Argument and Deforming Metaphors

I currently teach a great deal about argument (my three sections of English composition are primarily focused on argument, my classrooms are exceptionally contentious). Many of my students think of argument in the expected terms. To them it is necessarily adversarial: it is centered around winning as opposed to solutions, or consensus, or gods forbid the truth. The very language we use to speak about argument couches it in these terms. I am as guilty as anyone else in characterizing argument this way. I catch myself doing it all the time, in class and in conversation. The following is an excellent Ted Talk by Bearded American Daniel Cohen, a Professor of Philosophy at Colby College who points to the problematic nature of the “argument as war” metaphor:

The tremendously bearded Dr. Cohen makes many great points. I’ve seen this lecture play across the internet and the aspect that gets addressed most tends to be the “losing is winning” section that makes note of the cognitive gain a genuine loser in an argument makes. This is a great point, and it reminds us all that the real purpose of argument should not be persuasion (or not just persuasion) but an attempt to present and grapple with the truth of whatever claims are being made. But the other thing I like about Cohen’s discussion, perhaps the aspect I like most, is the way in which he points to the language we use to characterize argument as “deforming.” I continually try to hit home to my students (just as I try and take it into account myself) that the language that we use influences how we think and act in ways that we rarely realize. Cohen concretely points to how the argument as war metaphor prepares us from the beginning to avoid actual problem solving. It governs how we conduct argument. It makes argument into a game that one wins, as opposed to something intended to serve the (T)ruth (“big T” or otherwise). Cohen’s talk reminds us that the metaphors we use matter, and it is important to remember that.

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Poets on the Elgin Marbles, part I

This is part of a series of posts I began last year centered on the connections between the British Museum and the literature I teach and study. Other entries can be found under the “British Museum” tag.


The Duveen Gallery at the British Museum containing the Elgin Marbles, photo by Andrew Dunn via Wikimedia Commons.

I’ve yet to visit the Acropolis. I’ve seen photographs of course, and I’ve read descriptions, but I’ve not climbed the hill to the Parthenon. Still, I can imagine the ruin’s splendor, and I can imagine the frustration I would feel standing in the temple’s shell and seeing it stripped of so many of its iconic pieces of sculpture.

But I have seen many of those sculptures, the bulk of which form the Elgin Marbles in the British Museum, elsewhere. When I lived in London I spent many hours wandering the Museum’s halls including the beautiful Duveen Gallery (pictured below.) The marbles take their name from Thomas Bruce, the 7th Earl of Elgin who completed the excavation and shipping the sculptures to Britain in 1812. The legality of Elgin’s acquisition is still in dispute for a number of reasons. Allegedly Elgin received a firman, an Islamic legal document utilized by the Ottoman Empire, from the Sultan Selim III, though the authenticity of this decree as well as its larger legality of such a decree (as the Ottoman Empire were an occupying force) have been questioned. The Greek Government has requested the return of the marbles, however Britain has stood firmly behind the Museum.

The Elgin Marbles illuminate the multiple tensions inherent in British Imperialism. Their placement in the British Museum is part of the larger process that seeks to bring the world to London, and by corollary create London as the center of the world. In this manner it functions in a way similar to the Great Exhibition of 1851 and the number of Victorian spectacles that sought to create a vision of the world as an Imperial cosmos with London as its nexus.

The holding of these antiquities also seeks to locate British imperial identity in relation to its precursors. Having the bulk of the Parthenon Frieze in Britain can be seen as a way of identifying Britain as the true inheritor of the flame of Western Civilization.

The Duveen Gallery is a wonderful setting for the sculptures, and there is something perhaps to say about viewing the marbles in relation to the other artifacts of world cultures held in the Museum. Still it is hard to look at these works and not desire they be returned to the descendants of the people who created them.

Lord Byron despaired of this as well, writing in the second canto of Childe Harold’s Pilgrimage:

But most the modern Pict’s ignoble boast,

To rive what Goth, and Turk, and Time hath spared:

Cold as the crags upon his native coast,

His mind as barren and his heart as hard,

Is he whose head conceived, whose hand prepared,

Aught to displace Athena’s poor remains:

Her sons too weak the sacred shrine to guard,

Yet felt some portion of their mother’s pains,

And never knew, till then, the weight of Despot’s chains. (XII)

*   *   *

Cold is the heart, fair Greece, that looks on thee,

   Nor feels as lovers o’er the dust they loved;

   Dull is the eye that will not weep to see

   Thy walls defaced, thy mouldering shrines removed

   By British hands, which it had best behoved

   To guard those relics ne’er to be restored.

