Course Introduction: Digital Humanities, Ethics, and the Craft of Narrative
Welcome to The Author of Silence: Digital Humanities, Ethics, and the Craft of Narrative. This course explores the intersections of Digital Humanities (DH), psychoanalysis, ethics, and creative practice, using the collaborative play The Author of Silence as a central text. This play, co-authored by myself and AI, interrogates America’s most profound wounds—slavery and the systemic oppression that shapes our collective psyche. At its core, this course seeks to confront the silences that have obscured voices like Sally Hemings’, interrogating how historical and cultural narratives are constructed, maintained, and disrupted.
Drawing from the play’s exploration of authorship, ethics, and narrative complexity, students will workshop and refine the text, culminating in a staged production. The course uses frameworks such as Lacan’s four discourses, the hermeneutics of suspicion, and the ethics of cyborgian care to critically engage with the play’s themes. By interrogating the role of AI and human authorship, we will challenge the boundaries of storytelling and reflect on how these intersections shape power, history, and voice.
Through a workshop-based structure, participants will engage in all aspects of the play's production—from writing and revising scenes to designing sets and costumes, directing, and performing. This immersive experience emphasizes interdisciplinary collaboration and ethical reflection, encouraging students to navigate the complexities of narrative creation and reception.By the end of the course, students will have collectively staged a meaningful performance that embodies the ethical and creative principles explored throughout the term.
Course Objectives
By the end of this course, students will:
Critically analyze The Author of Silence through Lacan’s four discourses—the Master, University, Analyst, and Hysteric—to understand the dynamics of human-machine collaboration.
Explore the hermeneutics of suspicion as a framework for critiquing power, ethics, and narrative in the play.
Apply the ethics of cyborgian care, emphasizing relationality, attentiveness, and repair in collaborative creative processes.
Workshop The Author of Silence, focusing on narrative structure, historical complexity, and dramatic tension.
Reflect on the intersections of Digital Humanities, psychoanalysis, and ethics in contemporary culture.
Contribute to a staged production of the play, integrating critical insights into performance and design.
Course Outline
Week 1: Introduction to the Course and the Ethics of Cyborgian Care
Readings:
UU Blog Post: “The Ethics of Cyborgian Care”
Donna Haraway’s A Cyborg Manifesto
Activities:
Discuss the ethics of human-machine collaboration.
Analyze AI’s potential to amplify silences or create space for new voices.
Week 2: Lacan’s Four Discourses and AI’s Role
Readings:
Jacques Lacan’s Four Discourses
Excerpts from Notes on the State of Virginia by Thomas Jefferson
Activities:
Explore how AI embodies “the discourse of the Master.”
Discuss how The Author of Silence navigates power dynamics and opens space for marginalized voices.
Week 3: Narrative Structure and Workshop Goals
Readings:
Aristotle’s Poetics
Freytag’s Pyramid and contemporary narrative theory
Activities:
Analyze the structure of The Author of Silence.
Develop strategies for enhancing complexity, tension, and multidimensionality in the narrative.
Week 4: Act I Workshop – Jefferson’s Voice
Readings:
Act I of The Author of Silence (Original Script)
Activities:
Workshop Act I, deepening Jefferson’s arguments and interrogating his silences and moral contradictions.
Week 5: Act II Workshop – Sally Hemings’ Voice
Readings:
Historical accounts of Sally Hemings
Critiques of her portrayal in literature
Activities:
Workshop Act II to amplify Hemings’ voice and agency.
Address the silences surrounding Jefferson’s actions and their implications for contemporary parallels.
Week 6: Contemporary Parallels and Authoritarianism
Readings:
UU Blog Post: “Unpacking the Trump Cult: Psychoanalysis and the Authoritarian Personality”
Activities:
Explore connections between Jefferson’s legacy and contemporary authoritarianism.
Workshop Act III, focusing on complicity, resistance, and systemic injustice.
Week 7: Rewriting the Final Act
Readings:
Freud’s The Future of an Illusion
Luce Irigaray’s critiques of Freudian theory
Activities:
Reexamine the ethical and narrative implications of judgment in the play’s conclusion.
Revise the final act to reflect critical insights into AI’s role and limitations.
Weeks 8–10: Staging and Production
Activities:
Collaborate on staging, set design, costumes, and lighting.
Rehearse and refine the revised play.
Host a final performance with a post-production discussion on the process and outcomes of this cyborgian collaboration.
Assignments and Evaluation
Critical Reflections (20%): Short essays connecting readings to the play’s themes.
Workshop Participation (30%): Active engagement in revising and staging the play.
Final Performance (30%): Contribution to the staged production, including acting, design, or direction.
Final Essay (20%): A critical analysis of the play’s revision process, focusing on its engagement with Digital Humanities, psychoanalysis, and the ethics of cyborgian care.
Course Philosophy
This course is rooted in a commitment to breaking silences—both historical and contemporary—that perpetuate systemic oppression. The Author of Silence critiques not only Jefferson’s silences but also those of modern authors, scholars, and institutions who have failed to name his actions against Sally Hemings for what they were: rape. Unlike the works of Annette Gordon-Reed, Barbara Chase-Riboud, and Lucia Stanton, this play strives to confront these truths without gloss or euphemism, amplifying Hemings’ voice rather than erasing or romanticizing it.
