The Unbearable Weight of Reference

Playing World of Warcraft a month or so back, I was in what people call a “pick-up group”, some strangers who had agreed to team up to accomplish a specific short-term goal. The group chat channel was all business until we had a bit of downtime while we waited to move to the next stage of the area we were in. Somebody said something about the Halloween decorations in one of the major cities in the gameworld, the one ruled by the undead, and somebody else said that they’d always found that city creepy anyway, particularly in one room where an undead experimenter is tormenting his victims.

Then one guy typed, “Yeah, well, there’s a lot of torture going around, with the Americans doing their thing.”

Silence for a minute.

Then someone typed, “You had to say it, didn’t you? Now look what’s going to happen.” And sure enough, the group chat broke into an escalating series of political cat-calls and insults between three partisans on each side, while the rest of us stayed silent. Shortly after that the group broke up, its mission incomplete.

Fantasy and science fiction as a cultural genre stretching across a number of forms seems to me to be a uniquely hot flashpoint for debates about the referential connections between a particular work of fiction and the real world. There’s the position best articulated by Tolkien, that allegory cripples fantasy. At the same time, a lot of the most powerful works of speculative fiction are built around an exploration of the real world through divergence or distortion, through a glass darkly.

I’ve been struck by this question in reading fan debates about the Marvel Comics series Civil War and by the television series Battlestar Galactica.

In fan discussions of either work, there tend to be a decent number of those “you had to bring it up” moments, but they play out somewhat differently. With Battlestar Galactica (BSG), the connections to current events in Iraq, as well as to human history more generally, are programmatic and deliberate. No one can protest that raising the issue of those connections is wrong or unnecessary. Instead, fan debates tend to be about whether the referentiality of the series has any plasticity or not, about whether the show means to be saying a single thing about the nature of American involvement in Iraq, or about whether the United States maps onto the humans or the Cylons. The current season opened with a large proportion of the surviving human population living under Cylon occupation on a planet they had foolishly settled at the end of the last season. Some humans were working together in an insurgency that employed suicide bombings. The Cylons had engaged in torture within a prison camp, and were growing increasingly desperate at their inability to stamp out the resistance. However, in the previous season, the humans were the ones who resorted to torturing Cylons, and in this season, they attempted to carry out a genocidal attack against the Cylons using a form of biological warfare.

Quite a few fans announced that the occupation episodes were the end of their interest in the show, not because they were badly made or insufficiently engaging, but simply because the referentiality between the show and the world had become too offensive or constrained. I thought this was an interesting reaction, and maybe more revealing of narrowness of historical vision among those complaining than otherwise. The show’s situation seems to me to be more broadly referential to the 20th Century as a whole. Suicide bombing, insurgencies, torture, occupation, genocide, are part of the grammar of our life and times, not just of the last four years. More importantly, it seems to me that BSG, most of the time, the references to the world as we know it are at least potentially labile, open to interpretation. When the humans decided to stage a genocidal attack against the Cylons, the show is, in my view, perfectly happy with allowing a viewer to think that a completely justified plan. (In fact, the “liberal-signified” President, who started as a bleeding-heart minister of education, is the one who firmly commits to the plan.)

I think this is partially what some fans object to, a show that opens up rather than closes down the ethical questions and problems of the contemporary moment through the use of speculative fiction. They’re not complaining about its reference to the real world: they’re requiring that any reference to the real world of here and now be confined to a single and unambivalent message about good guys and bad guys. That’s the demand that is often made of allegory, and surely this is one reason Tolkien was right to be suspicious of its intrusion into fantasy.

Civil War is another matter, but not because it is obviously without reference to our current situation. In the series, the US government has decided that all superheroes must register with and receive approval from the government following an incident where careless superheroes cause the death of hundreds of young children. Some characters support the registration, some don’t. Those who do back a plan that ultimately includes incarcerating unregistered superheroes in a black-ops prison in another dimension, with no legal recourse or rights.

Here I think fans are right to say, “Please, let’s not talk about this series in the context of current events”. The reason is that there aren’t any interesting discoveries to be made through such a discussion, because the quality of the referentiality to the world is so low and because the intrusion of the world into the universe of the comic books befouls the fictional universe.

While Marvel’s editors promised that it would be possible to sympathize with either side in the story, that’s become increasingly impossible. In a gritty real-world thriller, some of the tactics of the pro-registration side might not make it impossible to root for them. In a comic-book universe where colorful superheroes have routinely and resolutely opposed the tyranny or machinations of supervillains, it’s fairly hard to sympathize such tactics, which now include not only the black-ops otherdimensional prison, but the nonconsensual cloning and mental programming of a powerful superhero. Basically, the pro-registration heroes have become, rather blatantly, supervillains.

So not only is the story rather non-plastic in the way it maps onto the contemporary situation, it’s inconsistent with the shared-world fiction of its setting. It doesn’t help that it’s also badly written to boot. When fantasy is written to deliver an unambiguous verdict on some specific circumstances or events within the real world, it raises the question: why the diversion into fantasy in the first place? We have no shortage of strongly written, polemically powerful commentary on the follies and injustices of the last six years. It doesn’t add much to that conversation to have Iron Man playing the part of Dick Cheney–and it leaves a nasty layer of storytelling filth around those characters for the next group of creators to have to scrub away. I suppose you could say that this brings the troubles of our times to an audience that might try to avoid those issues, but I see no evidence that the readers of Civil War are hiding their heads in the sand.

Posted in Politics, Popular Culture | 5 Comments

History 61 The Production of History

This is one of my favorite courses to teach, and it’s very hard for me to resist packing it with too much material. I’ll have to whittle this draft down a bit. The fundamental idea behind the course really comes from my graduate advisor, David William Cohen, who handed me an essay that he’d written called “The Production of History” in my first month of graduate school. It completely changed my entire understanding of what I was doing in becoming an academic: to some extent, this weblog is just an extension of the fundamental reorientation of purpose that the essay gifted to me.

