Jason Gulya
Berkeley College, English/Humanities, Faculty Member
- Brookdale Community College, English, AdjunctRaritan Valley Community College, English, AdjunctRutgers, The State University of New Jersey, English Rutgers Writing Program, Faculty Memberadd
- English, Education, Literature, Cultural Studies, Restoration and 18th-Century British Literature, Allegory, and 34 moreJohn Bunyan, Jonathan Swift, Daniel Defoe, Alexander Pope, Samuel Johnson, John Milton, 18th Century British Literature, English Literature, Eighteenth-Century literature, British Romanticism, English Renaissance Literature, Literary Criticism, Allegory Studies, Restoration and Eighteenth-Century English Literature, Allegory (Literature), Francis Bacon, Aesthetics, Dystopias, Philosophy of the Enlightenment, Academic Writing, Jane Austen, English Language Arts, Eighteenth-Century British History and Culture, Writing Assessment, The Novel, Adaptation, Children's Literature, Theory of Children's Literature as a Genre, Children's reading, ESL-EFL- EAP-Teachers' education, Composition and Rhetoric, Walt Disney Company, Disney Studies, and Children's and Young Adult Literatureedit
- I am currently Professor of English at Berkeley College, where I teach onsite and online courses related to writing a... moreI am currently Professor of English at Berkeley College, where I teach onsite and online courses related to writing and the Humanities.
My focus is on Generative Artificial Intelligence and the future of writing. I have also trained hundreds of faculty members, administrators, and college students on how to incorporate AI programs into their courses and workflows.edit
This Palgrave Pivot argues for the significance of allegory in Enlightenment writing. While eighteenth-century allegory has often been dismissed as an inadequate form, both in its time and in later scholarship, this short book reveals how... more
This Palgrave Pivot argues for the significance of allegory in Enlightenment writing. While eighteenth-century allegory has often been dismissed as an inadequate form, both in its time and in later scholarship, this short book reveals how Enlightenment writers adapted allegory to the cultural changes of the time. It examines how these writers analyzed earlier allegories with scientific precision and broke up allegory into parts to combine it with other genres. These experimentations in allegory reflected the effects of empiricism, secularization and a modern aesthetic that were transforming Enlightenment culture. Using a broad range of examples – including classics of the genre, eighteenth-century texts and periodicals – this book argues that the eighteenth century helped make allegory the flexible, protean literary form it is today.
Research Interests:
Research Interests:
In The Age of AI, the humanities will become truly indispensable--but only if we use them to encourage students to grapple with the ambiguity of the human condition. No matter what machines may achieve in terms of efficiency, they will... more
In The Age of AI, the humanities will become truly indispensable--but only if we use them to encourage students to grapple with the ambiguity of the human condition.
No matter what machines may achieve in terms of efficiency, they will never achieve one thing: they will never be human.
This is where the humanities come in.
No matter what machines may achieve in terms of efficiency, they will never achieve one thing: they will never be human.
This is where the humanities come in.
Research Interests:
Originality" has been a longstanding focal point within the college classroom, with students being encouraged to embrace creativity and boldness. The traditional view of originality, relying solely on one's wit and imagination, has lost... more
Originality" has been a longstanding focal point within the college classroom, with students being encouraged to embrace creativity and boldness. The traditional view of originality, relying solely on one's wit and imagination, has lost its effectiveness in the present era. The concept of learning has undergone a significant transformation, no longer resembling the isolated ivory tower of the past where individuals would immerse themselves in books, hoping to be inspired. Instead, modern learning has become more social and collaborative. Students compare and contrast class material with online resources, engaging in conversations, both in person and virtually, to solidify their understanding. The author of the presentation contends that the future of higher education lies in collaborative originality. Collaboration goes beyond the mere sharing of ideas; it serves as a means of generating innovative concepts, thriving in the dissolution of traditional boundaries. The delineation between humans and machines, disciplines, and formal and informal learning has become increasingly blurred. In this context, modern originality emerges as a collaborative and interdisciplinary process. The advent of AI, notably exemplified by technologies like ChatGPT and Hyperwrite, has further accelerated this trend. Utilizing prompt engineering, individuals can seamlessly collaborate with virtual assistants to foster new ideas, revolutionizing the conventional notion of "originality.
Research Interests:
This is my doctoral dissertation, which I completed in the Fall of 2016. It focuses on the allegorical form in late-17th-century and eighteenth-century England.
Research Interests:
Research Interests:
This article uses Laurence Sterne’s Tristram Shandy to explore how literature instructors can use eighteenth-century novels, many of which bring attention to themselves as creations of the writing process, to encourage their students to... more
This article uses Laurence Sterne’s Tristram Shandy to explore how literature instructors can use eighteenth-century novels, many of which bring attention to themselves as creations of the writing process, to encourage their students to reflect on their position as writers in the twenty-first century. Gulya proposes teaching Tristram Shandy and other self-referential texts within the context of writing studies. This approach helps our students recognize the close relationship between writing and cognition and, by so doing, brings their attention to writing as a process as well as a product. Gulya also outlines some of the major benefits of encouraging students to think about writing as a process, including more vibrant peer-revision sessions and an increase in students’ tendencies to take intellectual risks in their writing.
Research Interests:
This article reexamines Samuel Johnson’s discussion of Milton’s Sin and Death in Paradise Lost, which scholars typically understand as an argument against allegory. The discussion is in fact much more about representational consistency... more
This article reexamines Samuel Johnson’s discussion of Milton’s Sin and Death in Paradise Lost, which scholars typically understand as an argument against allegory. The discussion is in fact much more about representational consistency than about the supposed decay of allegory after the seventeenth century: Johnson writes about how Milton could have properly managed Sin and Death, in the process giving contemporary writers advice on keeping personified abstractions (what Johnson calls “allegorical persons”) distinct from literal characters. We are right to see Johnson’s comments as part of a more general shift in the understanding of allegory in the eighteenth century, but we would be wrong to see them as indicative of allegory’s decline.
For free access to the advance access version of the article, use this link:
http://litimag.oxfordjournals.org/content/early/2016/02/04/litimag.imv060.full.pdf?keytype=ref&ijkey=aCLYvQdj24XoMIz
For free access to the advance access version of the article, use this link:
http://litimag.oxfordjournals.org/content/early/2016/02/04/litimag.imv060.full.pdf?keytype=ref&ijkey=aCLYvQdj24XoMIz