23.2.05

Blogging conversation outline

As promised, a brief overview of what I said/will say (I'm posting this before the actual session) about the pedagogical use of blogging.

1. what can you do with blogs?
  • encourage wrestling with the material outside of the classroom
  • introduce additional material "as it happens"
  • promote interaction between students
  • improve the quality of class discussion
  • encourage students to enter into wider conversations
  • emphasize personal expression and self-crafting
  • engage in meta-commentary
2. why do this with blogs?
  • publicly accessible
  • part of the broader 'Net/blogosphere
  • emphasis on the conversational element
  • "column"-discussions, as opposed to the steps or branching trees afforded by a traditional bulletin board
  • much easier to incorporate hypertext elements (links, graphics) into posts
  • customizability of appearance
  • availability of end-user client programs for composition
3. how do you do it?
  • have a rubric with clear expectations
  • "blogging groups" are a useful tactic for larger classes
  • blogger.com is free, easy, and did I mention free?
  • comments are crucial; I like haloscan
  • make sure to maintain your own blog
  • visit student blogs regularly and engage them in conversation via comments
  • pass back and forth: draw blog discussions into the classroom, suggest that classroom conversations be continued on the blogs
[Posted with ecto]

22.2.05

Noontime conversation pieces

The Center for Teaching Excellence is holding a Noontime Conversation on blogging; I'm participating (go figure), although I have to run out early to get down to Georgetown for a talk by someone on one of my personal hobby-horses: the misreadings of Max Weber's epistemology that are endemic in the social sciences. But it should be a good conversation all the same.

A few links that I plan to use in my talk:

Two representative s/s/f course blogs, http://littlemakers.blogspot.com/ and http://ssflcja.blogspot.com/.

The C of I blog, http://conductofinquiry.blogspot.com.

The Krakow blog.

Peter Howard's blog.

Clancy's blog where blogging-as-pedagogy is often, and intelligently, discussed.

[Posted with ecto]

21.2.05

Facts and fictions

Charles Krauthammer, a partisan hack on whom one can almost always count for a party line masquerading as an analytical conclusion,* recently wrote this op-ed piece on Social Security reform in which he suggests that the date that Bush gave in his State of the Union address for the bankruptcy of the system -- 2042 -- is a "fiction," and that the actual date of the system's crisis is 2018, when the "pay-as-you-go system starts paying out more (in Social Security benefits) than goes in (in payroll taxes)" due to demographic shifts and adjustments in the level of benefits provided. Now, this claim may be true and it may not be true; whether you think that it is probably says more about your feeling about how government programs should be run (whether they should try to break even, or whether they should seek to utilize and redistribute overall social resources so as to approximate a certain kind of society over the long term) than it does about any of the actual figures involved.**

But what I found most interesting in the piece is the metaphorical structure that Krauthammer deploys in an effort to get his point across. He calls the piece "2042: A Fiscal Odyssey," an obvious allusion to the classic sci-fi film 2001: A Space Odyssey -- except that he downplays those aspects of the film that try to provide as accurate a forecast of the human future in space as Kubrick and Clarke could manage at the time (which is why, for example, there are no cool sound effects, since there would be no sound in a vacuum, and why the journey to Jupiter takes so long, since there is no faster-than-light travel). "The new millennium was always a science fiction idea, and now that we are there, years beginning with a '2' still seem fictional," he comments; "2011, the first boomer retirement year, has a Stanley Kubrick feel." Note the metaphorical opposition of "facts" and "fiction" -- as though having a "Stanley Kubrick feel" and "seem[ing] fictional" meant that the things being discussed were in some important sense false. And then he delivers this pithy observation: "2042 lies somewhere in the Matrix." One gets the feeling that Krauthammer hasn't seen any of the Matrix films, since these are not only dystopian visions of the future but also cleverly analytical treatments of the human capacity to become imprisoned by our own constructions. If 2042 lies in the Matrix, that ought to be a wake-up call to take some rather drastic steps designed to head off that possible future pronto.