One thing that fascinates me about this class is that it is always very hard for one faction of students in the class to make the transition to seeing history as “produced” in this sense, and as traversing scholarly and public domains. Their first response, and occasionally even at the end of the semester, their last response, is just to say, “Well, a lot of these people who care about history are wrong in their factual understanding of the things they care about”.

Request: Other historical novels I should add to the list? Films or television shows that are missing that have a really different visual or thematic take on their employment of history?
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History 61
The Production of History
Spring 2007
Professor Burke

People make history, but they also talk, imagine, and fight over the past. This course examines how history and memory circulate through public life in modern societies, how and why the past matters to individuals, groups and institutions. Among the topics we will examine are controversies over museums and memorials, the relationship between scholarly historians and their publics, historical fiction and stories of time travel, collecting and memorabilia, debates over textbooks and school curricula, and practices of amateur history and re-enactment.

Students will complete several short written and oral assignments throughout the semester, including required entries on a course weblog, and one longer writing assignment at the end of the semester. A substantial amount of our reading involves online materials. The class is focused around discussion, so attendance, responsible preparation with readings and other materials, and participation are an important part of the final grade.

Books for purchase:

Michel-Rolph Trouillot, Silencing the Past
Tony Horowitz, Confederates in the Attic
Art Spiegelman, Maus
Kyle Ward, History in the Making
Antjie Krog, Country of My Skull

Tuesday January 23
Introduction

General Reflections on Memory, History and Archives

Thursday January 25
Rolph Trouillot, Silencing the Past, all

Tuesday January 30
David Lowenthal, The Past is a Foreign Country, pp. 3-34
Carolyn Hamilton, Terrific Majesty, selection

Thursday February 1
Joanne Rappaport, The Politics of Memory, Chapter Seven
Gyanendra Pandey, “In Defense of the Fragment”, Representations, 37: 1992.

Tuesday February 6

Raphael Samuel, Theatres of Memory, pp. 3-27
Martin Duberman, “’Writhing Bedfellows’ in Antebellum South Carolina: Historical Interpretation and the Politics of Evidence”, Hidden From History: Reclaiming the Gay and Lesbian Past

Thursday February 8

Amitav Ghosh, In an Antique Land, pp.13-60
Timothy Garton Ash, The File, pp. 5-40
David Macaulay, Motel of the Mysteries

Historical Expertise Outside the Academy

Tuesday February 13
Johannes Fabian, Remembering the Present, pp. 24-50
Manthia Diawara, “Song of the Griot,” Transition, 74: 1997.
David William Cohen, “La Fontaine and Wamimbi: The Anthropology of ‘Time-Present’ as the Substructure of Historical Oration”, in Bender and Wellbery, eds., Chronotypes. Pp. 22-46 (focus on side-by-side comparison of La Fontaine and Wamimbi’s texts)

Thursday February 15

“The Nasty Girl” (film)
William Rubenstein, “Academic vs. Amateur History”
Leon Day
Ron Rosenbaum, Travels With Dr. Death, chapter on Kennedy conspiracy theorists
Vermont History Expo
The Yellow Rose of Texas story

Tuesday February 20

Samuel Asbury, “The Amateur Historian”
David Gaza, “Myth, Blood and Ink”
Bill Groneman, Defense of a Legend, short selection
The Texas Revolution and the Narrative of Jose Enrique de la Pena

Thursday February 22

Randy Roberts, A Line in the Sand: The Alamo in Blood and Memory, Chapter Seven and Eight
“Davy Crockett” (Disney version)

First short paper due

Tuesday February 27

Tony Horowitz, Confederates in the Attic

Thursday March 1st

Re-enactor.net
La Wren’s Nest
Merrick’s Privateers
Underground Railroad Re-enactments
Civil War re-enactor website

Tuesday March 6th

Eastman’s Online Genealogy Newsletter
Cyndi’s List of Genealogy Sites
RootsWeb

Thursday March 8th

Memorialization: Collective, Personal, Institutional

Svetlana Boym, The Future of Nostalgia, pp. 41-56
Maurice Halbwachs, On Collective Memory, pp. 46-51
Roy Rozenweig and David Thelen, The Presence of the Past, pp. 177-189

SPRING BREAK

Tuesday March 20th

Claudia Koonz, “Between Memory and Oblivion: Concentration Camps in German Memory”, in John Gillis, ed., Commemorations
Art Spiegelman, Maus
United States Holocaust Museum
“Shoah”

Thursday March 22nd

Norman Tyler, Historic Preservation: An Introduction, selection
Department of the Interior, The Preservation of Historic Architecture: The US Government’s Official Guidelines for Preserving Historic Homes, selection
William Murtagh, Keeping Time: The History and Theory of Preservation in America, selection

Friday March 23rd
FIELD TRIP to Philadelphia (Independence Hall, Society Hill, Betsy Ross Museum, Mutter Museum)

Tuesday March 27th
Kirk Savage, “The Politics of Memory: Black Emancipation and the Civil War Monument”, in John Gillis, ed., Commemorations
Sitting Bull Monument Foundation
Friends of the Little Bighorn Battlefield: “The Story of the Indian Memorial”
Custer Battlefield Historical Museum Forums
Live Chat Transcript: “Custer’s Last Stand”, with Paul Hutton
Petition for Confederate Historical Monument
Confederate Heritage Month
Daughters of the Confederacy
Debating the Confederate Flag
Markeroni: Historical Markers and Historic Landmarks
Wisconsin Historical Markers

Thursday March 29th

Philip Nobile, ed., Judgment at the Smithsonian, pp.xviii-xciii
District Six Museum
Eric Gable and Richard Handler, The New History in an Old Museum: Creating the Past at Colonial Williamsburg, pp. 50-101
Enid Schildkrout, “Ambiguous Messages and Ironic Twists: Into the Heart of Africa and The Other Museum”, Museum Anthropology, 15:2
Paul Lane, “Breaking the Mould? Exhibiting Khoisan in Southern African Museums”, Anthropology Today, 5: October 1996.

