More than twenty years after his death, Paul de Man remains a
haunting presence in the American academy. His name is linked not
just with "deconstruction," but with a "deconstruction in America"
that continues to disturb the scholarly and pedagogical institution
it inhabits. The academy seems driven to characterize "de Manian
deconstruction," again and again, as dead. Such reiterated acts of
exorcism testify that de Man's ghost has in fact never been laid to
rest, and for good reason: a dispassionate survey of recent trends
in critical theory and practice reveals that de Man's influence is
considerable and ongoing. His name still commands an aura of
excitement, even danger: it stands for the pressure of a text and a
"theory" that resists easy assimilation or containment.
The essays in this volume analyze and evaluate aspects of de
Man's strange, powerful legacy. The opening contributions focus on
his great theme of "reading"; subsequent chapters explore his
complex notions of "history," "materiality," and "aesthetic
ideology," and examine his institutional role as a teacher and,
more generally, as a charismatic figure associated with the
fortunes of "theory."
Because the notion of legacy immediately raises questions about
the institutional transmission of thought, the collection concludes
with two appendixes offering documentary aids to scholars
interested in de Man as an institutional presence and pedagogue.
The first appendix lists the courses taught by de Man at Yale; the
second makes available a previously unpublished document, almost
certainly authored by de Man: a course proposal for the
undergraduate course "Literature Z" that de Man and Geoffrey
Hartman began teaching atYale in the spring of 1977.
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