Tragedy of ModernityWeek 4, Lecture 1 Eastern Wa.docx

The Tragedy of Modernity
Week 4, Lecture 1
Eastern Washington University
CSBS 310
Outline
• Tragedy
• Goethe and Faust
• Development
• Self-development
• Societal-development
• Material development
CSBS 310

Tragedy
• “a serious drama typically
describing a conflict between
the protagonist and a superior
force (as destiny) and having a
sorrowful or disastrous
conclusion that excites pity or
terror.” (Webster’s Ninth New
Collegiate Dictionary)
• Paradoxes abound: In order to
achieve glory, justice, beauty,
truth, power, one must suffer
terribly
• Early Greek tragedies were
composed in a liminal period
between pre-classical and
classical Greece
The Remorse of Orestes,
William-Adolphe Bouguereau (1862)
CSBS 310
Johann Wolfgang
von Goethe

• 1749-1832, born in Frankfurt,
lived mostly in Weimar
• Considered to be a literary
genius (a German Shakespeare)
• Faust is considered to be his
masterwork
• The first part was started as
early as 1772 and the second
was not finished until just
before his death in 1832
CSBS 310
1772
1832
American Revolution
French Revolution
Napoleonic Wars
Railroads
Steam Engines

Rise of the metropolis
CSBS 310
Faust and Modernity
• Faust is successful, middle-aged,
but wants more
• The Devil (Mephistopheles) makes
a bet with God that he can lead
Faust astray
• The Devil makes a pact with
Faust--the Devil will do whatever
Faust wants and in return Faust
will serve the Devil in Hell
• The bargain also states that as
soon as Faust is content
(“Verweile doch, du bist so
schoen”) he will die and go to hell.
CSBS 310

Faust and Modernity
• What is that Faust wants?
... my mind
Will not henceforth be closed to any pain
And what is portioned out to all mankind,
I will enjoy deep in myself; contain
Within my spirit summit and abyss.
Pile on my breast their agony and bliss
And let myself grow into theirs, unfettered
Till, as they are, I too will be shattered.
The Course of Empire, The Savage State, Thomas Cole, 1836
CSBS 310
• What is it that Faust wants?
(alternative translation)
... joy is not the issue
I give myself to frenzy, to pleasure that hurts
most,
Hatred in love and setbacks that revive.
My heart, cured of the knowledge-drive,
Henceforth to all the sorrows will be host
And what is dealt to all humanity
That I’ll enjoy in my self’s innermost,

Seize with my spirit the highest and the deepest
And heap all humans’ weal and woe on me
And widen my own self to encompass theirs...
Theodore Gericault, The Raft of Medusa 1818-1819
CSBS 310
Faust and Modernity
• Faust wants development, progress, improvement,
enlightenment
1. Self-development (the Dreamer)
2. Societal development (the Lover)
3. Material development (the Developer)
CSBS 310
1. Modernity and
Self-Development
• The “First Metamorphosis”:

• Faust wants knowledge and
experience, “self-
actualization”
• But these are not enough to
fully grasp the fullness he
seeks:
I feel it: I have snatched in vain
All the valuable of the human mind
To me and at the end when I sit down
No force in me that’s new can be divined
I am not by one hair’s breadth higher,
To things that have no end I am no nearer
CSBS 310
Self-improvement Culture
the individual becomes the centre-point of reflection and
concern
CSBS 310

Leave off brooding, let us go
Into the wide world, you and I
I am not by one hair’s breadth higher,
To things that have no end I am no nearer . . .
Faust Mephisto
CSBS 310
2. Modernity and
Societal-Development
• The “Second Metamorphosis”:
• Faust: “How shall we start?”
• Mephisto: “By leaving here.
What a place of torment this
is, to be sure! Boring the
young and yourself too,
What sort of life is that?”
• But Faust returns to the small
town, falls in love with
Gretchen, and attempts to draw
her away...