Tuesday April 3rd

Textbooks and Curricula

Kyle Ward, History in the Making
Lindaman and Mayer, History Lessons

Tuesday April 5th

Joseph Moreau, Schoolbook Nation, pp. 52-136
Diane Ravitch, The Language Police, selection

Museum design paper due

Tuesday April 10th

Kathleen Woods Malsalski, “Examining the Japanese Textbook Controversies”
John Lukacs, A Student’s Guide to the Study of History, selection
David Barton, “God: Missing in Action From American History”
Postcolonial Zimbabwean textbooks: selection
Howard Zinn, A People’s History of the United States, short selection

Thursday April 12th

Public Policy on History and Memory

“Long Day’s Journey Into Night” (film, excerpts)
Truth and Reconciliation Commission website
Antje Krog, Country of My Skull

Tuesday April 17th

David Horowitz, Uncivil Wars, pp. 7-9, pp. 70-83
Elazar Barkan, The Guilt of Nations, Introduction
Janna Thompson, Taking Responsibility for the Past, Introduction
Randall Robinson, The Debt, pp. 199-234
N’Cobra website
Walter Williams, “The Legacy of Slavery Hustle”
“Brown University Applauded For Examination of Ties to Slavery”, Diverse Online
The US Senate Apology for Lynching

Thursday April 19th

Historical Fiction

Each student will be assigned one of these books. You are responsible for making an entry on the class weblog describing the way that the novel makes use of history, about the mode and form of its representation of the past.

Larry McMurtry, Lonesome Dove
George McDonald, Flashman
Patrick O’Brian, The Wine-Dark Sea
Amy Fetzer, The Irish Princess
Umberto Eco, The Name of the Rose
Walter Scott, Ivanhoe
Michael Shaara, The Killer Angels
Eric Shanower, A Thousand Ships
Tracy Chevalier, Girl With Pearl Earring
James Clavell, Shogun
Neal Stephenson, Quicksilver
Elizabeth Lane, Apache Fire
Judith Lindberg, The Thrall’s Tale
Jack Cavanaugh, Quest For the Promised Land
Robert Graves, I, Claudius
Caleb Carr, The Alienist
Frank Miller, 300
Gillian Bradshaw, Beacon at Alexandria
Henryk Sienkievicz, With Fire and Sword
Kathryn Laskey, A Journey to the New World (Dear America series)
James Michener, Centennial
Kathleen Winsor, Forever Amber
Gary Jennings, Aztec

More as needed.

Tuesday April 24th

Hollywood Histories

We will have a showing of a program of short selections from these films and TV series in preparation for this class session.
“Reds”, “Spartacus”, “Patton”, “1776”, “Rome”, “Centennial”, “Deadwood”, “Monty Python and the Holy Grail”, “O Brother Where Art Thou?”, “Black Adder”, “Little House on the Prarie”, “Lawrence of Arabia”, “Schindler’s List”, “Black Robe”, “The Lion in Winter”, “Gone With the Wind”, “Gladiator”

Thursday April 26th

Time Travel and Alternate History

The class will be divided into five groups; each group will be assigned one of these books, and will need to post on the class weblog about it.

Diana Galbadon, Outlander
Connie Willis, Doomsday Book
Harry Turtedove, Guns of the South
Steven Barnes, Lion’s Blood
Robert Harris, Fatherland

“Bill and Ted’s Excellent Adventure” (film)

Tuesday May 1st
Collectors and memorabilia

Racist Memorabilia collection at Ferris State University

Presidential Campaign Memorabilia at Duke University

Examine eBay under the following categories, and examine some of the items being sold:

Antiques–Antiquities–Egyptian
Antiques–Weathervanes, Lightning Rods
Antiques–Books, Manuscripts–Asian
Antiques–Science Instruments
Historical Memorabilia
Collectibles–Militaria–World War 2
Collectibles–Black Americana

Thursday May 3rd

Presentations and discussion of final projects.

Final project due May 14th, 5pm. No extensions.

Posted in Academia | 35 Comments

That Sinking Feeling, or the Art and Science of Lecturing

No matter how long I’ve been doing this job, I still have days where I start up a lecture and know almost from the first moment that there’s something fundamentally wrong with it.

The public at large sometimes thinks of lectures as purely spontaneous eruptions of pure knowledge from professors whose boundless erudition resides completely within their own skulls. We hear this sometimes when legislators or other public critics complain about the workload of the professioriate and assume that hours spent in the classroom are the only actual labor time of faculty, because lectures just flow out of our knowledgeable minds.

Any time I hear that, I want to grab the legislator in question, ask him if he considers himself knowledgeable about the political process, or something similar, and then stick him up in front of a group of students and tell him to talk coherently for 50 minutes about a particular subject in a way that students can reasonably hope to learn something concrete from the presentation. I have seen, on rare occasion, a professor who can just produce a lecture cold, but that usually means one of two things. Either the lecture is utterly “canned”, something that the professor in question has given a million billion times, or it is a gifted improvisation that may well be loaded with some serious rubbish in factual terms but is sufficiently charismatic that the listeners don’t care very much. The “canned” variety is often not terribly engaging, and frequently is about ten years past its expiration date. The improvised rubbish variety is fun as a performance but you don’t learn much from it.

Everyone else has to prepare, at varying lengths. I try to design a structure for most lectures, and pick out some details and material to exemplify the larger points. I do try to leave time and space for me to go off on tangents as they occur to me, and to answer questions or take comments. My Southern African survey course this semester is particularly good at generating interesting and useful questions that are probably more useful in terms of education for the whole class than anything I’ve prepared.

To give an example of where you can go wrong, though, in yesterday’s survey course lecture, I made three bad mistakes in my design for the presentation on the comparative political and economic history of Botswana, Zambia and Mozambique since 1965 or so.

The first was to try to jam in way too many topics for 50 minutes, some of which we hadn’t really discussed or looked at previously. For example, I started talking about the Cold War and its influence and then suddenly realized that though the issue of the Cold War had been implicit in some things we’d read, it really hadn’t been drawn out in its own right.

The second was an indiscriminately large set of specific examples and statistics that I wanted to reference. I was pulling stuff from all sorts of sources as I prepared the day before so that I could demonstrate just how gloomy the economic and social indicators and trends have been in Africa in general, but also talk about Botswana’s exceptional status (as well as Mozambique’s recent dramatic improvement). In the first six minutes, I was realizing that I had so many charts and statistics printed for me and sitting on the lectern that I could barely distinguish between all of them.

