Rough Theory

Theory In The Rough

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National Research Writing Month

Via Sarapen: a LiveJournal community dedicated to people who are trying to finish research theses. I gather the concept is to use the community to post commitments and progress updates on thesis writing, in the theory that the combination of group support and public accountability will decrease procrastination. The community is currently set to operate through the month of November, then recess for the holidays, and then resume in the new term.

Probably not my personal thing – I tend to terrify myself into meeting deadlines by scheduling… er… other deadlines: presentations, guest lectures or similar that will require me to prepare a chunk of what I need to write. I seem to need the “objectivity” of a real deadline, and I also get an extra productivity boost if I’m committed to something that will inspire guilt about what might happen if I don’t prepare adequately for something on which someone else depends… ;-P So I search for “opportunities” like this, if I’m feeling the lure of procrastination too deeply…

I have, though, been quietly trying to keep a personal commitment to posting or presenting something dissertation-related at least once a week, which I suppose is a similar concept…

But I thought someone out there might find the group useful (and, now that Sarapen has taken the plunge, it can properly be considered “International” Research Writing Month)…

Rethinking Totality and Difference

I seem not to be able to post at The Kugelmass Episodes, so I’ll post a brief comment and pointer here to Joseph’s conference piece on Hegel. I am particularly interested in Joseph’s goal in the piece – itself, I think, a marker and expression of the shifting historical winds – which is to make:

a first step towards a politically and philosophically responsible recuperation of totality, though aesthetics, without a corresponding loss of difference.

When I feel a bit less foggy than I do at present, I’ll try to come back to this issue: reactions to the concept of totality, interpretations of what “totality” is, etc., have an interesting political and intellectual history, making it particularly important when someone revisits the concept in an interesting way. But I feel like I’m thinking through molasses at the moment, so I’ll just refer folks on to Joseph’s conference paper for an evening’s pleasant reading…

The Least Ideal Speech Situation

I’ve spent a reasonable amount of time on this blog and others arguing that Habermas does not visualise the ideal speech situation as something that could be realised in practice. I have to admit, though, that I had never paused to wonder whether you might be able to realise the opposite – until, that is, I saw John Holbo’s analysis of Lost over at The Valve:

…in order to preserve the mystery and strangeness of the situation, also (even especially) the individual head-spaces of the various characters, with their private flashbacks, there can never be a moment when the characters sensibly pool their information and attempt to reason to some consensus about the likely range of explanations for what is going on. (It’s like anti-Habermas Island. The least ideal speech situation.)

The Ruins of Progress

Ruins of one of the demolished Cabrini Green housing project highrises in Chicago.“A Klee painting named ‘Angelus Novus’ shows an angel looking as though he is about to move away from something he is fixedly contemplating. His eyes are staring, his mouth is open, his wings are spread. This is how one pictures the angel of history. His face is turned toward the past. Where we perceive a chain of events, he sees one single catastrophe which keeps piling wreckage and hurls it in front of his feet. The angel would like to stay, awaken the dead, and make whole what has been smashed. But a storm is blowing in from Paradise; it has got caught in his wings with such a violence that the angel can no longer close them. The storm irresistibly propels him into the future to which his back is turned, while the pile of debris before him grows skyward. This storm is what we call progress.” (from Benjamin’s “On the Concept of History”)

For a change, I thought I might actually write something on planning…

The always-amazing BLDGBLOG has an article up on the demolition of the Cabrini Green housing project in Chicago. I’ve mentioned in other contexts that ruins feature somewhat prominently in my memories of Chicago. In a past life, I did some work in and around the Cabrini Green development, so I also have memories of the residents beginning to mobilise as they realised that the housing estate’s proximity to high-value land in Chicago’s North Shore would lead to pressures to displace their community. The BLDGBLOG story prompted me to backtrack through the recent history of the development, with which I had lost touch in the intervening years.