CSBS 310
Reform and Societal
Development
• As capitalism drew individuals
into cities (away from rural
communities), urban elites
became concerned with their
“improvement”
- Compulsory education
- Domestic training
- Universities
- Christian “holiness”
movements
- Urban reformers
CSBS 310
Colonialism and Societal Development

• Faust can also be seen as modern
European disruption across the
globe
• Because of the structural
inequalities between Faust and
Gretchen (class and gender), she
is ultimately at his mercy.
• “Faust, if he learns anything from
her fate, learns that if he wants to
get involved with other people for
the sake of his development, he
must take some sort of
responsibility for their
development--or else be
responsible for their doom.” p. 58
CSBS 310
We must at present do our best to
form a class who may be interpreters
between us and the millions whom we
govern; a class of persons, Indian in
blood and colour, but English in taste,
in opinions, in morals, and in intellect.
To that class we may leave it to refine
the vernacular dialects of the country,
to enrich those dialects with terms of

science borrowed from the Western
nomenclature, and to render them by
degrees fit vehicles for conveying
knowledge to the great mass of the
population.
Thomas Macaulay, 1853
CSBS 310
[1795] “Should not all the nations of the world
approach one day the state of civilization
reached by the most enlightened peoples such
as the French and the Anglo-Americans? Will
not the slavery of nations subjected to kings, the
barbarity of African tribes, and the ignorance of
savages gradually disappear? . . . If we cast an
eye at the existing state of the globe, we will see
right away that in Europe the principles of the
French constitution are already those of all
enlightened men. Can it be doubted that . . .
the European population, spreading rapidly
across [the new world], must either civilize or
make disappear the savage peoples that now
inhabit these vast continents?”
French “Civilizing Mission”
(Mission Civilisatrice)

Condorcet (French Philosopher)
CSBS 310
“If one runs through the history of our
undertakings and establishments in Africa and
Asia, you will see our commercial monopolies,
our treacheries, our bloodthirsty contempt for
people of a different color and belief; the
insolence of our usurpations . . . But the
moment is approaching, without any doubt,
when ceasing to present ourselves to these
peoples as tyrants or corrupters, we will
become instruments of their improvement
and their noble liberators.”
French “Civilizing Mission”
(Mission Civilisatrice)
Condorcet (French Philosopher)

CSBS 310
• American “Civilizing Mission”
- “Americanization” of Native
Americans
- Indian removal from land and
self-government
- Outlaw indigenous religion and
tribal traditions
- Forced boarding schools
(Indian Schools)
Colonialism and
Societal Development
CSBS 310
Carlisle Indian Industrial School,
Pennsylvania, 1900
Colonialism and Societal
Development

CSBS 310
3. Modernity and
Material Development
• Faust, the Developer
‣ The Metropolis
- Boulevards, “broad” streets
- Factories
- Housing
- Monuments
- Blight and redevelopment
‣ Mastering nature
- Dams, canals
- Mining, natural resources
- Medicine, health science
‣ “I should then open a space for
many millions
To live, not securely, but free for
action [tätig-frei]”
CSBS 310

• The Developers
- Baron Haussmann’s Paris
- Robert Moses’s New York
- David Lilienthal’s Tennessee
Valley Authority
“In Missouri and in Arkansas, in Brazil and in the
Argentine, in China and in India, there are just
such rivers...rivers that in the violence of flood
menace the land and the people, then sulk in
idleness and drought - rivers all over the world
waiting to be controlled by men - the Yangtze,
the Ganges, the Ob, the Parana, the Amazon,
the Nile....”
- Jean Monnet’s “European Unity”
3. Modernity and
CSBS 310
• Modernity = Action
“The glory’s nought, the deed is all.”

“What I framed in thought I will fulfill.”
(The angels say)
‘For he whose strivings never cease
Is ours for his redeeming.’
• Inaction = pre-modern, anti-modern
or death
“If to the fleeting hour I say
‘Remain, so fair thou art, remain!’
Then bind me with your fatal chain,
For I will perish in that day.”
“Verweile doch, du bist so schoen”
3. Modernity and Material Development
CSBS 310
• Characteristics of modern
material development
- Mediated, indirect, impersonal
- Effects cannot be fully
accounted for beforehand;
unintended consequences

- Creation necessitates
destruction
- Creates the need for more
development
3. Modernity and
CSBS 310
Nomenclature
Name the following compounds
1) K2SO4 :
________________________________________________
2) SO3:
__________________________________________________
3) ICl5 :
__________________________________________________
4) H2S :
__________________________________________________
5) AlAsO3 :
_______________________________________________
6) H2TeO3:
_______________________________________________
7) HgCl2 :

