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pt which apparently was as freudian as a mispelled hero fantasy can get she was asking us for suggestions about possible rejection letters she writes so this guy comes up to my table and starts talking about the novel he s been working on but it could also be a comic book script or a screenplay etc etc and he hands me a two page excerpt and a cover letter and takes off i read it on the way home from work tonight it s not good i feel obligated to send the guy a polite rejection notice my questions 1 should i also advise him to use the spelling and grammar checkers in his word processor 2 should i also advise him to read norman spinrad s essay the emperor of everything and attempt to understand why the sf fantasy occult horror genres don t really need more masturbatory misogynistic adolescent power fantasy stories 3 should i also advise him to see a therapist i started to respond over there and i think i ll finish up here you could break it to him gently you could say hey right now this is a novel it could be a comic book it could be a screenplay too it could be a novella it could take a turn towards realism kids picking blackberries they have a dog the dog dies but then the turn away from realism maybe the dog was an alien or is dreaming it all it could be a short story it could be some notes with accompanying sketches the sketches might not be related i m talking about doodles little drawings of trees and captain america s shield it could be something you scribbled on a napkin it could be a napkin that you quickly tucked in your pocket coffee stains on the most important phrases the ink bleeds away and the napkin goes pulpy in the wash it could be an idea you had once that you were going to write but didn t have a pen it could be a silly idea something you should never tell a soul there there don t be sad grindhouse is still in the theaters treat yourself to a matinee published in fictions ha ha on april 26 2007 at 4 35 am comments 3 the myth of the ineffective teacher over at the thoughtful medievalist blog in the middle eileen joy has posted a response to scott eric kaufman s valve post about teaching which begins with seung hui cho but i m not going to revisit that she writes but over the years i ve also developed a hunch that we only really help students who are already hard wired to embrace and open up to what we and literature have to offer you can never teach morality you can only model it and maybe live it in imperfect fits and starts and only with the recognition that morality is more related to affect than it is to principles or rules or even final actions as to the relation of pedagogy to leading students to the better sorts of lives i stopped agonizing about that a while ago i don t mean to say i don t care about pedagogy i care a lot but that i don t anymore torture myself worrying about whether or not i am leading my students to liberalism or humanism or humaness sic or any other political or philosophical mode of being thought either through hectoring or a more subtle and laudably non ideological method is there a way we can merely be ourselves simply modelling to our students our desire s to read and think out loud and wonder and be moved more and more i worry less about students moral bearings and lack thereof and more about their emotional affect i worry about their ability to be enchanted and to feel to feel in the sense of allowing themselves to be swept away by art and literature into the lives of other persons there is some kind of predisposition i think to being open to that possibility without which ethics of any sort cannot be possible as this blog grows and develops i hope to find many ways of investigating an odd dissymmetry what people advocate for as their own intellectual and ethical projects is often acceptable or even admirable while what they advocate against or seek to limit casts them in a less flattering light for example i can only applaud eileen s efforts to model morality which she does despite being aware of her own imperfections and i would think admitting the possibility that even her most exemplary actions will be misunderstood it is intuitive for any teacher of literature to teach the relationship between morality and feeling since the two are inseparable in works of art one tries to share with students the feeling of expansive but still determinate sympathy that literature can provide in fact this ethics of imaginative sympathy is the basis for much of richard rorty s pragmatist writings on literature and ethics that said there is a blatant contradiction between eileen s assertion that one can never teach morality and her concern for her student s emotional responses their emotional responses in her world are their ethical judgements and moral attitudes when she says that morality is more related to affect than to principles or rules she means that the content of effective adaptive morality is emotional and has to do with the ability to sympathetically imagine another person s life when she is modeling her desire to read think out loud wonder and be moved she is modeling morality in a classroom setting in other words she s teaching morality or ethics by the end of the passage she s just not teaching it as a set of abstract rules certainly the passage remains skeptical about whether this sort of modeling is possible but it flatly refuses to allow that any other sort might succeed this is rather similar to scott s approach he first rejects the efficacy of teaching out of hand then gradually returns to the notion of efficacy but only through inspiring in students a constructive critical disillusionment with sentimental and rationalizing discourses for example the myths of noble injuns all of which is just to say that scott comes across as a teacher who s good at teaching literature as a tool for critical thinking and eileen comes across as a teacher who s good at teaching the ethics of imaginative sympathy eventually i want to write a post about difference examining where the postmodern ethic of difference really comes into play and tying it back to statements like you can never teach morality i can easily imagine the student probably male who likes to discuss moral principles and who would be very annoyed to hear that morality just doesn t work that way the last sentence i quote raises the disturbing possibility that eileen thinks some people are more ethically predisposed than others and that this is hard wired into them according to their capacity for openness but for now let s focus on the fact that what scott and eileen are teaching are fundamentally skills these skills are ethical not practical if we define practicality in a very superficial manner but they aren t that different from teaching students to write clearly and effectively sympathy and skepticism are habits of thought just like looking for the formal and symbolic elements of a text identifying pertinent research data or organizing an essay in a coherent fashion almost no teacher in the fields of literature or composition would be willing to say that students can t learn to write somehow often over a very short period of time we bring students a long ways towards being able to express themselves in the process we necessarily refer to all sorts of moral principles for starters we expect them to be objective and we forbid them to plagiarize i m not suggesting that a teacher of literature should be blithe about teaching morality