Rough Theory

Theory In The Rough

Yearly Archives: 2007

The Reason of Total Myth

I suspect this counts as one of the stranger backchannel communications to float around the reading group – from an email this evening that is, apparently, an invitation to our discussion tomorrow of The Positivist Dispute in German Sociology:

Dear Theodore and Jürgen,

12.30 it is. I’m hungry already.

Karl – Jürgen has agreed to wear a red carnation, so you will know where to aim.

Yours sincerely,

M Horkheimer

But… but… but… how did Horkheimer make his way into this discussion???

Beta Blocker

I know that L Magee has been working very hard recently on the development and debugging of the ontology matching software that will provide the empirical data for a dissertation on the Semantic Web. Being the kind, considerate friend that I am, and wanting to ensure that LM stays always in a state of good cheer through this intensive work period, I must draw LM’s (and everyone else’s) attention to how the beta is already garnering scholarly repute. From orange.’s interference: yes, LM, you have now been immortalised as:

LMagee, contributor to Rough Theory and author of the strangest beta I ve ever seen

Socratic Methods

A colleague just observed one of my discussion sessions, and walked away expressing some surprise at my technique – specifically: “It’s very… Socratic…”

The pause makes me somewhat unsure whether this was meant as a compliment, or more an expression of dismay… ;-P

The Ourglass

I mentioned the other day that L Magee and G Gollings foolishly allowed themselves to be tempted by a lunch invitation, little knowing that this would entrap them in a four-hour discussion of how I can best carve a thesis out of a life project. While this discussion was very much in the spirit of the methodology slam, those who know me well, also know that my extensive involvement in teaching and consulting on research methodology very much embodies the spirit “those who can’t do, teach” (those who are currently teaching jointly with me may then wonder where one goes when, as seems to be happening to me this term, one can’t necessarily teach either – I plead the 5th [I can do that in Australia, can’t I? ;-P])… When one’s work seems not to involve a methodology per se, and when the discussion therefore revolves more around the logic and coherence of the narrative presentation of the dissertation, I’m not sure one is permitted to say one has been slammed. Perhaps a new term is required: perhaps I have been… dissed!

In the wake of my dissing, I have tossed together some personal notes and placeholders – I’ll write on all of this in a much more adequate way when I have more time and am less tired. I post this here mainly for GG and LM (and others locally who have been involved in more truncated versions of such discussions), in case they are wondering what I’ve “done” with these talks. My guess is that what I’ve done with them won’t much resemble what one might have hoped, given the detail of our discussions and the excellent suggestions made by everyone: by way of apology, I simply haven’t had time to digest and assimilate everything you’ve said. I’ll therefore stress that the following notes are not intended for prime time viewing, don’t even meet the usual loose standards that govern gestural comments around these parts, and are internalistic, rather than shaped for public discussion and debate. Below the fold they go. Read more of this post

Neverquest

I’ve been having an interesting email discussion on the issue of how to teach students to do efficient and productive searches for academic literature in online databases. The discussion doesn’t relate to teaching the technical mechanics, but to teaching the conceptual strategies that underlie searching: we’re trying to respond to situations in which students will point, click and type in all the appropriate places, but then return to report things like “I can’t find any articles on the environment”.

Since I teach across a variety of methods courses, I run into this issue all the time – and, I have to confess, have a tendency to punt on it by referring the students to the library staff for help with search strategies. But we’re trying to figure out the best way to tackle the problem without… er… outsourcing…

Our discussion, however, is suffering from serious sample bias: everyone is a nerd, and therefore finds this sort of thing a bit too natural: none of us can really remember learning to do searches, and we are therefore struggling to figure out where the process breaks down, and what we need to do, in order to make the whole thing less abstract. And, since we’re all nerds, at some point I speculated about whether more time spent on text adventure games as a child might have made learning this whole search concept easier. And, of course, given my interlocutors, I immediately got back:

You are in a maze of twisting little library stacks all alike.
Exits are N, S, E, W.
> find research

I do not know how to ‘find research’

Appearances Can’t Be Deceiving

Since I have no time at the moment to write on Hegel (but evidently have time to comment, when someone else writes a good post on his work), I wanted to point readers over to Larval Subjects, where Sinthome has posted a very nice reflection on among other things, Hegel’s attempt to move beyond the dichotomy of appearance and essence, and to explore some of the ways in which it can be stranger than one might think, to contemplate the possibility that things might actually be… what they appear to be… I’ve made a few comments over there that might either clarify or further confuse positions I’ve tried to develop here in the past.