________________________________________________
8) H3PO4:
_______________________________________________
9) Cu3P2 :
________________________________________________
10) MgBr2 :
_______________________________________________
11) NaCN:
________________________________________________
12) N2O3:
_________________________________________________
13) SCl6:
___________________________________________________
Write the formula of the following compounds
A. Iron (II) Arsenate:
________________________________________________
B. Nitrous acid:
__________________________________________________
C. Sulfur tetrafluoride:
__________________________________________________
D. Potassium periodate :
__________________________________________________
E. Silicon dioxide :
_______________________________________________
F. Iron (III) Acetate:
_____________________________________________
Write the Lewis structure and indicate electron geometry and
molecular shape for the following compounds
A. Sulfur tetrafluoride
B. Potassium periodate
C. Silicon dioxide
D. Iron (III) Acetate
E. Ammonium ion
F. Carbonate ion

G. Cyanide ion
H. SO3
I. ICl5
J. H2S
K. PH3
L. CH3Cl
M. BeF2
N. O3
O. N2
0
Andrea Vanegas
Prof. Sylne
ENC1101
Jan. 26, 2020
The Obstacles of My Education
Paragraph I. Intro : Hook + Thesis
Thesis: Financial obligation, transportation issues, and time
management are all part of my obstacles.
Paragraph II. Financial obligation is always a hassle for college
students.
Tuition deadlines
Materials/books to buy
Paragraph III. Having stable transportation has been difficult.
My mom takes me to school
My boyfriend takes me to school
I take Uber
Paragraph IV. Finally, I must find a way to manage time

between my schedule.
Time to study
Time to exercise
Looking for jobs
Paragraph V. Conclusion
Anglo American Folk Song (contributed forms, some
instruments such as fiddles, the idea of dancing while singing is
going on)
Old Joe Clark by Ben Jarrell
Melody: fairly simple, medium range, repeats, repetition,
medium length, mostly steps and a few leaps, rhythmic delivery
Harmony: consonant, no progression
Rhythm: 4 beat pattern, polyrhythmic, regular repeated patterns,
fast dance tempo, some syncopation
Texture: melody with accompaniment
Dynamics: acoustic, not amplified, loud
Instrumentation: banjo, fiddle, vocals
Style: formal, untrained
Form: verse chorus
Minstrel Song
DE Boatmen’s Dance by Dan Emmet
Melody: repeats, repetition, mostly steps and few leaps, medium
range, fairly simple, medium length
Harmony: mostly consonant, no progression
Rhythm: 4 beat pattern, some regular repeated patterns, fast
dance tempo, syncopation, polyrhythmic
Dynamics: acoustic, not amplified, loud with some variation

Instrumentation: fiddle, banjo, tambourine, bones, solo and
chorus male vocals
Style: formal, trained and untrained
Form: verse chorus
Waltz Song
Take Me Out to the Ballgame by Albert Von Tilzaer
Melody:
1) Verse melody has lots or repetition, repeats, mostly steps,
small range, rhythmic melody and a little lyrical
2) Chorus melody is more complex than the verse because it has
a bigger range, more leaps, repetition, repeats, more rhythmic
Harmony: consonant, progression
Rhythm: 3 beat pattern, regular repeated patterns, fast dance
tempo, no syncopation, homorhythmic with a little polyrhythmic
Texture: melody with accompaniment, a few competing
melodies in the chorus
Dynamics: acoustic, not amplified
Instrumentation: concert band, male vocals
Style: formal, trained
Form: verse chorus
Ragtime
Maple Leaf Rag by Scott Joplin
Melody: complex, mostly leaps, a few leaps, repetition, sections
repeat, big range, rhythmic
Harmony: mostly consonant, a few dissonance, progression
Rhythm: 4 beat pattern, polyrhythmic, lots of repeated patterns,
fast dance tempo, lots of syncopation
Dynamics: acoustic, not amplified, loud
Instrumentation: piano
Style: formal, trained
Form: AABBACCDD

Country/Delta Blues
Hellbound on My Trail by Robert Johnson
Melody: medium or small range, some steps, scoops and slides,
mostly lyrical, some speechlike, complex melody that’s mostly
improvised
Harmony: mostly consonant, some dissonance, some
progression
Rhythm: slow tempo and not danceable, melody is around the
beat, repeated patterns, polyrhythmic, syncopation, mostly 4
beat pattern
Texture: melody with accompaniment, call and response
Dynamics: acoustic, probably not amplified
Instrumentation: guitar, male vocals
Style: untrained, informal
Form: modified 12 bar blues
12 Bar/Commercial Blues
Empty Bed Blues by Bessie Smith
Melody: medium or small range, some steps, scoops and slides,
some speechlike, some lyrical, complex melody that’s mostly
improvised
Harmony: some dissonance, some progression, mostly
consonant
Rhythm: slow tempo and not danceable, melody is around the
beat, repeated patterns, polyrhythmic, syncopation, 4 beat
pattern
Texture: melody with accompaniment, some competing
melodies, call and response
Dynamics: acoustic, probably amplified, loud
Instrumentation: trombone, piano, female vocals
Style: trained and untrained, informal
Form: 12 bar blues

