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Dan Edelstein

People

Contact:

102 Pigott Hall
650 724 9881
danedels@stanford.edu

@danedels

Office Hours:

On leave 2014-2015

Focal Groups:

Affinity links:

political myths
the revolutionary tradition
political thought
The Enlightenment
The Terror
The French Revolution
early modern

Dan Edelstein

Professor of French and, by courtesy, of History
W. Warren Shelden University Fellow in Undergraduate Education
 

On leave 2014-2015

 

I work for the most part on eighteenth-century France, with research interests at the crossroads of literature, history, political theory, and digital humanities. My first book, The Terror of Natural Right: Republicanism, the Cult of Nature, and the French Revolution (University of Chicago Press, 2009), examines how "liberal" natural right theories, classical republicanism, and the myth of the golden age became fused in eighteenth-century political culture, only to emerge as a violent ideology during the Terror. This book won the 2009 Oscar Kenshur Book Prize. My second book, entitled The Enlightenment: A Genealogy (University of Chicago Press, 2010), explores how the idea and narrative of "Enlightenment" emerged in French academic circles around the 1720's. I’ve also edited two volumes of essays, one for Yale French Studies, on Myth and Modernity, the other for SVEC (Studies on Voltaire and the Eighteenth Century) on The Super-Enlightenment; a third volume, which I'm co-editing with Keith Baker on Scripting Revolution, is forthcoming with Stanford University Press. In addition, I’ve published articles on such topics as the Encyclopédie (here and here) antiquarianism, Orientalism, the Idéologues, revolutionary authority, and structuralism, as well as on writers including Jean-Sylvain Bailly, Balzac, Roland Barthes, Lévi-Strauss, Michelet, Mallarmé, Georges Sorel, Emmerich de Vattel, and Voltaire.

At Stanford, I teach courses on the literature, philosophy, culture, and politics of the Enlightenment; nineteenth-century novels; the French Revolution; early-modern political thought; and French intellectual culture (“Coffee & Cigarettes”). I teach two Thinking Matters courses, one on "Education as Self-Fashioning," the other on "Networks: Ecological, Revolutionary, and Digital." I’ve received the Walter J. Gores Award for Excellence in Teaching (in 2006), the university's highest teaching honor, and the Dean's Distinguished Teaching Award (in 2011).

I’m currently working on three main projects:

A history of permanent revolution. This book-length project explores how revolution went from being the means toward a constitutional settlement, to becoming an end in and of itself. Stretching from the sixteenth to the twentieth century, it focuses in particular on the transformation of revolutionary authority during the French Revolution; on Marx's development of the concept of a "revolution in permanence"; and finally on the relation between this new model and the political violence that has often accompanied revolutions. An article from this project appeared in French Historical Studies; another is forthcoming in The Scaffold of Sovereignty, ed. Zvi Ben-Dor, Stefanos Geroulanos, and Nicole Jerr (Columbia University Press).

A cultural history of the "Declaration of the Rights of Man and of the Citizen." This project considers the impact that French Enlightenment authors had on the discourses of natural right theory, and how their innovations paved the way for the revolutionary declarations at the end of the century. While focusing mostly on French "rights talk," I also compare it with the language and logic found in the American state declarations, as well as with the later formulations of the Universal Declaration of Human Rights. An early version of this research ("Enlightenment Rights Talk") recently appeared in the Journal of Modern History.

Digital Humanities. Along with a number of colleagues at Stanford and around the world, I’m involved in a large-scale, NEH-funded, digital humanities project, Mapping the Republic of Letters, one of whose primary aims is to map the correspondence networks of major intellectual figures (read about our project in the Stanford Report and in the New York Times). The tool-building part of this project has now been subsumed in the Humanities + Design Research Lab, of which I am the faculty director. This Lab is itself part of Stanford's Center for Spatial and Textual Analysis, or CESTA. I was also the faculty advisor for Stanford's French Revolution Digital Archive (FRDA), and collaborate regularly with the ARTFL project.

Finally, I’m a founding editor of the journal Republics of Letters, and with J.P. Daughton, I co-direct the French Culture Workshop. 

Education

2004: Ph.D. in French, University of Pennsylvania
1999: Licence ès lettres (French, English, Latin), Université de Genève
1993: Maturité scientifique, Collège Calvin, Geneva

COURSES

DLCL 225 Digital Humanities

The Digital Humanities Focal Group (DHFG) will promote faculty and graduate research in the digital humanities through lectures series, praxis workshops, curriculum, and the identification and development of digital humanities research projects, especially those eligible for grant-funding opportunities. DHFG sponsors a lecture series and convenes regular workshops alternating between praxis and theory. These activities provide fora in which faculty and graduate students can share work in progress, discuss the state of the field, and identify important research that should be shared with the DLCL and broader academic communities. Crucially, the DHFG will promote digital research on underrepresented literatures and cultures to counteract the English-language dominance of much work in the field.

DLCL 189A Honors Thesis Seminar

For undergraduate majors in DLCL departments; required for honors students. Planning, researching, and writing an honors thesis. Oral presentations and peer workshops. Research and writing methodologies, and larger critical issues in literary studies.

ITALIAN 369 Introduction to Graduate Studies: Criticism as Profession (COMPLIT 369, DLCL 369, FRENCH 369, GERMAN 369)

A number of faculty will present published work and discuss their research and composition process. We will read critical, theoretical, and literary texts that address, in different ways, "What is a World?" Taught in English.

GERMAN 369 Introduction to Graduate Studies: Criticism as Profession (COMPLIT 369, DLCL 369, FRENCH 369, ITALIAN 369)

A number of faculty will present published work and discuss their research and composition process. We will read critical, theoretical, and literary texts that address, in different ways, "What is a World?" Taught in English.

FRENCH 369 Introduction to Graduate Studies: Criticism as Profession (COMPLIT 369, DLCL 369, GERMAN 369, ITALIAN 369)

A number of faculty will present published work and discuss their research and composition process. We will read critical, theoretical, and literary texts that address, in different ways, "What is a World?" Taught in English.

DLCL 369 Introduction to Graduate Studies: Criticism as Profession (COMPLIT 369, FRENCH 369, GERMAN 369, ITALIAN 369)

A number of faculty will present published work and discuss their research and composition process. We will read critical, theoretical, and literary texts that address, in different ways, "What is a World?" Taught in English.

COMPLIT 369 Introduction to Graduate Studies: Criticism as Profession (DLCL 369, FRENCH 369, GERMAN 369, ITALIAN 369)

A number of faculty will present published work and discuss their research and composition process. We will read critical, theoretical, and literary texts that address, in different ways, "What is a World?" Taught in English.

PUBLICATIONS