Recently in the Culture Category

Great use of 3D technology to enable the study of an historic art form. Virtual Vaudeville:

Watch legendary comedian Frank Bush in a vaudeville performance from a variety of perspectives in the theater, from the most expensive boxes to the cheapest balcony seats. Compare the reactions of different spectators and even experience the act through the eyes of the performer. Switch between any of eight perspectives at any time and read the extensive hypermedia notes to gain a richer understanding of the performance in its historical context.

Because the children were rarely bored - at least, when a television was nearby - they never learned how to use their own imagination as a form of entertainment. "The capacity to daydream enables a person to fill empty time with an enjoyable activity that can be carried on anywhere," Belton says. "But that's a skill that requires real practice. Too many kids never get the practice."

[...]

"The point is that it's not enough to just daydream," Schooler says. "Letting your mind drift off is the easy part. The hard part is maintaining enough awareness so that even when you start to daydream you can interrupt yourself and notice a creative insight." -- Jonah Lehrer, The Boston Globe

This article should be required reading for all aspiring writers and professionals -- not just women.

I have spent too much time being rattled by terse e-mail from editors, agents who have told me that I'd never get a book deal, and bosses who have berated me as not being "detail-oriented." I think that in order to break through any kind of glass ceiling, or simply to get through the day, you have to become impervious to the daily gruffness that's a part of any job.

I used to think that perfection was the pathway to success. Not so, according to women I have interviewed who have reached the apex of their professions. Rather, it can lead to paralysis. Women, I have found, can let perfectionism stop them from speaking up or taking risks. For men, especially if they are thick-skinned, the thought of someone telling them "no" tends not to be viewed as earth-shattering.

One tactic I've found useful in getting over the perfectionist tendency is a shock therapy called soliciting feedback. Not only does it demystify what your boss thinks about you, but it also gives you the data to become a more valuable employee.

The other dose of shock therapy I've undergone is reprogramming my brain to think that, yes, girls do brag. I've indoctrinated myself with the idea that my job is a two-part process. One part is actually doing the work and the second part is talking about it, preferably in bottom-line terms. --Hannah Seligson

I'm teaching a 200-level "Writing for the Internet" class, with students ranging from seniors to first-semester freshmen.  Our opening unit is on social, academic, and professional conventions, foregrounding the fact that the internet on which young people play and learn is the same internet in which the adults in their lives are teaching and working (and playing, and learning).

Senior Denamarie Ercolani, responding to an April NYT article about the prevalence of IM shortcuts in high-schoolers' written work, writes

I, personally, have never used emoticons, text shortcuts or omitted proper grammar and puncuation in my schoolwork, but outside of essays and other schoolwork, I find myself using this new form of communication frequently. Any type of writing is real writing even if it is improper.

You can see for yourself what some other students had to say about that article.  In a comment on Denamarie's blog, MS replied:

As an English teacher, all that I have to say is that these IM's and text messages are destroying the English language faster than anything else... This abomination of our language is not cute, hip or expressive; it is dangerous.

I sympathize deeply with MS, and expect that any student of MS's will be well prepared for the rigors of college writing.  Yet I can't share MS's hatred of txtspk -- a wildly successful, specialized offshoot of English, characterized by its reliance upon thumb power, creative use of abbreviations, and the expectation that any useful bit of communication will likely involve numerous rapid back-and-forth sallies.

As homework for another class, a student asked me to give her my definition of a story.  I didn't pull out any narrative theory books to refine it, and I didn't try to put any special cybertextual spin on it, which I would have done if I'd spent more time thinking about it.  Anyway, here's here's what I came up with.

A story is a casually causally-connected sequence of events that focus on a central character's moral choices, or that present for the reader's judgment the central character's obligation to respond to events outside of the character's control, or that expect the reader to make a moral judgment responding to the character's actions.  I don't mean that a story has to be preachy, just that the events described have to be significant enough that we can see a change in the central character (or that we see the central character choosing not to change, which is, of course a moral choice). 

 

I'd say that the same story (such as Cinderella, or The Prodigal Son) can be presented in verse, prose, on stage, in a painting, etc., but that any one particular telling of the story (such as the Egyptian version of Cinderella, or the Disney Cinderella, or Sesame Street's CinderElmo) shouldn't be confused with the core elements that make up the essence of the story (the fact that you need a lowly person, the magical intervention, the person in a high position falling in love with the transformed lowly person, the clue left at the separation, the search, and the searcher's acceptance of the transformed person's true identity).

Am I a bad person because I found this Language Log posting hilarious?

Which word is grosser?

#27	Moist	Used
Men	48%	52%
Women	56%	44%

I remember the Biden law school incident. Not long after that, during the Clarence Thomas hearings, I remember reading that law school students were secretly photocopying homework assignments submitted by their arch enemies, in the hopes of one day using that information to torpedo a big political appointment.

