Rough Theory

Theory In The Rough

Monthly Archives: September 2006

Overheard in a University Coffee Shop

Man: “What I don’t understand is why we can’t move beyond this Cartesian dualism, you know?”

— long pause —

Woman: “So… You’re a Virgo?”

What Happened Next

My high school “world history” teacher began her class with a line I’ve (unfortunately) never been able to forget:

The earth formed in a ball of gas and dust. It cooled. It rained. Humans evolved. This year, we’re going to study what happened next.

Without going into specifics, can I just say that somehow her spirit has found its way to Australia, and is now haunting the essays of many of my otherwise talented undergraduates…

Just a small plea, if anyone is reading: yes, I have suggested that you use your first couple of sentences to link your essay to a broader context, so I realise I’m the proximate cause of this particular problem. So let me explain what I mean. The strategic point of contextualising your paper is not to demonstrate that your argument is of world historical import. References to world history, human evolution, global thermonuclear holocaust, or other Powers and Principalities are unecessary and – trust me on this one – usually counter-productive.

The goal, instead, is much more modest: write for the sorts of people who will eventually read your professional or academic writing – busy people, who might have a general background in what you’re discussing, but who aren’t intimately familiar with what you are about to say. Use your first couple of sentences to ease your reader into your thought-space, and to prime them for what you are about to argue. And, most importantly, take pity on your instructor, and don’t give me traumatic flashbacks to my world history class…

Guilty Twinge of the Day

My son is at the age where he plays out scenarios from his day with stuffed animals. Last night, I overheard a scenario that went like this:

A scruffy lion asks a key-chain-bound elephant: “Hello! Can you go outside?”

The elephant then harumphs: “No: I’m busy!”

“Oh,” the lion replies, “Are you busy?”

“Yes!” the elephant confirms: “I have to go to campus!”

…ouch…

The First Taste of Freedom

I’ve just been reading a post over at A White Bear’s blog Is there no sin in it? titled “How Do You Measure Sexism?”, analysing, among other things, the process of internalisation of abuse and of gender stereotype. The post is complex, and worth a direct read – I won’t try to summarise it here. Two lines, though, particularly caught my emotions and my thoughts:

It’s not experiencing sexism that hurts. It’s the first taste of freedom from the pressures of sexism that hurts, because suddenly you realize you’ve allowed yourself to be betrayed.

For purposes of comment here, I hope that A White Bear won’t object if I extrapolate from her insight into experiences that extend beyond gender relations. What I want to explore is her notion that the psychological consequence of the first taste of freedom may actually be pain. This point resonates with me, and also reminds me of the dimensions of Adorno’s work I’ve always liked – particularly Adorno’s attempt to demonstrate that transformative political practice was never the inevitable result of the recognition of unfreedom, but that other consequences – including denial and even rage against the prospect of freedom itself – are also psychologically plausible.

Adorno’s work is concerned, among many other things, with understanding why central political expectations of early Marxist theory were never realised. Marxism had predicted a quasi-automatic drive to political emancipation, as the development of technology made possible the conquest of material nature, and as market crises increasingly pushed the development of centralised political institutions for the management of the economy. The Frankfurt School theorists quickly abandoned any faith in such an automatic historical process – the experience of Nazism, Stalinism and “state capitalism” provided, from their standpoint, a fully adequate historical refutation of the notion that centralised economic planning would inevitably be mobilised for political freedom.

This interpretation of historical developments, however, posed some challenges for the Frankfurt School’s early commitment to “critical theory”. Critical theory as a concept relies on the tension between what is possible, and what we actually do. The critical theorist speaks with the voice of this possibility, arguing that a greater range of freedom, of political choice, is possible than our current practice admits. It can be tempting, from this perspective, to treat awareness of the potential for specific kinds of freedom as an unmitigated good – as though this awareness will immediately and automatically result in transformative political practice. The Frankfurt School come to reject the notion that transformative practice results in any automatic way from the knowledge that specific kinds of freedoms are possible. Adorno, however, goes one step farther: he asks whether, under certain historical circumstances, a recognition that certain forms of unfreedom are unncessary, might actually fuel active political mobilisations against emancipatory potentials.