One of the things I always found most striking about the administration of public housing in the US was the way in which the system seemed structurally geared to penalise intact families. To obtain access to public housing, families were often in the position of either hiding the ongoing family involvement of a male partner – or, alternatively, of electing divorce and separation in order to secure stable housing for the mother and children. I notice that similar choices are still being made by families caught up in the Cabrini redevelopment. To qualify for residence in the mixed-income North Town Village development that would be built on some of the housing estate land, Cabrini residents had to pass drug and criminal background tests and agree to complete a “good neighbour” seminar program designed to help them “fit in” in a community they’ll share with much wealthier neighbours. For some families, these requirements have entailed a choice between keeping the family together (and having to choose housing options outside their long-term local community), or excising family members who can’t make the cut. As Vicki Mabrev reports:

Sheri Wade was desperate for a safer community. A run of bad luck landed her at Cabrini-Green eight years ago. And for her two youngest children – Travis, 12, and Jamilla, 9 – the projects have been a prison. In fact, Wade says, she had to keep them indoors in order to keep them safe.

Sargent and Wade both made it to the next stage of the application process, which included attending a meeting with some of the buyers.

Wade seemed a shoo-in, but her application hit a snag. Her on-again off-again husband wouldn’t pass the drug test, and she knew it.

So she found herself in a difficult position: her husband on one hand, a brand-new home on the other, and Howell in the middle. Wade made a wrenching choice. She and her children would leave her husband behind.

“I couldn’t keep having it happen to the whole family,” says Wade. “It wasn’t just affecting him. It affected the whole house.” From Vicki Mabrev (2003) “Tearing Down Cabrini Green”, CBS News, 23 July

The other thing that struck me, from my admittedly very brief look at the Chicago Housing Authority plans for the redevelopment, is the rather narrow and technocratic understanding of “sustaining viable communities”. In my current work, I often express some scepticism about the tacit (and sometimes not-so-tacit) romantic notion of “community” that underlies some community development projects. Reading the CHA document, I found myself reacting even more strongly to the singular focus on physical asset management and top-heavy managerialism, in what is apparently the section of the CHA plan most directly relevant to community building. I’ve been reminded that it is, in fact, possible for something to be too… non-romantic for my taste.

The redevelopment plans for the Cabrini Green site can be found online at the Chicago Housing Authority website.

Some of the backhistory for the redevelopment is provided in articles assembled at the Chicago Tribune, while the Cabrini Green article at Wikipedia, though a bit rough, has a nice list of further resources on the estate and the redevelopment process.

Readers interested in some of the more complex dimensions of Chicago’s public housing history, including particularly the complex intersection of racial segregation and public housing policy, might be interested in the background material on the Gautreaux case – a case that also occupies an interesting place in the sociological literature, for its role in making possible a “natural” sociological experiment into whether dispersing poor households into mixed neighbourhoods would itself have a positive impact on poverty.

On the Uses of History

Scott Eric Kaufman over at Acephalous is having a moment of doubt over whether it was such a good idea to spend several years of his life researching a writer somewhat off the literary beaten path. In a post titled “Fœtid Historical Romances & Their Effect on Expectations”, he worries:

Works outside the canon may be, as my betters have argued, of historical import—but sometimes neglected works have been abandoned with good reason.

While Scott is searching for justification for his object of study, I’m looking for reasons to procrastinate from my course preparation for this coming week – and thought I might as well put the two things together. I thought perhaps Benjamin’s On the Concept of History might provide some motivation for Scott (and others of us currently facing this all-too-common worry within the research process).

First, there’s the notion that, if Scott doesn’t preserve the historical memory of what he studies, it could be irrevocably lost:

…every image of the past that is not recognized by the present as one of its own concerns threatens to disappear irretrievably.

The preservation of the past without judgment as to its value (or, perhaps in Scott’s case, in spite of judgment about its value) even has emancipatory potential:

A chronicler who recites events without distinguishing between major and minor ones acts in accordance with the following truth: nothing that has ever happened should be regarded as lost for history. To be sure, only a redeemed mankind receives the fullness of its past-which is to say, only for a redeemed mankind has its past become citable in all its moments. Each moment it has lived becomes a citation a l’ordre du jour — and that day is Judgment Day.