European Art Music (contributed forms, instruments, beautiful
complex melodies, complex harmonic structures)
African American (contributed complex syncopated rhythms,
instruments, improvisation, singing style, call and response)
*How did musicians make a living? Sheet music
*Waltz songs are always in 3 beat patterns; usually no
syncopation because of the beat pattern.
*Some of the things that makes the blues would be skips and
slides and being off beat
*Speakeasies were places in the 1920s where alcohol would be
sold illegally.
*Ragtime shared piano and rondo with Europe and syncopation
and polyrhytmic patterns with Africa.
Clinical Anatomy- Medical Anatomy, Radiographic anatomy,
Physiology
· Physiology studies the function of the body at molecular and
cellular levels.
· Cell Physiology- It is the study of the functions of the cells, is
the cornerstone of human physiology.
· Special Physiology- It is the study of physiology
· The Human Body is Very Complex
· The human body consists of about 100 trillion cells
· Each of these cells has in it a complement of DNA that is
made up of 3 billion chemical building blocks.
· That is why the organization of living matter is extremely
important.

· Hierarchical Manner- Levels of organization are progressively
integrated to make up higher levels.
Atoms---------->Molecules------->Cells-------->Tissues-----------
->Organs---------->Systems-------->Organisms
Chemical Cellular Tissue
Organ Organ system Organism
· Atoms come together to form molecules.
· Heart muscle cell -intercalated disk
· Tissues- a group of cells working together to perform one or
more specific functions.
(Study the names of the parts in the cell)
Levels of organization
· The organ systems
· Integumentary system
· Major Organs
1. Skin
2. Hair
3. Sweat glands
4. Nails
· Functions
1. Protect against environmental hazard (melotype: UV-A
(aging) and UV-B (skin cancer).
2. Help regulate body temperature.
3. Provides sensory information (Pain, Touch, Temperature).
4. Vitamin D3 ---> Storage absorption-----> Calcium Ions.
· The skeletal system
· Major organs
1. Bones (where calcium is store).
2. Cartilages (episis---> Bones----> Joints).
3. Associated ligaments (connect bones to bones).
4. Bone marrow (yellow bone marrow stores fat and red bone
marrow).
· The muscular system
· Skeletal muscles and associated tendons. (Ligaments is bone

to bone)(Tendon is muscle to bone)
· Carbs are sugars. When your body breaks down carbs/sugars it
turns to glucose.
· Store the glucose in the form of glycogen (stored in liver and
muscle).
· A.T.P (energy), and C.P (Charatin Phosphate)(3 mol-H20).
· Functions
1. Provide movements.
2. Provide protection and support for other tissues.
3. Generates heat that maintains body temperature.
· We intake 2,000 calories per day.
· The nervous system
· Major organs
1. Brain
2. Spinal cord
3. Peripheral nerves
4. Sense organs
· Functions
1. Direct immediate responses.
2. Coordinates or moderates activities of other organ systems.
3. Provides and interprets sensory information about external
conditions.
Ascending Afferent sensory. Sends information throughout your
whole body and to your brain(Process sensor).
The language of Anatomy
· Abdominopelvic Region
1. Right
2. Epigastric Region has 9 regions.
· We have 4 quadrants.
· Sectional planes are the frontal or coronal plane, median
plane, and the transverse plane.
· Serous membranes are the pleura, pericardium, and the
diaphragm.
· Body cavities
1. Orbital cavity (eyes).

2. Nasal cavity (nose).
3. Oral cavity (mouth).
4.
Hydrogen Bonds
· Bonds between adjacent molecules
· Hydrogen bonds maintain the shape of macromolecules.
(Linear Protein Structure)
· Make some compounds soluble.
· Hydrogen bonds between the bases maintain the double helix
structure of DNA.
· Alpha- Helix- is the wave. It contains our DNA, that contains
a double helix.
· Amino acids together make a protein bond.
· Nucleic acids are broken down into:
1. Purines- A,G
2. Pyrimidines- C,T
· DNA-Deoxyribose, Sugar, Mono, Sugar
· Base Nucleic Acids
· Phosphate Backbone
· DNA- At-T, G-C
· RNA- A=U (“U” means uracil, which means RNA), G-C.
· The sugar in RNA is ribose.
· Inorganic compounds- compounds that usually lack carbon.
· Organic compounds- compounds that have carbon as their
central element.
1. Carbohydrates (Ex. bread, rice, pasta)
1) Monosaccharides
2) Disaccharides (glucose, fructose, galactose).
3) Polysaccharides
2. Lipids (fats)
1) Fatty acids
· Saturated - they have
· Can increase the risk of heart disease (Ex. ice cream, burgers,
etc.)
· Unsaturated fats-

