Al Filreis: to be mentally healthy, don't worry about current events

Saturday, December 05, 2009

to be mentally healthy, don't worry about current events

I own a battered paperback copy of an unusual book: The Story of my Psychoanalysis, published in 1950 and authored by "John Knight," a pseudonym. (Published in New York by McGraw-Hill, and was 225 pages in hardcover.)

The jacket is dramatic. There's John, arm crossed helplessly across forehead, lying down, apparently on his shrink's couch.

It's a tell-all book, and the mode of confession is the revelation of actual psychoanalysis. The work purports to reveal all the dark secrets of the sessions--and, thus, of course, this man's sins and desires. Here are a few choice excerpts:

I'm envious of my father...I also have a vivid image in my mind of my boss's beautiful estate...I visited it last fall...he even has an artificial lake for his private fishing parties...I dreamed last night about an invention...I invented the zipper but someone stole it from me...I sued for ten million dollars...

Doctor Maxwell discouraged too much concentration on current events. He would not discuss politics or world affairs, and encouraged me to disregard current issues unless they caused fairly intense emotional reactions. As he pointed out, it is very easy to try to escape the unpleasant, buried, ancient memories by discussing everyday matters....

There's something here I don't like...the color of your walls annoys me...I'm tense...I'd like to get out of here...Where was Moses when the lights went out?...I'm a Jew...

A longer excerpt from the book is part of my 1950s web site.

John's problems seem to have much to do with politics and culture--especially careerism in the context of social conformity and consensus--but it seems to be the job of the shrink, and of the book (John comes round to seeing that the shrink is right), to dissuade us from concluding that national issues, e.g. cold-war tensions, are helping to cause his ulcers (his original reason for seeking help) in any way.

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