By interrogating the interplay of human creativity, AI collaboration, and ethical responsibility, we engage in the difficult but necessary work of reckoning with history. Together, we will challenge the boundaries of authorship, the silences that shape cultural memory, and the systems of power that obscure marginalized voices. The Author of Silence is more than a play; it is an act of critical engagement, a call to amplify voices that history has silenced, and a reminder that the truth—however uncomfortable—must always be told.
Exploring Silence in Literature and Performance
Silence serves as a powerful narrative device in literature and performance, often conveying meaning beyond words. In The Art of Silence, a play by Jennifer Hartley, the character Older Emilio reflects, "When you’re in prison you think about escape…every minute of the day…." This line exemplifies how silence and unspoken thoughts can reveal deep emotional and psychological states.
Similarly, in Shūsaku Endō's novel Silence, the theme of unvoiced suffering is central. The novel explores the persecution of Christians in 17th-century Japan, highlighting the silence of God amidst human suffering. This exploration prompts readers to consider the ethical implications of silence in the face of injustice.
In the context of this course, students will examine such literary works to understand how silence functions within narratives. By analyzing these texts, participants will gain insights into crafting their own narratives that thoughtfully incorporate silence as a thematic and structural element.
The Role of Digital Humanities
Digital Humanities offer a transformative lens for analyzing, crafting, and presenting narratives, particularly in the context of The Authors of Silence. This interdisciplinary approach enables students to critically engage with themes of silence and representation while leveraging cutting-edge digital tools to bring their stories to life.
In this course, students will employ digital platforms such as Omeka, Scalar, or Twine to document and enhance the development of their play. These tools not only serve as repositories for drafts, revisions, and performance designs but also allow for a dynamic exploration of narrative structures and thematic analysis. For instance, Omeka can facilitate the creation of digital archives to capture the play’s iterations, while Scalar can enable nonlinear storytelling by juxtaposing scenes in ways that highlight silences and unspoken tensions within the script. Twine can be used to experiment with interactive, branching narratives that push traditional boundaries of linear storytelling.
AI and Digital Humanities in the Course
Artificial intelligence adds another dimension to the integration of Digital Humanities in The Authors of Silence. AI tools can assist students in the creative process by generating prompts, suggesting dialogue refinements, or identifying patterns of silence within the script. For example, natural language processing tools like Voyant can analyze the frequency and placement of key terms related to silence, helping students uncover subconscious themes or motifs they may not have initially recognized.
Moreover, AI can act as both a collaborator and a character within the play itself. For instance, students might incorporate an AI persona into the narrative—an entity struggling to comprehend human experiences of silence and emotion. This meta-narrative not only mirrors the challenges AI faces in understanding human subjectivity but also reinforces the course's central exploration of ethics and representation. By bringing AI into the creative fold, students engage in a dialogue about the limitations and potential of technology as a narrative partner, reflecting on how AI mediates our understanding of voice and silence in contemporary storytelling.
Engaging with Broader Audiences
Through digital tools and AI, students will not only craft the play but also share it with a wider audience. A dedicated course website or blog can serve as a hub for documenting the production process, sharing insights into the ethical considerations behind narrative decisions, and fostering public engagement. Digital archives created during the course can become accessible resources, showcasing the evolution of The Authors of Silence and inviting external critique and collaboration.
In addition, students can utilize social media platforms or livestreaming technologies to extend the play’s reach, allowing audience members to interact with the performance in real time. Digital tools enable hybrid performances that bridge the physical and virtual, where audiences might participate in certain scenes, vote on narrative outcomes, or explore supplemental materials online. This approach not only democratizes access to the play but also reinforces the ethical commitment to amplifying silenced voices by inviting broader participation.
Ethical Representation in Digital Humanities
The use of Digital Humanities tools and AI raises critical questions about the ethics of representation. Students will grapple with the implications of using technology to represent marginalized voices and experiences, asking: How do digital and AI tools amplify or distort narratives? What responsibilities do we bear as creators when working with algorithms that may replicate or exacerbate existing biases?
By integrating AI and Digital Humanities into the production of The Authors of Silence, this course challenges students to think critically about how technology intersects with creativity and ethics. The result is a richly layered exploration of silence, voice, and representation—one that acknowledges the transformative potential of digital tools while remaining attuned to their ethical complexities. This engagement ensures that students emerge not only as skilled narrative creators but also as thoughtful stewards of the stories they choose to tell.
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Ethical Considerations in Narrative Craft
The ethical responsibilities of authors and performers lie at the heart of The Authors of Silence. Storytelling is not a neutral act; it is a deeply relational process that has the power to shape perspectives, amplify voices, and, at times, perpetuate harm. In this course, students will engage with critical discussions on how narratives intersect with issues of power, identity, and representation, especially when dealing with marginalized voices or silenced histories.