Adorno argues, in effect, that a deep psychological tension can result from the recognition that our actions have involved unnecessary sacrifices – that we can be scarred specifically by our recognition that potentials for greater freedom lie within reach. Adorno argues that this scarring has been constitutive of the “ego”, and offers a multi-faceted critique of Freudian psychoanalytic concepts of the ego in particular, arguing that much psychological theory confuses a psychology scarred by unnecessary sacrifice, with human nature. Adorno suggests that, in the right historical circumstances, this scarring would not prevent transformative political mobilisation. He also argues, however, that, as long as the social and psychological costs of mobilisation remain high, the tension between an awareness of potential freedom, and the reality of sacrifice, can provoke intense rage – rage expressed as a rigid denial of the potential for freedom, and rage directed into mass mobilisations, focussed particularly against those (often marginalised and socially disempowered) groups who seem to have escaped the rigid self-discipline and self-denial required to perpetuate existing forms of unfreedom.

For Adorno, interestingly, it is the intense power of state-mediated forms of capitalism that specifically overwhelms the delicate balancing act required for persons to attain the psychological resources to recognise and tolerate the pain of their recognition that they have engaged in unnecessary self-sacrifice, so that they can then engage in some kind of transformative political practice. His account thus reflects back on the Marxist critique of market capitalism with a sense of painful historical irony – that the institutional organisation of capitalism fought so hard by an earlier generation of Marxist critique, may have held more potential for emancipatory transformation than the institutional organisation of centrally planned production for which Marxists advocated.

At some point soon (it might have to wait for the end of the term), I’ll try to post a draft paper that explores these issues in more detail and provides a clearer grounding in Adorno’s writings.

On Branching Out

Kerim from Savage Minds has made an interesting post on the need to preserve a space within the academy for “large questions in their entirety”. Among other points, Kerim draws attention to the common advice given to graduate students to focus on narrow specialisations until they are well-established in their academic careers, at which point they can “branch out”. I’ve posted at greater length over at Savage Minds, but I thought I would reproduce part of the exchange here, since I’ve been meaning to mention some of these same issues on this blog. Within my initial response, I commented:

Weber’s view is fairly commonly expressed in advice to graduate students, in my experience – often accompanied with a kind of historical just-so story about how it used to be possible to theorise large issues, but the world has now sadly become too complex… I’ve always felt it contradictory, at best, for academics to say things like this, while continuing to assign classic theory to graduate students: if the world is now too complex for us to develop our own grand theories, surely the ones from the 19th century should now appear hopelessly naive…

I’ve also personally always questioned the notion that students should be apprenticed to narrow specialisation in the theory that, at some later point, they can “branch out”: surely it is more common for us to develop into deeper and more refined versions of what we actually practice, so that an exclusive focus on narrow specialisation will predictably generate experienced and practiced specialists – not big picture theorists… If the “big questions” aren’t somehow there from the beginning, I’m not sure how a lifetime of attention to small questions is supposed to generate them…

Kerim picks up on this, and comments critically on the tendency to teach graduates brief critiques of the principal “big picture” theoretical traditions, a position I second:

What I always think when I hear one of those one-line critiques is something along the lines of “false consciousness is also true”: the really interesting aspect of any critique is precisely that it casts into clear relief how very strange it is, that we have managed to make sense of the world through the theories we create, in spite of their (occasionally large) empirical weaknesses. Critique should be the beginning of the puzzle, not the end – the real trick is to uncover why the theories were plausible, not just to tick off why they are wrong.