At some point this week, I will try to find time to post something more substantive here – in between course planning and some very intensive conceptual work, I just haven’t quite found a way to voice the theoretical issues that are occupying my thoughts right now… But soon… Soon…

Taking Note

I was just sitting down to look over the notes produced during an intensive discussion today with the ever-generous G Gollings and L Magee (more on this in a bit), when my son wandered over to have a look. I learned today, among other things, that L Magee and I have a similar style for capturing the logical (or, for that matter, associative) connections between ideas in our notes: we scatter words around the page, draw boxes around them, and then, as my son just noticed: “Oooo! Look at all those arrows!!!”

There is one key difference between our words, boxes and arrows, however: I have a tendency to double, triple, and quadruple the lines as the conversation returns to a point, such that more resonant concepts and relationships gradually come to inhabit a sort of layered cloud of increasingly dense and interweaving lines and half-sketched shapes, while the less well-travelled conversational paths remain in their original, more pristine form.

I also learned that LM is trying to understand what I am saying, by translating it into set theoretic notation – a discovery that elicits in me a certain combination of amusement and consternation. If anyone else feels this would be a step in the direction of greater clarity for me, I hereby appoint LM as the authorised translator of my work for such purposes… (Note that, while I have forbidden LM from commercialising this arrangement, LM may nevertheless require a small in-kind contribution in the form of ontology-matching services, to offset expenses…)

Coffee Blogging

I think my affection for my coffee shop has long since reached the level where I should just create a “coffee blogging” category and have done with it. I can’t imagine anyone actually wanting to read the things I write on this place – like the time that I spend here, the entries I write about the experience are personal indulgences. Below the fold, then, before I bore everyone visiting the site… Read more of this post

Group Dynamics in Teaching

The collective personalities that emerge in groups of students remain a source of wonder to me. Read more of this post

Hegelian Poker

So the reading group reconvened for its first proper discussion in some time, to discuss Mannheim’s Ideology and Utopia. I won’t pre-empt the substantive online discussion, which L Magee will lead off when time permits. It may be worth mentioning in passing a new reading group tradition – which somehow got dubbed “Hegelian Poker” – where the members ante (or should that be “anti”?) a gold coin into the centre, but then the rules for how you actually win the pot become rather murky and unclear. One suggestion – quickly rejected – was that if you won a point, you should get a coin, while if you lost a point, you should pay up. Another was that the pot as a whole should go to the member judged, at the end of the discussion, to have presented the best critical appropriation of our common text. The rule that actually appeared to win out (although I can’t seem to remember exactly when that whole intersubjective process of mutual recognition and consensus-building part took place) was that the pot went to the member of the group who proved most incapable of keeping their hands off it for the duration of the discussion – to the point of actually using the coins to illustrate various ways of understanding Mannheim’s text. Who knew how well a stack of gold could represent social groups in all their complex interrelations? I’m still not entirely certain how a bottle cap also sneaked its way into the pot – or how, having done so, it then assumed the role of the totality, in relation to the embedded groups represented by the coins. Then again, it was a Coca-Cola bottle cap, so perhaps there was some metaphoric affinity…

Memorable lines from the session:

“So, utopia is sort of like an irregular verb:

I am utopian.

You are ideological.”

and

It’s like American tourists – you know, they’re supposed to be awful and loud and brash, and almost none of them are really like that. But every once in a while, you meet one, and it’s like ‘My God! They are just like that!’

and

So I was standing at the photocopier, and this faculty member walked over, and she started gushing about my dissertation: “I hear such great things about your work – you’re making such wonderful progress – just going great guns!” And I’m just, you know, glowing. And then she said, “So, tell me [name of someone else in the reading group]…” and I realised that she had just confused me for someone else…

I’ll leave it to all of you to discern how each of these comments should have arisen – quite organically, I might add – in the course of a discussion of Mannheim. More substantive commentary on the text with LM’s post. The in-person discussion will pick up next week with Bloor’s Knowledge and Social Imagery – which means it will be a light week’s reading for me, as I’ve already written on this book for the blog.

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