Love of All Wisdom

I’ve been delighted to take up my new full-time job as educational technologist at Boston University. It’s been great to use my background in scholarship and teaching in a way that, unlike faculty work, actually makes a living.

My specialty as a technologist has been to help faculty adopt ePortfolios – electronic collections of student and faculty work, typically with the intent of making student learning visible to an outside audience. There are a variety of purposes to ePortfolios, but one of the most common is assessment – figuring out whether students are really learning what they’re supposed to be learning.

Educational institutions have come to emphasize assessment more and more in the past decade. Assessment is sometimes resisted in the humanities because of an emphasis on quantification – often with good reason, as in the case of the UK’s catastrophic RAE and its relentless insistence on quantity over quality of scholarship. But there’s no reason for humanists to be opposed to assessment in principle. We always claim that our students come out of our classes better than they were when they began – better writers, more careful readers, more thoughtful, more critical, more knowledgeable, more engaged citizens, whatever. If they didn’t improve in some such ways, there would be no point in our teaching them. And surely at least some such improvements can be observed, even if we resist attaching numbers to that improvement beyond the grades we give. Moreover, some of those who have tried to observe whether students do indeed improve in these ways in their college classes – notably Richard Arum and Josipa Roksa – have found that in many cases, in the US at least, they don’t. This fact, if true, would be disastrous, considering that US students typically go tens or even hundreds of thousands of dollars of debt for their educations. Surely we cannot merely assume that this is money well spent. And so assessment of some sort seems to me quite a valuable task.

Working professionally with assessment has led me to think more about the question: how do we assess philosophy? It is this question, I think, that may have contributed the most to the notorious divide between analytic and “continental” philosophy. (continue reading…)

A decade or so ago, in David Hall‘s graduate class on method and theory in the study of religion, Hall asked the class why the study of religion in recent years had focused so much on particular historical details in individual places rather than larger issues that characterized or crossed traditions. I responded that the competitive job market and publish-or-perish tenure system require that people take an ever narrower focus, in order to carve out a niche for themselves. Hall replied, “Er, well, yes, that’s the cynical explanation.”

And I thought: cynical? Hall made his name studying the material conditions that gave rise to American “religion,” the economics of printing and text production. Much of his career was about the (often wise) materialist advice to explain the popularity of certain ideas by following the money. And yet suddenly, when that same mirror was turned on his own intellectual environment, of the 21st-century North American university – somehow it became “cynical”? Somehow, unlike all those thinkers we study, we have magically managed to escape the pressures of money-making and live in a world of pure ideas? (continue reading…)

I was intending this week to continue the series of posts about value and reality, but that can wait. For this week, there’s been another of the memorable lives that ended in 2011.

I speak, of course, of Steve Jobs, the co-founder and former CEO of Apple Computer. Jobs’s figure loomed large over my life a decade ago. My first wife had convinced me to switch to a Mac in 2000, and I embraced everything Mac and Apple with all the zeal of the newly converted. She and I regularly went together to the Apple retail store in Cambridge for Jobs’s keynotes, just to watch him announce new products with his famous showmanship. I have been far less enthused about Apple recently, especially the arbitrary restrictions the company places on iPhone apps – the exact kind of controlling monopolistic behaviour that Apple was once best known for fighting against. I still happily use Macs and iPods, though. And more importantly for today, I learned important lessons from following Apple and Jobs so devotedly in the 2000s – above all about leadership. (continue reading…)

The past couple weeks in the United States have been very congenial to a Marxist worldview. I don’t remember any time when the bourgeoisie has so clearly been waging war on the proletariat – or when that kind of language seemed an accurate description of contemporary society. The best known example of this is the ongoing conflict in Wisconsin, where the newly elected Republican governor, Scott Walker, attempted to strip public-sector workers of both their generous benefits and their rights to collective bargaining. With a limited grasp of the local situation (such as Margaret Wente demonstrates in this breathtakingly ignorant column), one might imagine that this is primarily a matter of shared sacrifice in a time of burgeoning government debt. That view is plausible, and entirely wrong. For not only did Walker recently enact corporate tax cuts in a volume comparable to the workers’ benefits, the unions agreed to let their costly benefits be cut if they could keep their right to collective bargaining. This action isn’t about reasonable budget cuts, but about union-busting, plain and simple.

Meanwhile, a couple of related recent American events you might not have heard of. In Maine, newly elected Republican governor Paul LePage has ordered the removal of a mural in the state Department of Labour depicting the state’s labour history, along with the renaming of conference rooms named after César Chávez and other labour organizers. The governor’s spokesman proclaimed that these symbols are “not in keeping with the department’s pro-business goals.” At the symbolic level too, the government has explicitly picked a side in a class struggle. (continue reading…)

I don’t normally make posts that are just links to external content, especially if that content is not particularly philosophical. But the material conditions of the academic philosopher’s life are a topic that has come up here several times before, and probably will again soon enough. This poem, by the anonymous blogger Paraphernalian, expresses my own reasons for leaving faculty work, far more beautifully than I could have myself. My only change is that I don’t necessarily intend to leave the academy itself, just faculty work – there are plenty of jobs in academia (especially for PhD holders) where the market is not like this. But that’s a small point. If you have ever spoken the words “don’t give up” – or their equivalent – to a PhD holder who is considering non-faculty work, you must read this short poem. If you are trying to find a faculty position or will be soon, you should read this too, so that you may consider your other options. Leaving the faculty market is not about losing hope – it’s about regaining it. Read, and take heart:

because: a manifesto

In grad school it often struck me that most of my intellectual partnerships were with self-professed conservative grad students, despite my own left-wing politics. Similarly, some of the most interesting blogs I’ve found have been conservative or right-wing.