And then there’s the notion that, if a bit of the past captures our current-day attention, this testifies to the contemporary historical resonance of that dimension of the past:

History is the subject of a structure whose site is not homogenous, empty time, but time filled by the presence of the now. [Jetztzeit].* Thus, to Robespierre ancient Rome was a past charged with the time of the now which he blasted out of the continuum of history. The French Revolution viewed itself as Rome incarnate. It evoked ancient Rome the way fashion evokes costumes of the past. Fashion has a flair for the topical, no matter where it stirs in the thickets of long ago; it is a tiger’s leap into the past.

Or are “Fœtid Historical Romances” beyond even Benjamin’s historical empathy?

Semicolonoscopy

I’m noticing that; even in otherwise excellent essays my students are very creative with their use of; semicolons.

Semicolons are apparently something like the all-purpose punctuator – flexible, versatile, possessed of a certain je ne sais quoi apparently lacking in the commas, colons and full stops they so readily displace. Does anyone have any theories as to why semicolons are so appealing to students? Are they becoming like “whom” – something students toss in because they want to elevate a sentence by making it look like it contains “grammar”?

In any event, students who want to learn how to use semicolons properly, rather than just using them as random adornments within academic text, might check out the following interactive online resources:

Interactive exercises from Purdue’s always helpful OWL resource;

– Little, Brown Handbook’s semicolon exercises; and

– The Blue Book’s semicolon quiz.

Students can find interactive grammar exercises on other topics at the following sites:

Purdue’s OWL

The Little, Brown Handbook

Grammar Bytes!

Note that RMIT students can obtain more personalised assistance with grammar, as well as with more complex elements of academic writing, from the university’s Learning Skills Unit.

Acknowledgement Website

I just wanted to put in quick plug for the Acknowledgement project – a joint endeavour between the University of Melbourne and Monash University to develop plagiarism and academic integrity materials designed for academics, rather than for students. I attended a brief presentation about the project yesterday, and have just been playing around with the Acknowledgement website this morning (note that the current website is still in demo form, but will apparently continue to be available to the general public even after the website has been finalised; also note that the link above goes to the University of Melbourne, but the resource is apparently also available via the Monash University website).

Aside from providing the standard assistance with, e.g., developing student assessments to minimise opportunities for plagiarism, or managing cases of plagiarism once they occur, the site also provides resources on the thornier academic integrity issues confronting established academics – asking us to explore how we feel about “self” plagiarism; investigating the academic integrity responsibilities of an academic reviewer or editor; wondering how we should acknowledge more intangible forms of intellectual influence over our own work; etc.

The website provides quite clear and well-organised materials, including extensive references to further resources. It also includes a series of videos – under the “academic stories” sections within individual topics – that are based on interview material conducted as part of the research for this project, gathered into narratives that, to preserve anonymity and confidentiality, attempt to pull together and express the major points from a range of interviews. These stories generally attempt to provide a sense of the range of views present within the mainstream academic community on specific issues. Occasionally, the videos (which star actors apparently normally used to act out specific medical complaints for real-time medical simulations at one of the partner universities) veer a bit into camp: I particularly enjoyed this video on the virtual university, for example, which begins with a man ranting:

I know that in the 21st century we are supposed to be all about the virtual university and so on. But I have opted to use the Internet as little as possible; I am not a fan of email or Google; in fact, I don’t watch television; I avoid “news” in all its forms.

Why? Because I believe that the mass media erode the kind of originality that I am bound to strive for as an intellectual. Academic freedom to me means, in part, freedom from constant superficial chatter, and from overloading with what passes for “information” these days.

The humor-value, I should note, is mainly in the delivery: I have known people who espouse very similar views, so I can’t argue that the content doesn’t represent a certain approach to academic work. I’ll pass over, for present purposes, what I think about this approach… ;-P

The website also includes some very interesting self-tests – like, for example, the self-test on how to “proof” assignments against plagiarism – that enable you to measure your own thoughts about academic integrity, against findings from the broader research literature. The site also works hard to provide sic et non links to conflicting opinions in the literature on various topics.

My brief look suggests there is some very good material here – for students as well as academic staff. The website is open access, so anyone can have a browse around.

Holy Moses!

