Al Filreis: future of research

Tuesday, July 07, 2009

future of research

"The income-producing research activity will follow the trend of moving into nondepartmental locations — institutes, centers, and programs — that can be closed with less fuss if the income dries up."--MARC BOUSQUET, Associate professor at Santa Clara University, and author of How the University Works: Higher Education and the Low-Wage Nation (New York University Press, 2008)

From: "FORUM: The Faculty of the Future: Leaner, Meaner, More Innovative, Less Secure," Chronicle of Higher Education.

Tim Carmody, whom I admire and whose blog, Facebook updates and now tweeting I follow, has a statement here too, part of which reads:

The curriculum, especially in the humanities, valorizes thoughtful curation and recirculation of material rather than comprehension or originality. The traditional unidirectional model of knowledge transmission (best represented by the now-deprecated "lecture") has been effectively discredited, although it persists through habit, inertia, and whispered doubts about the efficacy and rigidity of the new model. Many professors periodically pause to lecture, but only apologetically, or when distanced by ironic quotation marks. / The 'teens are as widely remembered for technical innovation and radical dissemination of knowledge as the '20s are for job loss, technological retrenchment, and economic concentration. In 2019, when Google used its capital to snap up the course-management giant Blackboard and the Ebsco, LexisNexis, and Ovid databases, it effectively became the universal front end for research and teaching in the academy.

Anyone who has read this blog knows how much I would (and do) disagree with Tim's use of the lecture (his valorization of it and pre-nostaligia for it) in this scenario. His error is to tie inextricably the "traditional unidirectional model of knowledge transmission" (which he implicitly commends) to the techno-corporate consolidation of profit-making information providers.

Now, as for "originality" in this context: oh, don't get me started. For another time. I promise.

(For more from me on the lecture, click on "end of the lecture" just below.)

non-fixed materials

"I teach horizontally, meaning that while I might begin with a fixed idea of what I'm going to teach that day, I let it drift rhizomatically way off topic, often pulling it back when it gets too far. I rely on non-fixed materials to teach this way; the whole world is at my fingertips. Should I go off on a tangent about John and Rauschenberg and their love relationship as expressed in Rauschenberg's bed, an image of that bed is always a click away. From there, we can head anywhere into the non-fixed universe, be it film, text or sound. And of course, that always takes us elsewhere. As Cage says, 'We are getting nowhere fast.'" MORE...

on writing about 9/11

'To write well about catastrophes, especially catastrophes that—thanks to media immersion—“everybody knows,” requires a difficult hybrid of concentration, severity, delicacy, nearness and distance. I don’t know

that anyone has yet got the imaginative measure of that terrifying day six years ago. Certainly our Tolstoy has not crawled out of the rubble. The closest we have, Don DeLillo, succeeded as an essayist-journalist ("In the Ruins of the Future: Reflections on Terror and Loss in the Shadow of September,” Harper’s, December 2001) but, to my mind, failed as a novelist ("Falling Man"). One reason, perhaps, is that the remembered emotion was instantly buried under a pile of cultural junk.' - Tod Gitlin in his review of Susan Faludi's The Terror Dream (written for Truthdig.com). MORE...

WCW's NJ, that impossible object

"If you go to Paterson, you may now happen upon a secret shrine to William Carlos Williams' poem. Although, it might not be there anymore. Composed of trash the Education Department leaves in the abandoned Hinchliffe Stadium (e.g. busted file cabinets, waterlogged textbooks, wobbly bookcarts), the shrine is itself subject to the vagaries of what constitutes trash and what art . . . and what, for that matter, desirable furniture. After the first day, the "library" aspect of the shrine--a small bench facing a bookshelf under a tree sprouting from the concrete and stocked with English textbooks and xeroxes of Paterson in baggies--was disrupted when someone must have realized that the bookshelf was indeed still a good book shelf, and took it away (even though it may have been there for years.) It must have been a critic, because they also let their dog "have their way" in the shrine as well."--from the blog New Jersey as an Impossible Object

electronic pedagogy

Magazine story published in 2001 about my use of e-media in teaching. "Postmodernist poets focused on the process of their poetry, rather than on what the words in their poems actually said. The purpose was to make poetry and language new again. There's no better way to describe Filreis' teaching style. He uses technology to free class time for discussion, which to Filreis is more important than the course material itself. The point is to develop his students' ability to think critically, not to have memorized every last fact about Gertrude Stein. And yet, he said, through that active engagement with the material, students end up remembering more of the content."

Wallace Stevens writing about a friend's mule and cow:

Somehow I do not care much about Lucera. I imagine her standing in the bushes at night watching your lamp a little way off and wondering what in the world you are doing. If it was she, she would be eating. No doubt she wonders whether you are eating words. But I take the greatest pride in now knowing Pompilio, who does not have to divest himself of anything to see things as they are. Do please give him a bunch of carrots with my regards. This is much more serious than you are likely to think from the first reading of this letter.

Samuel Johnson on the lecture

"Lectures were once useful; but now, when all can read, and books are so numerous, lectures are unnecessary. If your attention fails, and you miss a part of a lecture, it is lost; you cannot go back as you do upon a book... People have nowadays got a strange opinion that everything should be taught by lectures. Now, I cannot see that lectures can do as much good as reading the books from which the lectures are taken. I know nothing that can be best taught by lectures, except where experiments are to be shown. You may teach chymistry by lectures. You might teach making shoes by lectures!"

Kerouac babble flow