So what are these allusions doing in the op-ed? I don't mean "what was Krauthammer's motive in putting these things in?" since a) his motive is probably something like "make my point as effectively as I can, and try to bring some of my readers along with me" -- he is an op-ed columnist, after all, and that's what they do for a living -- and b) it's irrelevant to the really interesting question*** of the function of the allusions concretely deployed. And what they do, I'd submit, is to establish (rhetorically) an opposition between "fact" and "fiction" that obscures the value-laden character of Krauthammer's position. If 2042 can be (rhetorically) linked to "science fiction," then his alternate date of 2018 looks, almost by definition, to be in some sense more factual. His rhetorical strategy depends on the socially plausible opposition of "science fiction" and "(science) fact," even as it sustains and extends that opposition by deploying it in a very public setting.

Whether one thinks that this is a good strategy or not depends on whether one accepts the dichotomy in the first place. I'm not so sure that it is a good dichotomy for a number of reasons; chief among these is the observation that virtually everything appears "fictional" before it happens. A chief element of the Social Security program -- the notion that present-day workers have an obligation to support those not working or those no longer working -- appears in science fiction novels long before the program's creation, most notably in Edward Bellamy's Looking Backward 2000-1887; the converse notion, a broader critique of the notion that government should be enacting general societal responsibilities, also has important science-fictional precedents, such as Ayn Rand's Atlas Shrugged -- one of Alan Greenspan's favorite books -- and Robert Heinlein's The Moon Is A Harsh Mistress. In all of these cases, the political-moral value-commitments that inform subsequent policy are treated in the splendid analytical isolation of a fictional world in which the author can control all of the important variables, and readers of the novels might pick up those value-commitments in the course of their reading (or might have them confirmed and reinforced through seeing those value-commitments played out narratively).

What I mean to suggest here is simply that science fiction can be a source of "factual" policies, making the simple opposition that Krauthammer deploys somewhat problematic. Just because something looks like "science fiction" does not necessarily make it any less factual, especially since today's fictions can sometimes become tomorrow's facts. Dismissing a political stance by associating it with science fiction ignores this interpenetration, reproducing a misleading dichotomy for the sake of a few political points.

On the other hand, some of the freedom accorded to "science fiction" as a genre depends on this dismissive attitude; if things get too hairy, one can always toss up one's hands and say "hey, hold on, this is just science fiction." Hence Star Trek's exploration of politically and socially sensitive issues (Vietnam and inter-racial kisses in the original series, and the morality of genocide in several TNG episodes, most notably in "I, Borg"), Iain M. Banks' reflections on liberal empire, and so on. One can get away with quite a bit by prefacing it with the label "science fiction," and engage in rather profound social commentary and extrapolation of trends without having to adhere to whatever (ultimately arbitrary, perhaps?) standards are presently being upheld as constituting the essence of sound social science or political commentary.

Hence I remain ambivalent. The dismissal of "science fiction" as such: a good or a bad thing? Discuss.

---
* Krauthammer is hardly alone in this disposition; similar things could be said of Maureen Dowd, David Brooks, E. J. Dionne, George Will, and almost any other nationally syndicated editorial columnist -- to say nothing of bulldogs like Ann Coulter and James Carville. My choice of Krauthammer for this particular entry has to do with his choice of metaphors, and should not be (necessarily) taken as a commentary on his politics. Op-ed columnists of whatever political persuasion aren't writing as scholars, and holding them to scholarly standards is a bit unfair…but what the hell.

** Krauthammer's fiscal logic depends on the presumption that we should treat the Social Security program as an independent aspect of the government's budget, and look at the program's health by directly comparing FICA tax income with benefits distributed under the heading of "Social Security." As Max Weber would remind us, which facts we see and uphold depend on the prior resolution of a political-moral question about what the government should be doing -- a question that cannot be settled by an appeal to "the facts" because, of course, which facts matter depends on which value-commitment one utilizes to apprehend them.

*** Don't know about you but I for one am not really interested in peering into Charles Krauthammer's mind or soul.

[Posted with ecto]

15.2.05

So today I'd like to talk about …

The way I run classroom discussions I rarely if ever have a good sense of where they're going to end up. At the most I start off the day with a set of concerns that we might want to touch on, or a question or two concerning the reading that suggests a direction for us to move in. Sometimes I don't even have that. My feeling is that discussions are their own emergent entity, subject to their own dynamics and subtly urged on by the indefinable but present promptings of joint action. So I set the stage, provide the text, and then simply let things go where they will.