   Curst be the hour when from their isle they roved,

     And once again thy hapless bosom gored,

And snatched thy shrinking gods to northern climes abhorred! (XV)

This is a complex piece of poetry that seems to encapsulate at least some of the tensions at the heart of the Elgin Marbles controversy. Byron characterizes the removal of the sculptures as a defacement, a point that is hard to argue. Yet, the same line points to the decay that centuries of neglect have wrought on the ancient marbles. One of the arguments defenders of Elgin make is that their removal actually preserved them, first from the ravages of war and then from the ravages of pollution. Still Byron is of course ultimately critical of the removal as is attested by his other long (and unsubtle) attack on Elgin in the first portion, referencing him as “the modern Pict” (like the Pictish tribes, Elgin was Scottish).

There is something fascinating about the last lines of the selection of Childe Harold pointing to the alien environment in which these Mediterranean deities find themselves. The much touted “quality of Greek light” familiar to writers and artists for centuries does not fall in Britain. The environment is so different; even if the British Museum is a neo-classical building the weather that envelops it is famous for its chill. It is romantic to say that England is a land of fogs, mists, and marshes, but these things do help to distinguish it from Greece and have provided important symbolic touchstones.

Byron’s brief moment there reminds me of Walter Pater’s waxing like Heinrich Heine:

“Consecutive upon Apollo in all his solar fervour and effulgence,” says a writer of Teutonic proclivities, “we may discern even among the Greeks themselves, elusively, as would be natural with such a being, almost like a mock sun amid the mists, the northern or ultra-northern sun-god. In hints and fragments the lexicographers and others have told us something of this Hyperborean Apollo, fancies about him which evidence some knowledge of the Land of the Midnight Sun, of the sun’s ways among the Laplanders, of a hoary summer breathing very softly on the violet beds, or say, the London-pride and crab-apples, provided for those meagre people, somewhere amid the remoteness of their icy seas. In such wise Apollo had already anticipated his sad fortunes in the Middle Age as a god definitely in exile, driven north of the Alps, and even here ever in flight before the summer. Summer indeed he leaves now to the management of others, finding his way from France and Germany to still paler countries, yet making or taking with him always a certain seductive summer-in-winter, though also with a divine or titanic regret, a titanic revolt in his heart, and consequent inversion at times of his old beneficent and properly solar doings. For his favours, his fallacious good-humour, which has in truth a touch of malign magic about it, he makes men pay sometimes a terrible price, and is in fact a devil!” (“Apollo in Picardy”)

Byron’s respect for the monument, by the way, did not stop him from carving his own epigram on the Acropolis, one which echoes his “Curse of Minerva.” A grafitto attributed to Byron at the site reads Quod non fecerunt Goti, fecerunt Scoti, “What the Goths didn’t steal, the Scots stole.”

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MOOC of the Living Dead

Massive Open Online Courses (MOOCs for short) are emerging into the educational marketplace amidst a great deal of contention. A quick look at an issue of the Chronicle of Higher Education often finds passionate discussions on all sides of the argument (a search for the term MOOC on the Chronicle’s site reveals 411 hits, 330 of which are from the past year). I certainly have my concerns, which include questions about how students are intended to demonstrate mastery of their subject matters in such a forum. From an educational perspective (rather than an economic one) this seems to be one of the major problems with MOOCs. How do instructors determine whether the students in such courses are actually mastering the content? In an educational environment where any one can join with hundreds or thousands of others how can real feedback occur to push students to develop better understandings of the subject matter and how can that understanding ultimately be measured? A satisfactory answer to that question has yet to be discovered, and that is one of the issues that impacts the output from MOOCs, right now they don’t provide any kind of educational credential. Until some kind of actual ways of determining mastery of content begins to emerge, it seems to me that MOOCs will continue function as more in-depth versions of the kind of materials one can get from outlets like The Teaching Company, which packages course lectures and sells them in various media. I don’t think that is ultimately a bad thing, it helps people come into contact with new ideas, engage with interesting topics, and is a step towards a more informed general public. The fact that MOOCs are open access is wonderful, making them far more egalitarian than the expensive package lectures on the market. But as of yet, I do not think it is actually college work, because it lacks the rigor of actual college work.