The third problem was structural. It was an error that I’ve made on occasion and every time, I resolve never to do it again. It is always a mistake to start a lecture and then constantly reference what you’re going to be talking about later, to stick to a predesigned structure that doesn’t flow naturally from one level of analysis to the next but instead requires constant promises about points yet to come but which are not yet made. So in this case, I started by trying to talk about continental patterns and commonalities, then talk about how those manifest regionally within Southern Africa after 1965, and then delve into specific stories or issues that are local to Zambia, Mozambique and Botswana during this time period. That’s simply the wrong sequencing of general to specific. If I’d started in the other direction, with the introduction of the specialized material, and then abstracted upward, it would have worked far better.

Sometimes when you’ve started a lecture off on the wrong foot, there are ways to change course. Other times, you just know it’s hopeless and you’ve got to slog through it because the design is such a misfire. You just hope that it’s not a complete waste of time for the students, that useful information is communicated or important themes are reinforced.

Posted in Academia | 9 Comments

A-hem.

I direct your attention to this report on bias in Pennsylvania universities and colleges.

Posted in Academia | 4 Comments

History 62 The History of Reading

Here’s the full draft of the syllabus for my spring course The History of Reading. I’ll polish it a bit more before I teach it, in all likelihood. I’m still looking for something on the 18th Century dissemination of the novel to go along with Warner’s Licensing Entertainment. There’s also loads of interesting specific topics excluded here that I plan to try and raise through the final research papers that the students will work on. Also there’s a very deliberate leap in the course from the 18th Century to the recent past. I’m using Isabel Hofmeyr’s transnational history of The Pilgrim’s Progress to point towards the dissemination of reading across time and space, and beyond that point I want to get quickly to a big spate of really good memoirs and commentaries on reading like Fadiman’s Ex Libris. So the industrialization of print gets kind of short shrift.

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History of Reading
Spring 2007
Professor Burke

Books for purchase

Alberto Manguel, A History of Reading
Henri-Jean Martin, The History and Power of Writing
Lucien Febvre and Henri-Jean Martin, The Coming of the Book
Robert Darnton, The Forbidden Best-Sellers of Pre-Revolutionary France
Isabel Hofmeyr, The Portable Bunyan
Gabriel Zaid, So Many Books
Anne Fadiman, Ex Libris
Azar Nafisi, Reading Lolita in Tehran

This course is an examination of the closely interrelated histories of reading, writing and books, with a major focus on the so-called “Gutenberg revolution” and its impact on the publication, circulation and use of books.

Students will examine the roots and spread of reading, and wide variations in its forms and nature. The course is intended to explore why people across time and space have read, what the consequences and meaning of reading have been and might yet be, and even whether we should read. The course examines reading and publication as art, skill and technology.

Assignments for the course, in addition to regular attendance, engagement with the material, and participation in class, are two short papers, one longer research paper, and a regular weblog of overall reading experiences to be updated regularly throughout the semester.

Tuesday January 23

Introduction

Orality and Literacy

Thursday January 25

Walter Ong, Orality and Literacy, short selection
Jack Goody, “The Construction of a Ritual Text: The Shift From Oral to Written Channels”, in The Power of the Written Tradition
Johannes Fabian, “Keep Listening”, in The Ethnography of Reading, ed. Jonathan Boyarin

Tuesday January 30

Henri-Jean Martin, “The Written and the Spoken Word” and “Speech and Letters”, in The History and Power of Writing

Reading Before Gutenberg

Thursday February 1

David Diringer, “The Book in Embryo”, The Book Before Printing
Alberto Manguel, A History of Reading, pp. 27-65

Tuesday February 6

David Diringer, “Papyrus Books”, The Book Before Printing
Henry Petroski, Chapters 2-4, The Book On the Bookshelf

Thursday February 8

Alberto Manguel, A History of Reading, pp. 67-123, pp. 177-211

The Gutenberg Revolution and the Dissemination of Reading

Tuesday February 13

Febvre and Martin, The Coming of the Book, Chapter 1-4

Thursday February 15

Febvre and Martin, The Coming of the Book, Chapter 5-8

Tuesday February 20

Henri-Jean Martin, The History and Power of Writing, Chap. 5-7

Thursday February 22

Adrian Johns, “Faust and the Pirates: The Cultural Construction of the Printing Revolution”, in The Nature of the Book

Tuesday February 27

Elizabeth Eisenstein, “The Book of Nature Transformed”, in The Printing Revolution in Early Modern Europe

FIRST PAPER DUE

Thursday March 1st

Carlo Ginzberg, The Cheese and the Worms, pp. 1-61

Tuesday March 6th

Adrian Johns, “The Physiology of Reading”, in The Nature of the Book

Thursday March 8th

Robert Darnton, The Forbidden Best-Sellers of Pre-Revolutionary France

SPRING BREAK

Tuesday March 20th

Henry Petroski, “Books and Bookstores”, in The Book on the Bookshelf
Nicolas Tucker, “Fairy Tales and their Early Opponents”, in Hilton et al eds., Opening the Nursery Door

Thursday March 22nd

William Warner, Licensing Entertainment: The Elevation of Novel Reading in Britain, Chapter 1
Deirdre Lynch and William Warner, “The Transport of the Novel”, in Cultural Institutions of the Novel

Tuesday March 27

Isabel Hofmeyr, The Portable Bunyan

Thursday March 29th

Isabel Hofmeyr, The Portable Bunyan

SECOND PAPER (Reading Memoir) DUE.