I’ve been intending to point readers to this BBC article on Amanda McKittrick Ros. I was too busy to put a post together in a timely fashion, though, and I now notice that many other bloggers have fun posts up on Ros and other creators of almost demonically inspired bad writing. The BBC article promotes a Belfast literary festival that has issued a challenge for “lovers of awful literature”: the festival will hold a competition to see who can read the longest passage from Ros’ work without laughing. Sound easy? See how well you go with these selections:

Visiting Westminster Abbey

Holy Moses! Have a look!
Flesh decayed in every nook!
Some rare bits of brain lie here,
Mortal loads of beef and beer,
Some of whom are turned to dust,
Every one bids lost to lust;
Royal flesh so tinged with ‘blue’
Undergoes the same as you. (via Wikipedia)

Or this piece on the death of a lawyer:

Beneath me here in stinking clumps
Lies Lawyer Largebones, all in lumps;
A rotten mass of clockholed clay,
Which grown more honeycombed each day.
See how the rats have scratched his face?
Now so unlike the human race;
I very much regret I can’t
Assist them in their eager ‘bent.’ (via fastlad)

Or perhaps you prefer more of a prose selection:

Every sentence the able and beautiful girl uttered caused Sir John to shift his apparently uncomfortable person nearer and nearer, watching at the same time minutely the divine picture of innocence, until at last, when her reply was ended, he found himself, altogether unconsciously, clasping her to his bosom, whilst the ruby rims which so recently proclaimed accusations and innocence met with unearthly sweetness, chasing every fault over the hills of doubt, until hidden in the hollow of immediate hate. (from Irene Iddesleigh via Oddbooks)

Oddbooks has an online shrine devoted to Ros’ work, for those who would like to learn more. You may also want to read the historical precedent for the Belfast Literary Festival event – attempting to read Ros without laughing was apparently a leisure activity for the Inklings.

Want to See Something Really Scary?

Scott Eric Kaufman over at Acephalous is blogging about dissertation fears again (for the record, he and I have had this conversation before).

Scott started things off with four of his fears; others have added theirs – as of this posting, the list is up to 16 (with two different contenders for #15). My main fear has remained constant now across several research degrees: that I am working on something that is completely obvious to everyone else, and that, when I finish, everyone will look at me and say, “You’ve spent three years on this?! Everyone knows this!”

From the Acephalous thread, I particularly enjoyed #8: “If you re-read your own work, you will discover you haven’t been writing in complete sentences.”

A warning, though, before you hop over and have a look: one recent commenter has complained, “Ya’ll certainly know how to dampen the (apparently naive) enthusiasm of a first year grad student.”

Becoming the Teachers We Didn’t Have

Like parents who want to spare their children the worst experiences from their own childhoods, academics often choose pedagogical strategies in the hope of sparing their students from their own worst university experiences. A post from See Jane Compute reminded me of this issue. Jane reports:

The story of how I teach intro courses has to start with my own first experience with a programming class in college. In short, it was a complete disaster. Now, I was not a complete newbie–I had taken a few computer courses in junior high and in high school, although none on the “serious programming content” or AP level, so I at least knew a bit about how computer programs worked. And for the first few weeks, everything was fine. But about halfway through the class, we were introduced to a concept–and I don’t even remember exactly what it was anymore–that I just could not understand. Unfortunately, programming courses build heavily on previous material, and so this pretty much sealed my doom. Also, the class picks up steam and more material is covered in the second half, so I quickly found myself drowning. On top of everything, the professor was one of those brilliant types that have no business teaching undergrads (i.e., couldn’t teach you if you weren’t already a programming genius), the TA spoke little English, and I was intimidated by the fact that all of my classmates either (a) seemed to get things much faster than I did, or (b) cheated their way through the class. By some miracle, I got a B in the class–to this day, I have no idea how I pulled it off. But the damage was done: I now *hated* programming, an activity that had only brought me joy in the past.

She then goes on to say:

This experience, more than any other experience I had as an undergrad, colors the way I approach teaching. My number one goal in teaching intro courses is to make sure that my students’ first experience with programming is overwhelmingly positive (or as positive as possible). I remember the despair I felt, and I keep that in mind as I introduce concepts, make up homeworks, and talk to my students in class and in office hours. I try to make sure that my interactions with students, and what I do in the classroom, encourages them rather than discourages them.

I have a similar undergraduate memory that haunts my teaching practice. Read more of this post

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