But there are still interesting things going on with MOOCs and I do like at least part of their mission. I like making educational material open to everyone (I really like the movement towards quality open-access journals that is currently underway) and I like that MOOCs are often interdisciplinary and can operate outside the specific course structures and topics that majors sometimes demand. A case in point is the following MOOC, one which I am now enrolled entitled “Society, Science, Survival: Lessons from The Walking Dead.” From the course description:

From understanding social identities to modeling the spread of disease, this eight-week course will span key science and survival themes using AMC’s The Walking Dead as its basis. Four faculty members from the University of California, Irvine will take you on an inter-disciplinary academic journey deep into the world of AMC’s The Walking Dead, exploring the following topics:

  • Maslow’s hierarchy of needs—is survival just about being alive?
  • Social order and structures—from the farm and the prison to Woodbury
  • Social identity, roles, and stereotyping—as shown through leaders like Rick and the Governor
  • The role of public health in society—from the CDC to local community organizations
  • The spread of infectious disease and population modeling—swarm!
  • The role of energy and momentum in damage control—how can you best protect yourself?
  • Nutrition in a post-apocalyptic world—are squirrels really good for you?
  • Managing stress in disaster situations—what’s the long-term effect of always sleeping with one eye open?
Registration is going on now, and the course officially starts next week. Here’s a write-up from The Chronicle.

I thought this might be an interesting way of seeing what the actual user experience of such a course looks like. I’m also interested in being exposed to areas that I really don’t know much about, and I’m curious about how the instructors work from the material this is centered on. And y’know, Zombies.

I’ll be posting about some of my experiences as a student in a MOOC over the next few months.

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Seasonal (re)Reads

I’m very happy to be living in New England. As I mentioned recently, I just moved from Florida to Connecticut, and am very happy to escape the hellish heat that lingers well into September and even sometimes October in the Tampa area. And I’ll admit, I am somewhat of a romantic as far as the seasons go. I love the season shifts that you just don’t get in the south. I love the cool nights, and the wood-smoke of autumn. I love the first snow, and I love the last snow. I love the first really beautiful day in the Spring when everyone suddenly emerges from the caves of their own grumpy self-interest and smiles. That Spring day is amazing, because it reminds us that the milk of human kindness does actually flow, at least once it is thawed out.

But now it is fall (I wore a sweater today and everything!) and I love fall (despite the fact that it was invented by a bunch of white girls in 1982.) So, here are some excellent fall reads that I pick up every year. It might just be chapter, or a few passages, or I might actually re-read the whole book, but I make a point to touch base with most of these at least once during the season:

The Haunting of Hill House

By Shirley Jackson

Shirley Jackson’s novel is still one of the most chilling pieces of horror fiction I’ve ever read. It has what I consider one of the most successful and perfect chapters in American Gothic literature. Shirley Jackson’s work in general is also stunning, and I should note that one of the best awards for psychological suspense, horror, and dark fantasy, bears her name.

From the Dust Returned

By Ray Bradbury

A full-length version riffing off of Bradbury’s story “Uncle Einar,” from his collection The October Country this is Bradbury at his lyrical best. And who doesn’t want a demon-uncle named Einar?

Speaking of Bradbury, the epigraph for October Country is one of my favorite little pieces of prose. He writes:

…that country where it is always turning late in the year. That country where the hills are fog and the rivers are mist; where noons go quickly, dusks and twilights linger, and midnights stay. That country composed in the main of cellars, sub-cellars, coal-bins, closets, attics, and pantries faced away from the sun. That country whose people are autumn people, thinking only autumn thoughts. Whose people passing at night on the empty walks sound like rain.

The Night Country

By Stewart O’Nan

The Night Country feels like O’Nan took Bradbury’s epigraph and built a novel from it. It is unsurprisingly dedicated to Bradbury and plays many of the same lyrical games to both chilling and heart-breaking effect. Its conception of hauntings as memories is novel and presented beautifully.

The Drowning Girl

By Caitlin R. Kiernan

This is the most recent book to become part of my yearly dive into these fictions, meaning that I’m re-reading it for the first time this year. Kiernan’s novel was nominated for the 2012 Shirley Jackson Award and was my favorite to win. It is the story of India Morgan Phelp a young painter, who is (maybe) schizophrenic and (maybe) encounters ghosts. My favorite aspect is Kiernan’s descriptions of hauntings as memes that infect us and are transmitted virally, often unintentionally.