Reflections on Reading and Modernity

Tuesday April 3rd

Alberto Manguel, A History of Reading, pp. 213-306

Thursday April 5th

Henri-Jean Martin, The History and Power of Writing, Chapters 8 and 9

Tuesday April 10th

Mortimer Adler and Charles Van Doren, How to Read a Book

Thursday April 12th

Gabriel Zaid, So Many Books

Tuesday April 17th

Michael Dirda, An Open Book
Nicholas Basbanes, A Gentle Madness

Thursday April 19th

Anne Fadiman, Ex Libris

Tuesday April 24th

Azar Nafisi, Reading Lolita in Tehran

The Future of Reading

Thursday April 26th

James Shapiro, “The Sad Demise of the Personal Library” in Salewak, ed., A Passion For Books
Elizabeth Eisenstein, “The End of the Book?”, in Salewak, ed., A Passion For Books
James O’Donnell, “The Persistence of the Old and the Pragmatics of the New”, in Avatars of the Word

Tuesday May 1st
Presentations of final paper research.

Thursday May 3rd
Jay David Bolter, Writing Space
Henry Jenkins, Convergence Culture
Janet Murray, Hamlet On the Holodeck

FINAL PAPERS DUE by 5pm Monday MAY 14th. No extensions.

Posted in Academia | 19 Comments

The Bérubéan Moment

The general argument and specific claims of Michael Berube’s What’s Liberal About the Liberal Arts? are as comfortable for me as a well-worn chair. I’ve been reading them at his blog for some time, adopting and using many of his arguments in my own thinking about academic institutions. Trying to sum up my views in an upcoming essay, I was almost dismayed to find how closely I had followed a Bérubéan line. While writing the essay, I’d deliberately delayed reading What’s Liberal, but it didn’t help much. I was left with a few mumbles of my own at the end about the relation of academic freedom to open-access publishing. No doubt this concord would be seen among some conservative critics as evidence of “groupthink”, while ironically also underscoring the extent to which I tend to get appended to lists of odiously moderate sell-outs who have abandoned the left that Bérubé’s name often figures on more prominently.

What is left to say about the book that hasn’t been said already at the Valve or elsewhere?

The first issue that occurs to me concerns the mystery of what a conservative (or at any event, non-liberal) humanities might look like, and of the failure of most of the critics of academia who complain of groupthink, political bias and so on to describe in any kind of affirmative or realized terms the kinds of intellectual projects that they specifically see as excluded in the contemporary academy.

Bérubé appropriately complains of a collapse in categories in many conservative jeremiads, that the “political” is reduced in its dimensionality to Republican and Democratic party registrations, or to a checklist of superficial public-sphere talking points.

In fact, and Bérubé is quite good on this point, the conservative indictment of academia now directly reproduces, almost parodistically, the crudest arguments in favor of affirmative action and diversity with regard to other kinds of identity. This is not necessarily a surprise: for years critics of identity politics, such as Micaela di Leonardo, have noted the extent to which identity-based claims in the American public sphere have been linked to factions and interests on both right and left since the early 1970s. The complaint that critics both inside and outside of academia make, from Mark Bauerlein to David Horowitz, is that academics in the humanities lack an appropriate sociological resemblance to the larger American population, that their views of various hot-button issues should somehow align with the larger poll indicators.

Bérubé does a good job of explaining the intellectual constitution of the humanities at present, and of critiquing the affirmative-action logic of some conservative critics. To me, the next gauntlet to throw down to the critics, at least those who come from within academia, is to sketch out a program of “conservative” scholarly and pedagogical practice in the humanities. What I largely hear from Bauerlein, O’Connor, Johnson, and many others is a complaint. What I do not hear, for the most part, is what their alternative scholarly praxis might look like, or even whom their models might be. Is Helen Vendler, for example, a good practicioner of the kind of literary criticism that Bauerlein and O’Connor see as unfairly excluded from English Departments? If so, how uncommon in some generalized sense is the kind of criticism that she practices? Is it really as despised and exiled from disciplinary norms as they imply? Is Helen Vendler treated badly by her colleagues, or shunned? Why does she just go about her business and keep producing criticism if the opposition is so steadfast. Equally, is military or diplomatic history really as endangered a form as Johnson habitually complains that it is? Mark Grimsley at Cliopatria has done a very good job of suggesting how complicated that argument actually is.

Every time I push back on the assumptions about the actual character of a given discipline, I tend to be unsatisfied with the responses. More importantly, I rarely get any affirmative sense of the kind of scholarly practice that the critics themselves would like to be defined by. In some sense, I’m perpetually dismayed by the professionalism of the critics who come from within academia, in two senses of the term.

The first is that I think we’re all obligated to demonstrate the standards we demand in others in ourselves. Bérubé’s book is a great model of this: he doesn’t merely write about debates over academia, but tries to give an affirmative sense of his own scholarly, intellectual and classroom practices. Is Bauerlein’s scholarly writing a model of the literary criticism he wishes to see more of? Does he really think Negrophobia, for example, is hugely unrepresentative of work in literary criticism? It certainly isn’t a work which stands against the ascension of historicism within English Departments.

The second is that I think people who want to be accounted as professionals have to have a presumptive respect for other professionals. I think that’s an extremely deep historical practice within modern Western professionalism as a whole, and has a lot to do with the accomplishments of the professions (as well as, admittedly, some of their biggest ethical headaches). Complaints should either be specific and empirical, responsive to things actually said and done, or they should be extremely general, self-inclusive (and accordingly humble) in their complaints. When Gerald Graff complains about the scattered nature of most liberal arts curricula, I buy it, because he describes a general set of problems which he himself struggles with and to which he sees, as a professional, no easy or immediate solution. When Bérubé talks about the classroom, he tells you exactly what he does in his classroom, and about how difficult it can be to negotiate important professional challenges. Contrarily, when ACTA tallies up the Ward Churchills, you don’t get any sense that the report-writers know what it is to teach, to write syllabi, to produce scholarship, or to engage in professional debates. Professionalism is ultimately a commitment to write from the inside-out about the world of one’s work: even the harshest indictment of another professional comes with a sympathetic appraisal of the institutional environment and everyday challenges within which failure or malfeasance take place. Bérubé models that constraint. I think it’s an appropriate model for even the most strident academic critics of academia to take up.