and ethics actually teachers of literature should doubt their own abilities as writers too but to describe such pedagogy as impossible just because both critical thinking and affective sympathy are radical positions in today s society is both an act of surrender and a phenomenon of cognitive dissonance i call it cognitive dissonance because we know how hard it is to teach students to write well to teach them the elements of style and we do it anyway published in ethics morality rorty teaching on april 25 2007 at 1 41 am comments 7 madness neither free nor pure suppose one were to ask why so many americans go mad an estimated 57 7 million american adults suffer from some form of mental illness and approximately one in four of those are seriously mentally ill larvalsubjects in a recent post and thread at his remarkable lacanian blog links this to the sources of his own despair he writes there has been a collapse of our sense of who we are as individuals the selfness of our self as kierkegaard might say the orderliness or lawfulness of the world and of purposes and goals or maybe this is just me i cannot seem to find any fixity for my identity i am suspicious of any goals i set for myself suspecting some hidden catch behind them and the world appears chaotic to me where is the joy in schizophrenic processes of desiring production promised to me by deleuze and guattari why do i experience this as so anxiety provoking it is not for me or anyone to try via the blogosphere to soothe his anxieties or even to map them in a way that prepares them for entry into some game of critique however it might be possible for me to examine how deleuze and guattari specifically in the book anti oedipus figure in these conversations about madness deleuze and guattari are often identified with the schizophrenic as we know him that is with the muttering and unstable person who turns on family and friends and exhibits all the rage and anxiety one would expect from a person who cannot read the world and who is therefore confronted with a bewildering set of demands that he interprets in a paranoid fashion i refer to a set of demands because ultimately the schizophrenic as he is idealized by deleuze and guattari is not a mentally ill person a mentally ill person is responding to the expectations of his society and responding wrongly a person who is producing desires on the other hand is writing his own codes in the absence of defined social expectations for example if two people take solitary hikes and one of them spends the entire hike singing wish you were here by pink floyd neither are mad the silent one gets to experience his environment more fully perhaps but from the standpoint of desire that is neither better nor worse than singing the question of madness simply cannot arise i ll linger for a moment on this question of joy of nietzschean or perhaps deleuzian joy before turning to tragedy the sort of liberation or in deleuzian terms deterritorialization that is supposed to produce joy is a necessary condition of capitalism but this has already been taken into account re territorialized and that not freely in order to be both the consumer who enjoys his leisure time and the worker who meets the demands of productivity one must be transformed over and over again these transformations are adaptive rather than revolutionary and are thus superficial compared to the perpetual demand that one live up to the moment this demand takes its toll on everyone a lot of skeptical readers dismiss anti oedipus on the grounds that it is somehow cruel to people who are actually mad and who need help more than they need a book written in their honor in fact deleuze and guattari would agree that recognizably insane people need help because they have been forced to conform to a particular and maddening form of alienation that puts them and others in considerable danger to dismiss anti oedipus out of a supposed concern for mental illness actually means acting as though mental illness arises in a pure fashion without reference to the immense difficulties of contemporary life in my own life i ve known several people who became permanently mentally ill and others who passed through periods of nonadjustment to varying degrees in none of these cases would it be at all reasonable to talk about madness in the same way one would talk about the common cold ignoring for the moment the deeply contextual nature and etiology of illnesses like the common cold instead these illnesses were linked to american recreational drug culture american psychiatric and antidepressant culture the american indifference to poverty and the shifting ground of familial obligation and rites of passage clearly trying to understand just those four fields leads one inexorably to a study of the whole society medical terms like latent schizophrenia only reveal the ex post facto nature of diagnoses of insanity and the tendency of such diagnoses to erase the significant social facts that become concrete through individual lives the shootings at virginia tech are a tragedy that we as a society have been struggling to understand and we have been doing so partly through our understanding of madness that s a start still there is no way to comprehend those deaths without reference to the guns that seung hui cho was able to procure and the drama of shootings to which our culture obsessively pays homage those guns worked their way into his consciousness troubled as he was he would have lived a different life in a country with adequate gun control many of the analyses of what was wrong with him will be written in order to avoid the question of why he was able to transform from a maladjusted person into a shooter if anything deleuze and guattari help us understand the phenomenon of the shootings because they contributed so much to our understanding of the single knot that binds madness to sanity and even to psychoanalysis within western society seung hui cho s criticisms of his fellow students were similar to the criticisms of college life in i am charlotte simmons i read one of his plays the debauched illegitimate and abusive father is unmistakably oedipal he did not inhabit a world different from our own and our responsibility to the dead goes beyond investigating why this one young man wasn t understood and treated in time published in deleuze personal philosophy politics psychoanalysis on april 24 2007 at 9 24 pm comments 5 email rené daumal coffeeandcritique at gmail dot com the absurd evidence about us current reading 1 modernism current reading 2 self fashioning the western tradition current reading 3 philosophy and theory recent comments miso on moving back eileen joy on the myth of the ineffective ben wolfson on moving back rené daumal on the myth of the ineffective rené daumal on moving back recent posts moving back absolutely fun and true fact 2 poor unfortunate societies getting to the bottom of the little mermaid absolutely fun and true fact 1 the rejection letter categories art aesthetics deleuze ethics morality fictions film ha ha marxism culture personal philosophy politics psychoanalysis rorty teaching trash uncategorized blogroll acephalous ads without products an und für sich antigram apophenia bitch phd citizen of somewhere else crimethinc online library crooked timber fetch me my axe form of life hal and heather having read the fine print i blame the patriarchy i cite in the middle irrelevant narcissism is there no sin in it janeawake k punk kugelmass episo...