Appendix C: Female Authors Case Study
Below is a special case study describing ten female authors who would be valuable additions to the Great Books curriculum. Each entry includes the title of the suggested work, author's name, publication date, a brief synopsis of the text, and an explanation for why this text would be a good fit for the Great Books program.
1. Poems by Sappho (7th century BCE)
Sappho’s poems discuss Great Books themes such as love, death, fate, and divinity. These poems would be a useful addition to GBK 101 because they fit in with the course’s time period and location while also presenting a unique view on these existing themes. Furthermore, as one of the earliest examples of female and lesbian authors, Sappho is certainly “novel.”
2. Showings by Julian of Norwich (1500s- exact date unknown)
This book recounts Julian’s spiritual experiences while living as an anchoress attached to a church in Norwich, England. I believe Showings would fit the Great Books program because like many books on the curriculum, it discusses the history of the Christian church and historical views on Christianity. In this way, it also participates in the “Great Conversation” about the nature of divinity. Finally, it presents “novel ideas” because Norwich shares a unique view of a loving Christian god, which has become a more popular idea in modern times.
3. The Blazing World by Margaret Cavendish (1666).
This work combines philosophy, science, politics, and magic into one fantastical novel. It deserves a place on the Great Books curriculum because it is a completely unique or “novel” book that spans multiple genres. Furthermore, by explicitly responding to the ideas of contemporary and ancient scholars, Cavendish places herself firmly in the “Great Conversation” of the Great Books.
4. Poems by Phillis Wheatley (1770).
Phillis Wheatley’s poems cover a number of different topics, though they often focus on Christian themes. Her poems would contribute to the Great Books curriculum by expanding on the Christian themes already present within so many books on the list. Wheatley’s poems sparked such a reaction in her own time that contemporary Great Books authors such as Thomas Jefferson responded to her published works, but even to this day modern scholars still discuss her body of work. In this way, Wheatley participates in the “Great Conversation” as she simultaneously describes the human condition, a critical aspect of a “Great Book.”
5. A Vindication of the Rights of Women by Mary Wollstonecraft (1792)
As the title suggests, this text defends women’s rights, specifically their right to access education. It belongs in the Great Books curriculum because it was a revolutionary text that is still discussed in feminist academia. Based on this history, Vindication completely fulfils the requirement that a great book must present “novel ideas.” Furthermore, it also participates in the “Great Conversation” by commenting on specific ideas about women from other writers. This text would fit perfectly in GBK 306, where students read other Enlightenment texts on the nature of human rights, such as John Locke’s treatises and texts by American founders.
6. Frankenstein by Mary Shelley (1818)
Frankenstein is a classic story of a philosopher-scientist using his power to create life. Disgusted by his actions, he abandons his creation, who then hunts him down as revenge. I believe Frankenstein would be a good fit for the Great Books program because it discusses themes present in other Great Books texts such as modernity versus tradition, fate versus free will, and divinity versus humanity. It also participates in the “Great Conversation” by mentioning other Great Books authors. Furthermore, it presents “novel ideas” because many consider Frankenstein to be the birth of modern science fiction.
7. “A Room of One’s Own” by Virginia Woolf (1929)
This essay discusses women’s limited role in society. In it, Woolf famously claims that for a woman to be able to write, she must have money, leisure time, and a room of her own to write in. The essay deserves a spot on the Great Books curriculum because like many of my suggested texts, it is still considered a groundbreaking work in feminist academia. Woolf participates in the “Great Conversation” both because she comments on previous Great Books authors, such as Shakespeare, and because later authors such as Alice Walker comment on her work. This text would enhance GBK 407 discussions on modernism.
8. The Origins of Totalitarianism by Hannah Arendt (1951).
This philosophical text discusses the rise of totalitarianism, specifically focusing on the rise of Hitler and Stalin during the previous decades. This work is a Great Book for several reasons. First, it participates in the “Great Conversation” because Arendt explicitly comments on the ideas of other Great Books authors such as Kant. Furthermore, the work presents “novel” ideas as Arendt argues that scientific racism contributed to European imperialism, an argument that many modern scholars support.
9. My Life with the Chimpanzees by Jane Goodall (1988)
This nonfiction book discusses Goodall’s experience observing chimpanzees in Africa. It would be a useful addition to the Great Books curriculum because it connects to existing scientific texts on the curriculum, such as works by Galileo and Mendel. This book would expand on those texts by highlighting a more modern approach to scientific observation, which would enable Great Books students to better understand modern scientific practices.
10. Gender Trouble by Judith Butler (1990).
This critical work of feminist philosophy describes gender as a constant performance. It deserves a place on the Great Books curriculum because of the incredible impact it has had on the fields of queer and feminist studies. In other words, by changing the landscape of these academic fields, Gender Trouble presents the “novel ideas” necessary for a Great Book. Furthermore, Butler’s in-depth analysis of gender explores a key aspect of the human condition, which is another requirement for a Great Book.