Ethics: December 2003 Archive Page

Roland Barthes famously announced the death of the author. This weekend, as thousands of professors and their apprentices mill about the annual meeting of the Modern Language Association in San Diego, one might ask: Has theory succumbed to the same fate? ... [T]heory's promised political liberation never happened. Cultural theory, he argues, instead mutated into a free-for-all, where students now use Derrida to deconstruct ''Friends,'' not to change the world - an outcome he calls ''politically catastrophic.'' --Matthew Price reviews Terry Eagelton's After Theory --The self-critic: The man who praised literary theory to thousands of students now wants them to bury it (The Boston Globe)
Hmm... if people really are using theory to critique "Friends," does that not mean that critical thinking and deconstruction as a skill has penetrated enough people's lives that theory has escaped the hallowed halls of academe and the dusty stacks of the library? And if so, is that a good thing? Eagelton is frustrated that graduate students who have the world-changing potential of Marxism at their fingertips are frittering their time away with playful language games, instead of doing something; they analyze the erotic body, but ignore the famished body.

I have always had difficulty with the moral relativism that reigned in my graduate seminars. In two short weeks I'll start teaching a course on "Media Aesthetics," so I'll be wrestling with such issues ("What is beautiful? What is good?") on a regular basis. (I've blogged about Richard Rorty's pragmatism before.) Aestheticism has its own set of problems, but a dogmatic devotion to literary theory can be just as isolating.

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PETA: Mad Cow with a Side of Green OnionsJerz's Literacy Weblog)
I notice that PETA has lost no time in capitalizing on the mad cow disease to advocate its vegetarian position... but I don't recall PETA having much to say about the green onion scare! (Google turns up plenty of PETA recipies that use green onions, though).

Inspired by a post on Sugarpacket.

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Some legal experts said that posting documents detailing the criminal charges against the 45-year-old entertainer was a breakthrough for public access. Others countered that it would undermine the spirit of the law and court proceedings, creating even more of a circus-like atmosphere. --Sue Zeidler --Jackson Web Site Unites, Divides Legal Profession (Yahoo/Reuters)
I've blogged about Jackson's defense website, so it seems only fair to link to this article, which mentions the prosecution's site and also comments on the trend towards online access to legal documents.
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Bjorn Lomborg, the author of a controversial book attacking the environment movement, was cleared yesterday of "scientific dishonesty" by the Danish science ministry.

The ministry overturned a ruling in January by the Danish committee on scientific dishonesty (DCSD), part of the Danish Research Agency, that Mr Lomborg's book The Skeptical Environmentalist was "clearly contrary to the standards of good scientific practice". --Houlder and MacCarthy --Danish writer cleared of 'scientific dishonesty' (Financial Times)

I've been following this one for a while. Well-meaning reporters and students often uncritically accept the statistics given by activists who misrepresent, misunderstand, or simply mis-emphasize scientific findings.
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A Florida man claiming to be selling tickets to a Christmas show took $10 each from hundreds of school children then splurged on wine, sunglasses and movies.... David Lee Ellisor collected money from students at schools all around Miami for a "once in a lifetime" Christmas show that never took place. --How the Grinch Stole... (Yahoo/Reuters)
He's innocent until proven guilty, of course... but if Ellisor shows up in the next town selling band instruments and uniforms, be suspicious.
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Two North Carolina men were indicted for violating the state's junk e-mail law by sending thousands of e-mail pitches for investments, software and other products, in what prosecutors said was the nation's first felony charges for unsolicited e-mail. --Virginia Nabs Two Big Spammers (Wired/AP)
I'd like to think this will make a difference... maybe it will, maybe it won't.
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BAGHDAD, Iraq, Nov. 28 (UPI) -- Thousands of Iraqis took to Baghdad's streets Friday condemning terrorism and urging a halt to political violence. '

[OK... so far, so good.]

The demonstrators shouted "death to terrorists"...

[Gaak! This sounds like a bad MadTV skit. Were these demonstrators paying attention to the supposed purpose of their event? Or are Iraqi political demonstrations just naturally dripping with ironic metacommentary?] --Iraqis Demonstrate Against Violence (UPI/Washington Times)

Found via Drudge.
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More Questionable Use of My Work
While surfing the web today, I was surprised to find, in an OpenWiki installation on a web page published by the Donald Bren School of Environmental Science & Management (University of California, Santa Barbara), a document containing a subtantial amout of my own work. The OpenWiki document in question states that it has been reproduced with my permission, but that text refers to the (belated) permission I gave when I discovered the first copy that Bren School made. When I initially found the first copy, I saw that references to me and my institution had been removed, and the site was republished under the Bren School banner. I did give belated permission, provided that my name and institutional affiliation be restored to the document, and that a prominent link direct readers to my current version.

I did not, however, give permission for yet another copy to be made, and neither was I asked my opinion about releasing the document in an open format (which would permit multiple authors to modify and change the text even further).

The latest copy on the Bren site still offers my name, but now neither version contains a link to the current version. Life is too short to get mad, and I am a supporter of both the wiki genre and the open source movement, but this is the second time somebody at the Bren School has misappropriated my work for its instructional purposes.