I am like Bérubé: I crave the presence of conservatives (of many varieties) within the professional and scholarly worlds I inhabit. I think that presence would be good for scholarship, and good for the intellectual development of students. But like Bérubé, I want to know more about what conservativism in the humanities actually looks like. Is a conservative literary critic just one who writes standard-issue historicist or high-theoretical criticism but who is against abortion, votes Republican, and believes in the war against Iraq? If so, let’s get real here: the complaint is not about liberal bias in academia, it is against liberals period, a mode of political war masquerading as a high-minded concern for institutions. If it’s really about institutions, it’s time to get back to talking about what our institutions should be, with an insider’s appreciation for the genuine difficulties facing any program of reform. If a critic is for “core curricula”, for example, stop treating that term as a fetish and start getting real about the strengths and weaknesses that come with its actual implementation.

I have concentrated so far on the critics of the academy who come from within its ranks, because I think Bérubé’s book is something of a litmus test for those critics. A table has been set: anyone who is serious about institutional reform, and about a professional conversation about the content of professionalism, has to roll up their sleeves and set down to the table with a good will. Bauerlein, in his response to the book at the Valve, can’t seem to make up his mind which way to leap. Most of his response is of the person who is willing to sit down at that table, but then there’s the complaint that Bérubé “caricatures” conservatives. Fine. Then tell me what academic conservatism within the disciplines looks like, about where and how it is or could be practiced, about whom Bauerlein has in mind as a non-caricature, and what a non-caricature looks like if it is not a hagiography. What is the substance of conservative disciplinary or professional practice in the humanities? That discussion shouldn’t have to wait until ten fathoms deep in the comments thread.

There is a deeper issue that I think is important which Bérubé touches on far more lightly, largely in Chapter Three of his book. O’Connor, Bauerlein and other academic critics often protest when they are mentioned in the same breath as David Horowitz. Like Bérubé, I think that protest would be more powerful if the academic critics could take a breather every once in a while from their pursuit of liberals to make clear their opposition towards certain kinds of populist anti-academic jeremiads. Bérubé takes the time out to make clear which kinds of “liberal” practice, both inside and outside of academia, that he is opposed to, after all. Would it be so hard for Bauerlein to similarly roll his eyes in a public fashion at the intellectual antics of Candace de Russy, for example?

However, popular resentment of academia and of expertise generally is a very real thing, and I think it is in many respects both understandable and legitimate. Bérubé mentions the favorable terms of academic employment by way of suggesting that at least some resentment stems from envy, which is fair enough. There is a bigger and deeper history to consider, and I think it is the next major place that the defenders of academia need to go to.

One of the things that Paul Berman said in Terror and Liberalism that I think still holds considerable water, Iraq War notwithstanding, is that the defense of liberalism, particularly procedural liberalism, has to date been largely an emotionally chilly and refined affair, a set of values articulated by elites and defended by them. Berman’s remedy to this state of affairs was to argue for going to war. Mine is to turn to the work of translation, with a big helping of historically-sensitive humility on the side.

I think procedural liberalism and everyday ethical decency are closely related things. I think procedural liberalism and rugged individualism are closely related things. Everyone knows how to behave like a procedural liberal, in some fashion or another. There is a kind of procedural commitment within academia that is contained within its professional culture. But there is also a common-sense form of the same that could more effectively unite or connect academics with the wider publics that they in fact serve, or ought to serve.

To discover those equivalencies requires translation between academics and publics, and translation is an art of vulnerability. The translator does not control a text; he mediates a transaction. Yes, there are people out there who are in the worst faith imaginable signed on to a Horowitzian crusade against academia with whom there can be no meaningful exchange. But beyond that, there are many people with legitimate complaints against the professioriate, both small and large. Explaining to those people what it is that we do, how it is that we do it, and why it sometimes comes out with less-than-optimal results, is important.

On the small end of the scale, there are people who have had bad experiences as students. There are graduates and current students who resent the often-arbitrary hurdles that have to be jumped at some universities and colleges in order to receive a professional certification that merely confirms competencies that a student already possessed before. There are students, graduates and drop-outs who have had the misfortune to encounter an authoritarian teacher whom no one seems able or willing to constrain. Academics often roll their eyes at talk of students as consumers, but I think it’s a useful way to call the question of whether we are in fact serving our customers well or not. If not, in any substantial way, small wonder that resentment at our institutions pervades the civic life of many American communities. That is the price of becoming a ubiquitous precondition of middle-class life instead of the indolent privilege of a small elite before 1945.

I think there is another history to consider, one that Bérubé references in his final chapter. In the academic humanities, the confluence of Gramscian, Foucauldian and Frankfurt-School ideas about institutions produced a somewhat heedless willingness to see institutional life as politics, to pursue a kind of long march through civic institutions in general. This is what gave rise to a politics of language acts, of institutional procedures, of the use of civil society as a blunt instrument for transformation. Many Americans, conservative and otherwise, genuinely felt intruded upon by such transformative projects in the 1970s. Bérubé is right to say that it’s a sign of genuine progress that the censoring of Kirk and Uhura kissing now seems risible, and right to acknowledge the backlash from the overenthusiastic pursuit of social transformation through civic institutions which ought to have remained firmly inhibited by procedural and professional constraints, including academia.

But the problem is bound up in the strengths of academia, as Bérubé suggests, and not just for the humanities. Beyond the problems of “cultural liberalism” (which neatly mirror the recently-underscored problems of “cultural conservatism”), there is a problem of expertise itself. Part of what we have to work out in our translations to a wider public is that yes, sometimes we actually know things that they don’t know, that academic training works. But in so doing, we have to be vastly clearer and more restrained in describing where and how that expertise is generative or productive, and far more aware of the ways in which popular skepticism about expertise is warranted.

It’s not just a question of whether the professors in English or History are producing stuff that makes no sense, it’s a question of the powers and capacities that academics attempt to assume through expertise. And here in many ways, it’s not the humanities that is really the issue. Popular skepticism in many ways arises more from the way that social scientists and natural scientists both in and out of the academy have become absolutely integral to a whole host of political and civic processes, with very little accountability. If Kremlinologists are utterly wrong about the subject of their expertise, and help to malform policy for a generation, little matter: they reconstitute as experts on nationalism or ethnicity or organized crime. If environmental scientists urge major policy interventions that later turn out to aggravate a problem, no matter. If economists demand policy authority for their models, and turn out to understand nothing of how the real world works, then turn the dial around and start again.

