Mole, Gary D(avid) 1964–
MOLE, Gary D(avid) 1964–
PERSONAL: Born September 20, 1964, in Birmingham, England; son of Edward John and Margaret Rose (Loach) Mole; married Nicole Hochner (a university lecturer), March 16, 1997; children: Rakefet Shulamit, Pin'has Moshe. Ethnicity: "Jewish." Education: Fitzwilliam College, Cambridge, B.A., 1987, M.A., 1990, Ph.D., 1992. Politics: "Left-wing." Religion: Jewish.
ADDRESSES: Home—9/8 Rehov Nahal Hever, Madi'in 71700, Israel. Office—Department of French, Bar-Ilan University, Ramat-Gan 52900, Israel. E-mail—[email protected].
CAREER: Cambridge University, Pembroke College, Cambridge, England, lecturer and fellow, 1990–95; Bar-Ilan University, Ramat-Gan, Israel, senior lecturer in French and department head, 1995–.
MEMBER: Society of French Studies, Group for War and Cultural Studies, Modern Language Association of America.
AWARDS, HONORS: Milgat award, Government of Israel, 1996–99.
(Translator) Emmanuel Lévinas, Beyond the Verse: Talmudic Readings and Lectures, Athlone Press (London, England), 1994.
Lévinas, Blanchot, Jabès: Figures of Estrangement, University Press of Florida (Gainesville, FL), 1997.
Beyond the Limit-Experience: French Poetry of the Deportation, 1940–1945, Peter Lang Publishing (New York, NY), 2002.
Author of scholarly articles.
WORK IN PROGRESS: Discourses of Jewish Identity in France, 1945–1980, completion expected in 2005.
SIDELIGHTS: Gary D. Mole told CA: "As a professional academic I have no choice but to continue to research and to publish articles and books. But beyond this necessity, I write because I believe that outside the classroom—with undergraduates and graduates—I have knowledge I wish to share with fellow academics and other interested readers.
"No subject I have ever written on has been dictated to me. I research only those areas that I believe important, whether it be modern French poetry or the novel, the influence of Jewish thought on contemporary French philosophy, the poetry of the deportation and the Shoah (Holocaust), or indeed medieval French poets, on whom I have also written.
"At the end of the day, I write to be read, in the hope that someone out there can learn something from the hours I spend in libraries and books. It is this—the teacher-student relationship—that guides my writing."