Of course, I'm a participant in the process, and I do have the ability to wrench the conversation around in ways that the students in the class are usually reluctant to utilize. Plus I tend to "conduct" by running a speaker's queue, so that no one dominates and people who aren't as aggressive can gain the floor right on point. (Of course, that kind of officiating breaks down, as it should, as the semester goes on and the conversation itself just starts to run away with everyone.) But I generally follow rather than lead, and if the conversation in the room seems to want to go towards X rather than Y, my inclination is to let it.

Now, this does mean that when I start off class saying that I want to make sure that we hit two or three things, we may very well not get to them. Take today's s/s/f class, in which I wanted us to talk about the gender issues in Dune that made their way onto several blog entries. We didn't really get there. I also wanted to talk about power, and whether religions were just ways of obtaining and exercising power; the Weber reading lent itself to that, and last week's discussion of the Bene Gesserit also posed the question. We did spend a while there, getting at the differences between an internal ("believer's") account of a religion and an external ("observer's") account, and also playing around with the perceived incompatibilities between science and (some) religion. And then Akira got dragged in near the end: what happens when science actually manages to produce something that can really only be experienced and explained in religious terms?

I'm not too concerned about the gender issue, since we have a session explicitly devoted to that in a few weeks, and it has come up from time to time before (and will hopefully continue to do so). These novels are rich enough that we can't possibly exhaust any of them in a given session. Plus, the blogs seem to fill in a few of the holes, such as Lennea's observations on why Dune's portrayal of women disturbed her and Jessie's analysis of Leeloo's ambiguous savior role in The Fifth Element. So things that we don't cover in the classroom are still getting considered more or less in public, which is good.

I suppose I could be more didactic, steer the discussion more explicitly. That way I'd make sure that we covered everything I wanted to cover…

…and we'd lose the whole "joint action" aspect of a class discussion that makes it so enjoyable in the first place. I already know what I think; class discussion is an opportunity to put that to the test, so to speak, by airing it in the company of others.

And besides, if I ever really feel like we didn't cover something, I can always blog it, right?

[Posted with ecto]

14.2.05

Absence

The thick of the semester is upon us, making it more difficult to keep up with everything. This is true of both students and faculty, of course, but at the moment the faculty side is the most pressing one -- since, of course, it's where I'm standing. Class discussions are going well and the online discussions associated with both the s/s/f course and the C of I course are proceeding nicely, so there's not much to report there -- it takes a few weeks before classes start to gel so that the conversations can get past the initial "feeling out everyone's position" stage. Last week's class sessions both provided stellar examples of that, as the C of I course started really grappling with the "is what we do in IR a science?" question and the s/s/f course, discussing Dune, got into the issue of whether we can even discuss messianic figures and movements without in some sense participating in the hagiography that accompanies such exercises (illustrated in Herbert's novel by Princess Irulan's commentaries, and also oddly exemplified by the "plain text" narrative itself if we take the Appendix III "Report on Bene Gesserit Motives and Purposes" seriously, which I think that we have to). So we're getting into it now, so to speak.

Of course, the thick of the semester also means: letters of recommendation to craft; committee business to transact; book manuscripts to finalize; conference to attend (and conference papers to, um, toss together as quickly as possible); and grading to keep up with. Something's got to give, and unfortunately what gives for me is often this blog. ::gets mildly embarrassed look on face, since I am supposed to be setting an example here both for students and for colleagues about how academic blogging works::

I'll try to post more regularly in this spot when I can -- especially since there's a good deal of sci-fi stuff happening now, what with Battlestar Galactica actually remaining good and Episode III (which I still think isn't sci-fi, but it's close enough for these purposes) about to make its debut. And even a straight "report on what happened in class" might be interesting enough to post, so I'll try to do that, at minimum. These are supposed to be "course diaries," after all.

In other news, been re-reading The Hobbit as a preparation for re-reading The Trilogy later on this semester sometime. I'd forgotten how masterfully Tolkien makes The Hobbit a children's fairy-tale. His narrator really seems to incorporate aspects of Bilbo's charming naivety, such as when the narrator makes comments about how Gandalf would have died had he attacked the goblins directly when the party was imprisoned in the trees before the eagles came and rescued them. Given that the book is supposed to have been written by Bilbo as "There and Back Again," this makes sense, but it's harder to pull off than to envision. Once again I am awestruck by Tolkien's master craftsmanship.

[Posted with ecto]