There is one sense in which the popular resentment that Horowitz and others outside the academy build upon and direct substantially at the humanities is a kind of collateral spill-over from the general collusion of expertise and bureaucratic authority in the postwar era. Not that conservatives have succeeded in approaching governance any differently: Iraq is as much an eggheads’ war as Vietnam was. But this is where American academics, humanists or otherwise, have to adopt the most delicate and fragile interweaving of humility and pride possible in rethinking their relationship to a wider American public. We are both people who know and people who do not know too much. Our institutions are the generative engine of American progress since 1945 and institutions which are sometimes perilously close to breaking their part of the social contract.

But I can’t imagine a better way to begin to build that strange new structure of conversation between academics and publics than Bérubé’s book, and nothing would give me more satisfaction than to see all variety of conservatives and contrarians put their back to it and join the barnraising.

Posted in Books, Politics | 46 Comments

Making Elections Work

I have to say that my allergy to conspiracy theories in general is starting to get a healthy dose of antihistamine when it comes to elections in the United States. There’s little things to be irritated by: we just switched to electronic polling machines in our district, and when I asked for a printed confirmation of my vote, the two guys manning the machines looked at me with shit-eating grins and told me that’s not the way we do things round these parts. This should be so utterly basic: frankly, I should have gotten the same for all those years that I pulled levers.

More substantially, there’s reports of voter suppression tactics in Virginia and of major snafus with voting machines in Ohio and Indiana (surprise, surprise). The former can’t be anything but deliberate, while the latter could of course just be Diebold’s continuing history of technical incompetence. If there’s anywhere that we should enforce strict standards of accountability and have extremely aggressive federal law enforcement involvement, however, it’s in elections. Contracts with voting machine suppliers should include significant penalties for every hour that even a single machine is not operating properly, scaling up exponentially for every fifteen minutes after the first hour.

Look, there’s no doubt in my mind that various kinds of shenangians on Election Day have an old history in this country, and that urban Democratic administrations have at times engaged in a lot of the same tactics and dirty tricks that we’re hearing about now. All the more reason to have systematic reform and high standards of accountability. We can continue with the state-by-state administration of elections if we like, but there should be a stringent minimal standard set by the federal government and enforced by the most impartial, non-partisan agencies we can call upon. The criminal penalties for voter suppression, vote tampering, and the like should be very unforgiving.

On a deeper level, I’ve also been wondering whether any political scientists or other researchers have experimented with a computer-driven system for redistricting. E.g., if you created a program with some basic understanding of major geographical features like rivers, roads, towns and gave it the instruction to draw district boundaries based on population that were reasonably regular and uniform in their geographic shape, could you get districts that made sense, and were created in accordance with a common guiding principle? If so, what about equipping a relatively non-partisan bureaucracy like the Federal Reserve (or the commissions used in NJ, WA, AZ, ID) with said program and giving them authority over redistricting nationwide, so as to put a firewall between the political process and the districting process?

Posted in Politics | 16 Comments

Only At Swarthmore

A new round of chalkings, in subtle and clever reply to the last two rounds.

Seen already this morning:

“Free the quarks!”
“The marginalia I wrote were not for you, they were Fermat.”
“K/S forever!”

I guess I could add, “Helo does it with his toaster!”

I’m kind of pinned down by my schedule on Mondays, so feel free to add any others observed.

Posted in Academia, Miscellany | 9 Comments

Free Speech Kabuki

There’s a lot of discussion on campus this year about the annual “chalkings” that coincide with Coming Out week. They’ve been controversial before (as one student puts it in the campus newspaper, it’s a “predictable moment” in the calendar). If I had a rankings scale, I’d put this year’s controversy near the top of the scale, however. The drawings and messages were a significant shade more explicit and intense than in past years.

There’s a heavily ritualized aspect to the objections and counter-objections to the chalkings. The critics try to make clear that their objections are not in any way intended to be anti-gay or homophobic (this year, in fact, several of the letters objecting to the chalkings in the campus newspaper are from gay or lesbian students). But the chalkings themselves propose a kind of Catch-22 in their language and form, namely, that to feel discomfort with explicit images of sexuality is a diagnostic of hidden or latent homophobia, and to object publically is a kind of revealed preference, homophobia unveiled. Or, as some of the activists behind the chalkings put it this year and past years, to feel discomfort at the images is to experience for one brief moment the discomfort that GLBT people are compelled to feel all the time. Then there’s the point, made this year by a defender of the chalkings, that you don’t have to look at the chalkings if you don’t want to. And of course, the perennial favorite, that anything which provokes conversation and dialogue is a good thing.

I’ve noted before that the longer you’re at a place like Swarthmore, the more that the ritual repetition of some of these debates is vaguely frustrating. It’s part of a learning experience, though. The students who object learn some things, the students who do the chalkings learn some things. Or so one hopes. Among the things I hope that the students who did the chalking learn is to stop believing that the efficacy of activism is measured by the degree of antagonism or discomfort it produces. If there’s a bad idea that I’d like to see worked out of people’s systems by the time they graduate from a place like this, it is the old saw that objections to activism are proof of the claims of activism. That’s a bad bit of Freudian or Marxist intellectual judo, a classic sign of shallowness (lately common among many conservatives).

Other points that some of the student critics raise this year strike me as equally important lessons. For example, that the equation of GLBT identities with hypersexuality is often one of the central tropes of homophobic discourse, that it reduces GLBT people to a single legitimate mode or type of sexuality.

Another insight I’d love to see come out of the annual ritual: stop saying that any action or intervention that produces conversation and dialogue is definitionally positive. First, because that’s demonstrably not true: a public act of racism produces dialogue, but none of us applaud the racist for it. Second, because if you blow off the objections by saying “Well, at least we’re having a dialogue, and isn’t it a good thing to be uncomfortable for a day, and you don’t need to look at the chalkings in public space even though the whole point of putting them in public space is for them to be looked at”, you’re not having much of a dialogue. This particular part of the ritual strikes me as being Official Multiculturalism at its worst, a kind of management of community that actually underscores how limited or constrained the range of acceptable opinion and thought is within that community.