There are other works I love and come back to around this time of year, but these are the ones that have stayed at the top of my list. I re-read Neil Gaiman’s The Graveyard Book last year and enjoyed revisiting Bod again. I also pick up Peter Straub’s novella “Pork Pie Hat” every once in a while, probably around this time of year. I’m also always on the hunt for new seasonally appropriate reads.

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CFPs with upcoming deadlines

A couple of interesting CFPs with upcoming deadlines:

The 35th Annual International Conference on the Fantastic in the Arts- “Fantastic Empires”

From space operas to medieval tales to seminal works of fantasy, imaginative fiction abounds in fabulous empires. ICFA 35 will investigate the widest range of topics relating to empire, including discussions of particular texts, analyses of the hegemonic and counterhegemonic forces of empire, evaluations of individual resistances to imperialism (and of empires striking back), and assays into various other aspects of the theme. We welcome proposals for scholarly papers and panels that seek to examine, interrogate, and expand any research related to empire and the fantastic.

Deadline is October 31st.

Poetry in Painting: The Lyrical Voice of Pre-Raphaelite Painting 

This interdisciplinary collection of essays seeks to offer new insights into Victorian culture and society through Pre-Raphaelite perspectives captured in the relationship between Pre-Raphaelite paintings and the poems which inspired them.   Authors are invited to choose paintings by Pre-Raphaelite artists and their associates that have been inspired by poems, or poems inspired by Pre-Raphaelite paintings, and discuss the means by which the textual is transfigured into the visual or the visual into the textual.   The goal of this work is primarily, but not exclusively, twofold: (1) to explore the interpretive perspectives on paintings which poems disclose; (2) to examine the Victorian or modern, cultural or sociopolitical, concerns that inform visual and textual relations inspired by Pre-Raphaelite art.

Deadline is December 1st.

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Return to the Panopticon

I haven’t blogged since last December, which I’m sure appears odd. The strange gap that begins right before my dissertation defense does not bode well. Rest assured, however, that I did indeed survive my fight with a snake. In fact, I survived my snake fight with flying colors and passed with distinction. My life since then has been busy and numerous other projects have taken precedence over maintaining my space here at the Panopticon.

So in the nine months since I last posted I graduated from the University of South Florida, becoming a Doctor (but as one of my mentors in graduate school points out “not the kind that helps people.”) I’ve been working on revising the dissertation into a book, and working on various other scholarly projects. I picked up and moved to Connecticut, and am currently teaching writing and literature.

My plan is to keep current with this blog, using it as a space to explore (often half-formed) ideas and share interesting links. I also want to use it to examine some of my pedagogical practices, something I’ve done before on this blog. As always I welcome feedback, thoughtful debate, and general tom-foolery.

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It approaches . . .

One week from today, I am fighting a snake.

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Religion in the Classroom

As I mentioned previously, I’ve been attending a discussion group focused on teaching literature for some time. Last month it was my turn to choose our reading and I’ve picked Peter Kerry Powers’s excellent article “A Clash of Civilizations: Religious and Academic Discourse in the English Classroom,” from the 2008 issue of Profession. Powers makes some interesting points in regards to how we treat (or sometimes don’t treat) religious discourse in the classroom:

Religious discourses, beliefs, and practices should be understood more clearly as cultural formations out of which students think and act and through which they form a sense of themselves as human agents. However, in the normal course of academic business we perceive religious literacy as a private literacy (if that is not an oxymoron), an idiolect that belongs to the student’s private world rather than to the public conversation of the classroom. I have written elsewhere of how, until very recently, religion and literary studies—ethnic literary studies in particular—seemed to find no way of meshing, despite the overt religious content and form of a good deal of ethnic literature. Moreover, some of the basic professional tools used by professors of American literature—anthologies, literary histories, and the like—could well lead one to suspect that religion was not an as­pect of American culture at all, or at least that it ceased to be somewhere around the Civil War (1–19). Such assumptions drive our sense that while religion may once have been socially important, it is now a private matter best left to student ruminations in the dorm. (69)

Powers has a very good point here, especially in the absence of religious discourse as presented in American literature. Such an absence is in many way impossible in my own classroom, as I teach primarily on the long nineteenth-century in Britain. I’ve discussed elsewhere the complex crisis that informs Victorian literature, a crisis that is heavily intertwined with religious issues. The importance of religious discourse is essential to an understanding of the Romantics as well, no matter which side of the debate over Romantic religiosity you fall on. M.H. Abrams, for instance whose influential argument is that the Romantics are primarily secularizers of the sacred wrote in 1973:

Much of what distinguishes writers I call “Romantic” derives from the fact that they undertook, whatever their religious creed or lack of creed, to save traditional concepts, schemes, and values which had been based on the relation of the Creator to his creature and creation, but to reformulate them within the prevailing two-term system of subject and object, ego and non-ego, the human mind or consciousness and its transactions with nature. Despite this displacement  from a supernatural to a natural frame of reference, however the ancient problems, terminology, and ways of thinking about human nature and history survived. (Natural Supernaturalism, 13)

Twenty-five years later Robert Ryan wrote in his influential The Romantic Reformation

“During the Romantic period the religious identity of the British nation became once again a question in dispute as the result of intensified resistance by Dissenter to the Established Church’s hegemony, the crusade like character of the war against infidel France, and the millenarian consciousness that swept through all classes of society . . . the Romantic poets accepted the role of religion as a dynamic ideology behind social and political action.” (3-4)

I use these two paradigms in my classroom as a window, asking my students which of these they see reflected in the works we read. I”ve found this a useful way in which to engage with these concerns while also in a sense maintaining a certain critical distance. But there is a balancing act that needs to be maintained between that critical distance and a more intense and personal engagement with religious material. In the aforementioned paragraph Powers rightly points to the importance of seeing students religious positions as “cultural formations out of which students think and act and through which they form a sense of themselves as human agents.” Powers goes on to note that “we have yet to develop a pedagogical ethos that seeks to understand religious backgrounds with the same professional seriousness that we have learned to bring to the question of a student’s race, gender, or sexual orientation” (68). This I think is key, particularly when we think of student engagement with texts. If one of our prime goals as instructors is deep student engagement with literature, than it is important that we not cut off one of the prime avenues for that engagement, a students intimate connection with a work drawn from their experience of their faith. While that cannot be the be-all-end-all of our classroom practice, these are perspectives that can allow for a richer appreciation or (when managed productively) a useful contesting of a piece of literature.

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Remember, remember . . .

John Constable, A View of Hampstead Heath , with Figures Around a Bonfire

The first tall flame from Rainbarrow sprang into the sky, attracting all eyes that had been fixed on the distant conflagrations back to their own attempt in the same kind. The cheerful blaze streaked the inner surface of the human circle—now increased by other stragglers, male and female—with its own gold livery, and even overlaid the dark turf around with a lively luminousness, which softened off into obscurity where the barrow rounded downwards out of sight. It showed the barrow to be the segment of a globe, as perfect as on the day when it was thrown up, even the little ditch remaining from which the earth was dug. Not a plough had ever disturbed a grain of that stubborn soil. In the heath’s barrenness to the farmer lay its fertility to the historian. There had been no obliteration, because there had been no tending.

It seemed as if the bonfire-makers were standing in some radiant upper story of the world, detached from and independent of the dark stretches below. The heath down there was now a vast abyss, and no longer a continuation of what they stood on; for their eyes, adapted to the blaze, could see nothing of the deeps beyond its influence. Occasionally, it is true, a more vigorous flare than usual from their faggots sent darting lights like aides-de-camp down the inclines to some distant bush, pool, or patch of white sand, kindling these to replies of the same colour, till all was lost in darkness again. Then the whole black phenomenon beneath represented Limbo as viewed from the brink by the sublime Florentine in his vision, and the muttered articulations of the wind in the hollows were as complaints and petitions from the “souls of mighty worth” suspended therein.

It was as if these men and boys had suddenly dived into past ages, and fetched therefrom an hour and deed which had before been familiar with this spot. The ashes of the original British pyre which blazed from that summit lay fresh and undisturbed in the barrow beneath their tread. The flames from funeral piles long ago kindled there had shone down upon the lowlands as these were shining now. Festival fires to Thor and Woden had followed on the same ground and duly had their day. Indeed, it is pretty well known that such blazes as this the heathmen were now enjoying are rather the lineal descendants from jumbled Druidical rites and Saxon ceremonies than the invention of popular feeling about Gunpowder Plot.

-Thomas Hardy, The Return of the Native

One of Arthur Hopkins’s illustrations for the serialized The Return of the Native.

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It’s that time again!

Once again it is time for All Hallow’s Read, a grassroots effort to encourage reading (particularly creepy seasonally appropriate reading) that happens every year. It is the brain-child of Neil Gaiman and I’ll let him explain it:

So, it is time to give away some scary books! This a great time of year to start participating in BookCrossing or even better Books for Soldiers.

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