· Can decrease the risk of heart disease (ex. Olive oil,etc.)
2) Eicosanoids
3) Glycerides- (Store tAG[t=3, A=fatty acids, G=glycerol])
· Most common form of lipids.
· Triglycerides work as an energy source, insulation, and
protection.
4) Steroids- (Sex Hormone- Testosterone, Estrogen)
5) Glyco(Sugar)lipids(Fats)
· Contain carbon and hydrogen; may also contain small amounts
of phosphorus.
· Cis fats (shaped like a c) and trans fats.
3. Proteins (Ex. meat, fish) are made of amino acids.
4. Nucleic acids (DNA)
· Water is ⅔ (66%) of the human body. Most chemical reactions
occur in aqueous solution. Also, any changes of the water can
be fatal in the body.
· Solubility- Soluble Water (hydrophilic are soluble in water)
· Reactivity- Most likely to occur in aqueous solutions;
Dehydration synthesis and hydrolysis reactions depend on
water.
· High heat capacity- Water has a great ability to absorb and
retain heat.
· Lubrication and cushioning- form a cushion around certain
body organs and water helps to protect from physical trauma.
· An aqueous solution is one in which water is the solvent,
acting to break down the compounds(solutes).
· Takes place by attraction, , discretion that later creates a
hydration sphere (hydration spheres only occur when you are
dissolving hydrophilic).
· Mixtures - substances composed of two or more components
physically intermixed.
1.

Solution
s- They are homogeneous mixtures of components that may be
gasses, liquids or solids.
2. Colloids- Heterogeneous mixtures that can often appears
translucent
3. Suspensions
· Hydrophilic compound- Compounds that have the ability to
interact with water. Usually they are polar and soluble.
Hydrophobic compounds-
· Phospholipid
· Phospholipid Bilayer(Cell Membrane)- inside of the lipid is
water and the outside has water as well.
· Water, oxygen, and carbon dioxide are really tiny and can go
through.
· Polar Head - Nonpolar Tails
· Most lipids are insoluble in water, but special transport
mechanisms carry them in the circulating blood.
Chemical Reactions
· Decomposition reaction (catabolism)- reactions that break
down large molecules into two or more smaller ones; normally
stores energy.

· Glycogen----> Glucose; creates a molecule of ATP.
· Hydrolysis- It is a decomposition reaction (lysis) by the
addition of a water molecule (Hydro).
· Synthesis reaction (anabolism)- reactions that combine two or
more small molecules to form larger ones.
· Exchange reaction-
· Reversible reaction- reaction that can go in either direction
under different circumstances (meaning the reactants can
become products and vise versa).
1. Discussion Question: Are self-development, society-
development and material development related? How?
2. Reading Reflection: Solid ONE-page reflection paper about
your thoughts on the reading. This could include a brief
summary and your opinion. There are not many guidelines or
format (e.g., APA, MLS style) for these weekly reading
reflection assignments. But please use 12-point font, Times New
Roman, and don't get ridiculous with the margin settings.
Reading: All That is Solid Melts Into Air Preface (file
uploaded)Lecture: The Tragedy of Modernity (file

uploaded)Video:
https://www.youtube.com/watch?v=o8fmPShiwME&list=PLjWT
SQsjDB8PsAP-QMeP2kvk0XM-1qMvm&index=2

The Tragedy of ModernityWeek 4, Lecture 1 Eastern Wa.docx

Recommended

Recommended

More Related Content

Similar to The Tragedy of ModernityWeek 4, Lecture 1 Eastern Wa.docx

Similar to The Tragedy of ModernityWeek 4, Lecture 1 Eastern Wa.docx (17)

More from arnoldmeredith47041

More from arnoldmeredith47041 (20)

Recently uploaded

Recently uploaded (20)

The Tragedy of ModernityWeek 4, Lecture 1 Eastern Wa.docx