Representation and Responsibility
One key question students will explore is: Who has the right to tell which stories? This involves interrogating the role of privilege and positionality in narrative creation. For instance, can someone outside a marginalized community ethically represent its struggles and triumphs? If so, under what conditions? Through readings, workshops, and discussions, students will reflect on their own identities and the potential impact of their narrative choices on the communities they aim to represent.
This exploration will extend to issues of appropriation versus collaboration. Students will study examples of narratives that have successfully uplifted marginalized voices and contrast them with those that have been criticized for perpetuating stereotypes or exploiting pain. By engaging with these case studies, participants will develop a nuanced understanding of how to approach storytelling with integrity and humility.
The Ethics of Silence
The course will also examine the ethical implications of silence itself. Silence can be a form of resistance, a space for reflection, or a tool of oppression. Students will analyze how silence functions in both individual narratives and broader social contexts. For example, when is it ethical to leave gaps in a story to preserve privacy or dignity, and when might those gaps inadvertently contribute to erasure?
Students will consider how silence can be both a narrative device and an ethical choice, exploring how to handle sensitive topics such as trauma, loss, or cultural taboos with care and respect. The play’s development will require students to confront these questions directly, ensuring that their creative decisions are guided by empathy and accountability.
Collaboration and Inclusion
Collaboration will be central to the ethical framework of the course. Students will work together to create a narrative that reflects multiple perspectives, emphasizing inclusivity in both process and content. This collaborative approach mirrors the complexities of real-world storytelling, where multiple voices contribute to a shared vision. Students will be encouraged to listen actively to their peers, incorporate diverse viewpoints, and recognize the interplay of different identities and experiences within their work.
Moreover, the course will emphasize the importance of seeking input from communities whose stories are being told. This might involve researching primary sources, consulting with cultural experts, or inviting guest speakers who can provide authentic insights. By prioritizing collaboration and consultation, students will learn how to navigate the ethical challenges of authorship with greater sensitivity.
Balancing Artistic Freedom and Ethical Accountability
Another focus of the course will be the tension between artistic freedom and ethical accountability. While creativity thrives on exploration and experimentation, it must also be tempered by a commitment to ethical principles. Students will grapple with questions such as: How far can art push boundaries before it risks causing harm? What role does intention play in determining the ethics of a narrative, and how does that intention translate to audience reception?
Through these discussions, students will gain the tools to balance their artistic visions with their ethical responsibilities, understanding that the two are not mutually exclusive. Instead, ethical storytelling can deepen the impact of a narrative by fostering trust, authenticity, and meaningful connection with audiences.
Application to The Authors of Silence
The ethical framework developed in the course will directly inform the writing, production, and performance of The Authors of Silence. Students will collectively decide how to address sensitive themes and silences within the play, ensuring that their creative choices reflect the principles of respect and inclusivity. This might involve revisiting scenes to avoid perpetuating harm, rethinking character arcs to better represent marginalized voices, or incorporating moments of intentional silence to provoke thought and reflection.
By the end of the course, students will have developed not only a richer understanding of narrative ethics but also a practical framework for applying these principles in their own creative work. This conscientious approach will prepare them to navigate the complexities of storytelling with both courage and care, making their voices a force for connection and justice in the world.
Conclusion
The Authors of Silence course is a unique convergence of theory, creativity, and praxis, offering students a profound opportunity to interrogate the power of silence within narrative and performance. It bridges the abstract and the tangible, guiding participants from critical analysis of philosophical and psychoanalytic concepts to the real-world challenges and joys of staging a play. This dual focus ensures that students not only understand the complexities of narrative ethics but also develop the skills to apply these principles in dynamic and impactful ways.
The course is deeply rooted in collaboration, emphasizing the communal nature of storytelling and performance. By working together to develop the script, refine characters, and stage the play, students engage in a collective creative process that mirrors the interplay of multiple voices within any narrative. This approach not only enriches their understanding of narrative construction but also prepares them to work ethically and effectively in interdisciplinary and diverse environments.
The live performance acts as a culmination of the course, transforming theoretical insights into a living, breathing narrative shared with an audience. This practical application allows students to see how their creative choices resonate beyond the classroom, encouraging reflection on the responsibilities of authorship and the impact of their work. The experience of performing or contributing to the production also fosters a sense of accomplishment and agency, showing students the transformative potential of their voices and stories.
Additionally, the course integrates cutting-edge tools and methods from Digital Humanities, demonstrating how technology can be used to document, analyze, and amplify the creative process. Students gain hands-on experience with digital platforms, expanding their skill sets and equipping them to navigate the evolving landscape of narrative creation in the digital age.
In its entirety, The Authors of Silence offers a holistic educational experience, blending critical inquiry with creative expression. It empowers students to engage deeply with the ethical dimensions of storytelling, equipping them to craft narratives that respect and amplify silenced voices while challenging traditional boundaries of representation and performance. The course is not just an academic exercise; it is a call to action for students to use their voices and creativity to contribute meaningfully to the world.
For a comprehensive review and workshopping suggestions related to The Authors of Silence, you may find this resource helpful: The Authors of Silence: A Comprehensive Review and Workshopping Suggestions.
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