The one point that I’m not sure gets made as often in response to the chalkings, perhaps because it’s something that is harder to appreciate when you’re 20 whether you’re gay or straight, promiscuous or virginal, sexually open or sexually uptight, is that the demystification of sex is not necessarily an emanicipatory or erotic act. I suppose that’s an argument I’d apply to more than just sex. I think all of the humanities require the mysterious and sublime as much as they require explanation and clarity. But nothing more so than the experience of desire and the achievement of pleasure and happiness. I don’t see it as bold or revealing to proclaim in public space the alpha and omega of sexual experience in the name of freedom from discrimination or oppression. I’m not saying that we don’t need explicit writing about sexuality, or that erotic and pornographic culture is a bad thing. Put me down as being in favor of both. I am saying that while the truth may make you free, the truth of sex (either experience or identity) is not necessarily found in the stripping away of its ambiguities, uncertainties and mysteries.

Posted in Academia, Politics | 8 Comments

Markets and Mules

Williams College has announced a new diversity requirement.

There’s nothing especially wrong with the long laundry list of intellectual skills or experiences that now potentially qualify a course to be designated as “exploring diversity”. Under the old system, it just had to be about a “minority group” or a “non-Western culture”. The problem with that, regardless of your political views on diversity, should be obvious: it implies that the students are all Western and not members of a minority group, e.g., that learning about diversity is a kind of liberal noblesse oblige.

Good for the Williams faculty for owning up to that problem. Why not just take the requirement off the books altogether, however? I’m sure that some critics will regard the unwillingness of the faculty to give up on the idea of a diversity requirement as political or ideological, and to some extent it is. However, if you look at the curriculum of almost any elite college or university, including this one, you’ll see a lot of ways that professors try to hedge against the curricular marketplace. Distribution requirements. Core curricula. Writing courses. Required introductory sequences. Fixed or required course sequences within majors. Culminating exercises. Junior colloquia.

Broadly speaking, there are two ways to feel confident that your students reliably have a known set of competencies, skills or experiences when they graduate. One is requirements, either of specific courses with fixed content or of types or categories of courses with slightly less fixed content. The other is to disseminate a particular kind of content or experience so widely throughout the curriculum that a student would have to deliberately go out of their way to avoid contact with that skill or concept.

Requirements of various kinds are not just a way of guaranteeing particular competencies or experiences, however. They’re also a kind of traffic control, of leading mules on a tether. Faculty tend to favor them whenever they perceive that students will not naturally distribute themselves to the subject areas and disciplines that the institution has chosen to invest in, to even out teaching workloads by managing the flow of students into classes.

In the latter case, I simply think that faculty usually are wrong in assessing likely student demand, or misattribute existing or possible student distributions to a desire to avoid a particular subject matter. I have seen departments here and elsewhere that have assumed a need for compulsion in order to direct enrollments in their direction discover that once the compulsion goes away, they get the same number of students as they always did. Sometimes professors also misattribute enrollments to their subject matter when it also has something to do with their pedagogy.

The “traffic control” reasons are weak justifications for requirements. They protect departments, disciplines and individuals from having to justify and continually improve their programs, and they keep institutions from investing resources where the resources are most needed. When tenure means that investing in a given area is more or less a 30-year investment, you don’t want to give up what little flexibility you do have by creating captive constituencies that are never allowed to participate in an intellectual or professional market.

These kinds of rationales are also a problem because increasingly they lead to requirements as a kind of prestige object, very distant from achieving particular or focused learning objectives. Having a requirement in this case becomes a symbolic and gestural communication of the seriousness with which an institution regards an idea, concept or discipline. There are cheaper ways to do that: give people little gold stars or medals or hearty handshakes from the president, if that kind of symbolic affirmation is what they’re seeking.

Even when it’s about learning outcomes, the vaguer or more expansive a requirement gets, the less useful it becomes. This pretty much describes Williams’ new diversity formulation to a T. As an outsider looking in, it seems to me that Williams is putting into its curriculum a requirement that is largely designed to produce amity between competing disciplinary and intellectual agendas, essentially using the curriculum as a way to manage and communicate the political and symbolic unity of the faculty, not as an attempt to direct the specific learning of students.

If a student can get through Williams without taking a course that could plausibly get an “asterix” for meeting one of those criteria, then that student is working very hard to avoid those courses. It might have been fair to think that in the early 1960s, your average white male student at Williams (or Swarthmore or Amherst or Princeton or Duke, etcetera) would have been largely disinterested in any or all of the possible meanings of diversity that Williams has designated as learning objectives. Today, I really think that a student with active antipathy towards those objectives would be unusual. In this case, the marketplace of courses at your average liberal arts college is more than adequate to ensure that most students will encounter questions of diversity in some fashion. I feel the same way about the requirement for a non-Western course within the history major here at Swarthmore. Within the major, we have a large number of courses on Latin America, China, Africa and occasionally courses on other non-Western societies: I feel pretty sure that a sufficiently large number of majors will end their time here with exposure to this kind of subject matter.

I think this is true for more than diversity. We have a writing requirement, for example, where certain courses get designated as “W” courses that focus particularly on writing. I think at this point that extensive attention to writing is central to many classes in the humanities and social sciences. I’m not sure we need the redundancy of “W” courses, and moreover, since most of them are also trying to accomplish coverage of some topic or subject, I strongly suspect that over time, the writing in a “W” class will end up subordinated to the subject matter, and the course will become a “normal” course in effect anyway. Then it will just be another instrument of traffic control.

I don’t entirely embrace the curricular marketplace. I think that some disciplines need to be taught more sequentially, though perhaps not quite so much as is conventionally thought. I think a limited and very precisely drawn core curriculum can be a very useful way to ensure that students share a common base of knowledge and experience. But mostly, I’m suspicious of discussions of requirements, because they’re often not what they seem. If you really want to ensure that students will have certain kinds of experiences, it’s better to look to managing the supply rather than mandating the demand.

Posted in Academia | 19 Comments