Hostile Climate…

A balloon-clad stripper entertained scientists at a conference on global warming.Australian readers will already be familiar with the recent story about how scientists gathered for a conference on climate change discovered… new reasons for temperatures to rise. According to The Age articles linked above, the events organiser, one Professor Mike Hutchinson from the Centre for Resource and Environment Studies at ANU, booked what was apparently originally intended to be a 45-minute burlesque routine. The routine was cut after ten minutes, when a number of the scientists present began to walk out. Ten minutes, however, was evidently enough to allow a stripper covered in balloons to circulate around the room, offering the use of a pin to consenting scientists, and for other sexually-suggestive jokes and performances.

The event was apparently intended as the highlight of the 17th Annual Australia New Zealand Climate Change Forum, and had received sponsorship from the Australian federal government, the Australian Research Council, and others. In response to complaints about the event, the ANZ Climate Change Forum organising committee has offered to allow sponsors to withdraw, and at least some government sponsors have indicated that they will be taking up the offer.

I’m not personally sure what to say about this incident – mainly because I find the concept of scheduling this kind of entertainment for what claims to be a scientific conference so bizarre that I’m not sure I can really add anything meaningful to the… er… bare facts. Maybe I’m just not attending the right conferences, but I’ve generally seen conference entertainment like, you know, speakers who have something interesting or controversial to say about issues related to the conference topic…

I notice that one of the women involved in the burlesque performance has asked:

“Why is it any different to hiring a ventriloquist? Professor Hutchinson may well have misread his guests, but it’s a statement about how fearful we as a society are about sex. Are we also saying scientists are not sexual people, for heaven’s sake?”

I realise that much of the debate occurring over this incident relates primarily to the issue of gender relations, particularly given the sensitivities around recruiting and retaining qualified women in the sciences, and so it makes sense that most of the discussion has centred on the issue of comfort or discomfort with sexuality in a professional space. I have to admit, though, I’d also find it fairly bizarre to find myself entertained by a ventriloquist at an academic conference…

So I’ve become a bit curious about whether this incident seems even more odd to me than it should, given that my major form of entertainment is dragging interesting people to coffee shops to talk about social theory, and I perceive conferences primarily as opportunities to meet new people for this purpose… In others’ experience, is there a recent precedent for this kind of “entertainment” at academic conferences?

[Note: photo of burlesque performer Rebecca Gale @2006 The Age, URL: http://www.theage.com.au/ffximage/2006/09/07/200_nat_0809.jpg ]

Elevator Evaluations

At least once a term, I end up crushed in the back of a crowded elevator, while some of my students gossip about my class in a… somewhat more candid manner than they would if they knew I were there. The gossip doesn’t bother me and, by the time I realise what’s happening, there’s usually no graceful way for me to warn the students that they’re doing this in front of me. But there’s always an awkward situation when the elevator clears out, or everyone gets off on the same floor, and the students suddenly realise that I’ve been there all along. My current strategy for minimising their concern is to pull out a book, a piece of paper, or something else to stare at, and try to look very absorbed and absent-minded professorish. Now I’m waiting for the moment when I find myself at the back of an elevator, overhearing students talk about how I’m so out of it that I didn’t even notice when they were gossiping about my course in the elevator the other day…

Class Acts

So my tutorial sessions this week in the undergraduate economics course have tried, in part, to disentangle two different ways of thinking about social class: one approach that sees class as a function of the quantity of income or wealth that someone possesses; and another – Weberian or Marxian – approach that sees class as a function of the way in which your income is derived.

Both approaches have their strengths and weaknesses. The first approach – commonly seen in pictorial representations of social “pyramids” or in discussions of population quintiles – relies, essentially, on a descriptive definition, prone to debates over where lines should be drawn between different income groups, and potentially useful for analysing things like the correllation between wealth and life outcomes. The second approach, which was historically developed to try to explain patterns in the “ideologies” or political behaviour of social groups, relies on a structural definition and argues that the role you play in the economy predisposes you to perceive society and your choices within society in specific ways – commonly expressed in terms of “class interest”.