It took me a while to figure out the reason for this, but I came to see it quite clearly: for most left-wingers, the good is fundamentally political. The place to focus our efforts, in changing the way that things and people are, is on the inequalities, oppressions and pollutions of the state and the corporations and wealth it regulates. Conservatives, at least social conservatives, often do not think this way. Our big problems are with ourselves. It matters that people become better, more virtuous; even when they do obsess about politics, it is as an attempt to make people better in some sense. An interesting example is Rod Dreher, one of the conservative bloggers I linked to in the earlier post: while his blog was originally called “Crunchy Con” (as in “conservative”), it later just took on his name, and now is called Macroculture – the emphasis has been steadily less on politics and more on culture, and the blog has gotten steadily more interesting (though less popular) as it went. This is an attitude I tend to be largely in agreement with. My deepest debt to Buddhism is that it saved me from politics, made me focus on problems with myself and not with the world.

The question I’ve then come to ask myself is: why haven’t I become conservative myself? (continue reading…)

One of the most derided concepts among upper-class Westerners is “convenience.” The foods most often subject to public loathing, whether frozen, instantly prepared or at a takeout fast-food chain, are usually the ones eaten in the name of convenience. To say that something was “convenient” is often to damn it with faint praise (“a convenient excuse”). Joel Garreau puts it well in Edge City, his 20-year-old breathlessly eloquent defence of suburban office parks: “Interesting word, ‘convenience.’ In everyday use it lacks punch. It sounds optional, frivolous. It connotes something we could easily do without. It has no sense of urgency, no aura of importance.” What’s unfortunate about the use of “convenience,” Garreau rightly notes, is that what it actually refers to is

the most precious element any human has, the very measure of his individuality — time…. Everything we value, from love to lucre, takes time. Time is the measure of the conflicting demands put upon us, and as such is the measure of our very selves. It is the one commodity that turns out, for each individual, irrevocably, to be finite. (111, emphasis in original)

Seen from this perspective, there is nothing frivolous or optional whatsoever about “convenience.” This is true whether we live a worldly life seeking worldly ends or a monastic one seeking liberation. (continue reading…)

I grew up exposed to a great deal of Marxist thought, and thought I had mostly left it behind. But in the past year or so I’ve been at something of a crossroads, reconsidering my work life as I teeter between academic and non-academic work, and I have repeatedly returned to one insight of Marx’s that now strikes me as completely true: the theory of alienation. The work we do for pay is not our own. It is never our own, by definition; it is the work we do for someone else (whether employer or customer) and it is done on that someone else’s terms.

It would be nice to think that the academy was some sort of exception to this rule; but it’s anything but. (continue reading…)

In a happy and somewhat surprising move, the New York Times has introduced The Stone, a column in philosophy. Happier still, it’s written by someone other than regular NYT writer Stanley Fish, who too often seems to be a hater of wisdom. The inaugural column is instead written by New School philosopher Simon Critchley, who gives us a thoughtful and interesting meditation on what a philosopher is.

Riffing on a “digression” in Plato’s Theaetetus, Critchley comes up with a creative definition: the philosopher is one who takes time. Plato’s Socrates contrasts such a philosopher to the lawyer, the “pettifogger,” the specialist – for whom time is money, for whom a result must be reached quickly. It is likely not a coincidence that Socrates made his living from stonecutting, not from philosophy. The “digression” is introduced when Socrates’s interlocutor asks “Aren’t we at leisure?” and Socrates replies “It appears we are.” The pettifogger asks “What do I need to know right now, for this practical purpose?” The philosopher explores the bigger picture, takes the leisure to explore at length.

This picture of the philosopher seems to describe Socrates very well – or the monastic philosophers like Buddhaghosa or Śāntideva or Aquinas, who were charged to spend their lives in contemplation, and were fed and clothed and housed for doing so. It might even describe the tenured research-university philosophy professors of the 20th century, who had a guaranteed income for life as long as they showed up to teach a few classes and refrained from having sex with their students.

But what a different world faces the young man or woman who dreams of being a philosopher today! (continue reading…)

Teaching and learning in the humanities, including philosophy, are changing rapidly as technology advances; that’s pretty much a truism when every faculty member has an email address. Now, general discussions of technology often begin with the point that pretty much every object in our lives is a technology: the pencil, the staircase, the chair. (And similarly, books are information technology.) But this is usually just said to get the point out of the way before they get to Web 2.0 and cloud computing and all the fancy new stuff people are excited about. But the most important thing I realized at this week’s NERCOMP conference is that the point has really significant implications for the way we think about technology in the humanities and academia, and about generational differences more generally.

At lunch I talked to a professor who was surprised to find that students had a hard time using a wiki; other attenders tweeted their surprise that most students had never used blogs before, when the students text and tweet and use other technologies so regularly. How could the students have a hard time with these technologies when they’re so tech-savvy?

Here’s the trick: undergraduate students are not “tech-savvy,” not in the sense that previous generations think of that term. (continue reading…)