Update, 11 Dec: A few minutes after midnight, about six hours after I contacted the Bren School, I received an e-mail apology, stating that the material had been removed. I'm grateful for the speedy reaction.

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Citing the prior week's ABC broadcast of "Living with Michael Jackson," the controversial Martin Bashir documentary, the school official lodged allegations of "general neglect by mother and sexual abuse by 'an entertainer,'" according to the summary memo.... [P]ublished reports have indicated that the older boy was taunted by classmates after the documentary aired on ABC's "20/20" newsmagazine. During the February 6 program, the child was seen holding hands with Jackson and resting his head against the singer's shoulder. Jackson told Bashir that he had slept with many children unrelated to him, but insisted, "It's not sexual, we're going to sleep. I tuck them in...It's very charming, it's very sweet." In a clear reference to fallout from the Bashir documentary, the boy's mother told investigators that "she believed the media had taken everything out of context," according to the memo, which summarizes the DCFS child abuse investigation. --Michael Jackson Bombshell: Police, Child Welfare Probers Concluded Sex Charges 'Unfounded' (The Smoking Gun)
Since I did blog about the accusations, it's only fair that I blog this bit of info as well. Looks like the mother's invovlement in the case is very complicated; the Jackson team now has a potential motive for why false charges might be brought against Jackson.
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Key to the technique is comparing news sources that cover the same events but employ slightly different styles. Because they are writing about the same events they contain the same facts, or arguments, said Barzilay. "This gives us patterns which are kind of the same -- and this is the core of the paraphrasing technique.".... [T]he system learned incorrectly that "Palestinian suicide bomber" and "suicide bomber" were the same, and that "killing 20 people" is the same as "killing 20 Israelis", said Barzilay. These mistakes made by the system are "due to how reporters are reporting," she said. "In some sense... the teacher here is what the reporter writes," she said. Kimberly Patch --Software paraphrases sentences (TRN)
The Palestine/Israel detail is presented as an example of pro-Israel reporter bias, but I'm not so sure. If, according to the sample of news reportage being examined, more Israelis were killed than Palestinians, and if the ways in which Israelis were killed (civilians killed in marketplaces by suicide bombers, and also soldiers killed by armed combatants) was more newsworthy than the ways in which Palestinians were killed (armed combatants killed by soldiers and some innocent bystanders killed by soldiers) then the computer's "mistake" might be understandable. But I'm not informed enough about the research involved to be able to make any reliable statement; of course the computer isn't responding to what really happened in the world, it's responding to the way a certain group of reporters described what their research tells them happened in the world. Of course, the results are going to reflect human biases, but the sample fed into the computer is affected by such things as how likely a news source that reflects a particular worldview will publish an online English edition.

On a lighter note...

Speaking at a press conference, researchers shifted uncomfortably from foot to foot and coughed into their hands before insisting, "Of course this software won't be marketed to students intending to fool turnitit.com. Whatever gave you that idea?"
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...Ms. Arevelo discovered the distance between what Texas public schools called success and what she needed to know. Trained to write five-paragraph "persuasive essays" for the state exam, she was stumped by her first [college] writing assignment.... "I had good grades in high school, so I thought I could do well in college," Ms. Arevelo said. "I thought I was getting a good education. I was shocked." --Diana Jean Schmeo and Ford Fessenden --Gains in Houston Schools: How Real Are They? (NY Times (will expire))
The article critiques the Texas school system's techniques for measuring student success. Teachers who tailored their lessons to helping students ace a standardized test did their students a disservice, because all the effort placed on mastering a single test did not give the student critical thinking skills, information filtering skills, etc.
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America's higher education system is facing a crisis. Decades of dramatically increasing costs, in both good economic times and bad, are threatening to push the dream of college out of reach for millions of students and families. --College Cost Central: A Resource for Parents, Students, & Taxpayers Fed Up With the High Cost of Higher Education  (U.S. House of Representatives Committee on Education and the Workforce)
Boy, these guv'ment folks like long titles.

The key to understanding this flashy website is in the long subtitle -- it is not a fair and balanced resource, it is only for those who want to cut government spending on colleges. In The Chronicle of Higher Education, Stanley Fish illustrates the persuasive, rather than informative, purpose of this site:

Only three of the questions are real; that is, only three of the questions are framed with the objective of finding out something the researchers don't already know or think they know. The others are designed to elicit -- no coerce -- responses that can then be used to support the conclusions that McKeon and Boehner have reached in advance of doing any research at all.

Here, for example, is the first question: "Can colleges and universities be doing more to control their spending and avoid large tuition hikes that hurt parents and students?" Although this has the form of a question, its core content is four unsubstantiated assertions: colleges and universities do not control their spending; uncontrolled spending is the sole cause of tuition hikes; those hikes are large (in relation to what norms or practices is never specified); and they hurt parents and students.

The real question then is, "Do you think that colleges and universities should stop doing these horrible things?" and of course anyone who understands it that way (and what other way is there to understand it?) will answer "yes" and thus provide Boehner and McKeon with one more piece of "evidence" with which to convict higher education of multiple offenses.

I'm going to have to save this example for the next time I teach about critiquing academic resources.
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This page is a archive of entries in the Ethics category from December 2003.

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