Problems arise when, as in some of the materials I was discussing with my students today, these two very different concepts of class come to be blended together. Read more of this post

Unspeakably Good News

So now, in addition to politely refraining from blogging about things that are irritating me, I’ve been asked to refrain from blogging about things that are actually going well. I’ll therefore write generically for the moment: the “pending” grant I’ve been referencing for the past few months on the blog is now no longer pending. More details to follow, once we’ve taken our oaths of fealty, triple-checked that the funds have hit the account, etc.

Inconvenient Facts

My reading group has been working its way through Wittgenstein – first the Tractatus and now Philosophical Investigations. Along the way, we’re also reading some contemporaneous works chosen, according to our somewhat random collective mood, to cast the core text into relief.

Last week, I suggested looking at Weber’s “Science as a Vocation” – in the theory that the distinction Weber draws between the rationality of means, and the irrationality of ends, might share at least some aesthetic similarities with the Tractatus, with its distinction between the scientific propositions of which we can speak (but not as philosophers), and the metaphysical, about which we cannot speak, and therefore must be silent… I make no claim that my idiosyncratic association from Wittgenstein to Weber has any merit (Wittgenstein still being, for me, something about which I cannot intelligently speak, and whereof I therefore really must be silent…). I did enjoy, though, revisiting Weber’s text, not least because I had actually forgotten how directly Weber speaks to some of my recent dilemmas about teaching and research.

While I could engage with Weber’s text on many levels, two dimensions of his work resonate particularly strongly for me at the moment.

The first is Weber’s analysis of the academic in the role of a researcher, and the relation Weber draws between academic analysis and the commitment to the existence of a disenchanted world. Weber’s text is nuanced: he explicitly refuses to judge those who sincerely continue to believe in mystical forces, but he argues that, when entering into a specifically academic role, recourse to spiritual explanations is no longer available. Academic explanations operate within the framework of a disenchanted world, else they cease to be academic.

The second is Weber’s analysis of the academic in the role of a teacher. Weber argues passionately for explicit political advocacy – but not in the lecture hall. Significantly, Weber draws attention to the structural imbalance between faculty and students: “To the prophet and the demagogue, it is said: ‘Go your ways out into the streets and speak openly to the world’, that is, speak where criticism is possible. In the lecture-room we stand opposite our audience, and it has to remain silent.” Academic teaching operates within an intrinsic structural imbalance, thus creating an ethical obligation to refrain from political advocacy.

Weber also notes the same significant criticisms that would be posed to both of these positions today: that academic ends, in their own way, fall outside the scope of rational enquiry; and that, in practice, it is impossible to insulate students from the political opinions of the professor. I suspect that addressing these objections systematically would require a move beyond Weber’s sober theoretical pessimism. Still, Weber offers a vision of a distinctive character – a unique quality – of the academic vocation that I find personally compelling. He expresses this vision in specific relation to our role as teachers, but I would argue that it also applies, self-reflexively, to our role as researchers. Weber argues:

The primary task of a useful teacher is to teach his students to recognize ‘inconvenient’ facts – I mean facts that are inconvenient for their party opinions. And for every party opinion there are facts that are extremely inconvenient, for my own opinion no less than for others. I believe the teacher accomplishes more than a mere intellectual task if he compels his audience to accustom itself to the existence of such facts. I would be so immodest as even to apply the expression ‘moral achievement’, though perhaps that may sound too grandiose for something that should go without saying.

I find myself drawn to this description of what distinguishes academic work from other social roles: the unique importance of confronting – in others, certainly, but especially and primarily in ourselves – the existence and implications of inconvenient facts. I conceptualise the university as an institution committed to this ideal. And I agree with Weber’s assessment that this kind of work can represent a “moral achievement”. Whether I personally match up to this ideal, whether any specific university ever does, are perhaps inconvenient facts of their own… Such empirical shortcomings, however, would surely be worse, if the ideal itself were jettisoned.

Design a site like this with WordPress.com
Get started