By choosing Joe Biden as his running mate, Barack Obama has insulted academics -- students and teachers alike -- a constituency that was significant in bringing him the nomination of his party. Especially in a year that has seen two prominent political careers hamstrung by sex scandals, and in an era where choosing vice presidential candidates seems to be foremost an exercise in avoiding skeletons in the closet, it's surprising that Biden's record of plagiarism did not disqualify him from Obama's consideration.

Joe Biden, you will remember, ran for president in 1988. He delivered a speech that presented the thoughts of British Labour Party Leader Neil Kinnock is if they were his own, and was slow to explain or apologize for this transgression. The ensuing scrutiny of Biden's record revealed that he had also plagiarized in law school, failing a course for doing so. Shortly after these revelations, he dropped out of the race. -- Jonathan Beecher Field

Our provost sent this link to English faculty members this morning.

One of my recent juniors was particularly eloquent on the subject. After having sat in my classroom for a year forcefully projecting his boredom, he started an e-mail dialogue with me over the summer. "The reason for studying fiction escapes me," he wrote. "Why waste time thinking about fabricated situations when there are plenty of real situations that need solutions? Cloning, ozone depletion, and alternate fuels are a few of the countless problems that need to be addressed by the next generation, my generation."

Okay, you may think, this is a kid geared to excel in history and science, not literature. But read his closing words: "Granted fiction has a place in this world, but it is not in the classroom. It is beside the night lamp next to your bed, the car ride to the beach, the soft glow of a fireplace. Fiction is about spending beautiful days indoors because you can't wait to get to the next page. Because I like science fiction, my Shakespeare, my Fitzgerald, my Dickinson are Haldeman, Asimov, Herbert. They dare me to think and question my beliefs."

So there you have it: A smart teen and motivated reader goes to high-school English class and discovers that the classics have nothing to offer him. "The reason I did not participate in class," he admitted, "was that I found the reading a chore." -- Nancy Schnog, The Washington Post

While I think it's an important part of a liberal arts education that a student know something about the great, formative stories of his or her nation and/or tongue, I can sympathize with Schnog. Several students in my "History and Future of the Book" course last term reported that school made them fall out of love with reading. And I'm not surprised, when I see how many English majors arrive on campus with the idea that studying a work means memorizing the contents of the Big Dusty Book of Literary Meanings (you know, the one that says blue symbolizes peace, and that if you can match up a detail in the story with a detail from what Wikipedia says about the author's life, then your job interpreting the text is done).  I realize that high school students generally aren't ready for college-level critical thinking, but I'm still surprised at how tightly some students cling to the expectation that my job is to tell them what a passage means, and that their job is to memorize what I say and spit it back.

I enjoy teaching "Introduction to Literary Study" and "Writing about Literature" because I'm free to sample different time periods, genres, and geographical zones.  Likewise, I get a lot of flexibility when I teach "Drama as Literature" -- I can cover anything that counts as drama.  I always hope that somewhere along the way students will encounter a text that inspires them to dig beneath the surface. 

Thanks for the link, Rosemary. From The Atlantic.

Economists and ecologists sometimes speak of the "tragedy of the commons"--the way rational individual actions can collectively reduce the common good when resources are limited. How this applies to traffic safety may not be obvious. It's easy to understand that although it pays the selfish herdsman to add one more sheep to common grazing land, the result may be overgrazing, and less for everyone. But what is the limited resource, the commons, in the case of driving? It's attention. Attending to a sign competes with attending to the road. The more you look for signs, for police, and at your speedometer, the less attentive you will be to traffic conditions. The limits on attention are much more severe than most people imagine. And it takes only a momentary lapse, at the wrong time, to cause a serious accident.

If my old shoebox of Meego Star Trek action figures turns up, I'll consider myself very happy. Seton Hill's librarian, David Stanley, reports an even more significant historical find. From the Reeves Library blog.

Kelly Addleman, our public services librarian, received an email from a researcher in Germany who has been making a survey of the illumination appearing in early bibles published by Anton Koberger. Well, it turns out that we have one in our possession. We own a Biblia Latina which was published in 1478. The illuminations are so beautiful that I thought I would share some with you. I am also including a letter that establishes its provenance.

I've cropped part of the letter (apparently written about 60 years ago).  Click the image for a slight enlargement, or see the full original.

From the BBC... thanks for the suggestion, Rosemary.

The 3,000-year-old skeletons were in such good condition that anthropologists at the University of Goettingen managed to extract a sample of DNA. That was then matched to two men living nearby: Uwe Lange, a surveyor, and Manfred Huchthausen, a teacher. The two men have now become local celebrities.

"It's odd, standing here in the same area where my ancestors were buried. I felt really strange when I had the bones, the skull of my great-great-great grandfather dating back 120 generations, in my hands," said Manfred.

An Ohio State press release discusses how a student's psychological profile correlates to academic integrity. An interesting study in rhetoric, focusing on promoting a cultural identity for the "academic heroes" who do honest work, rather than hunting and trapping those whose behavior is less exemplary:

The students completed measures that examined their bravery, honesty and empathy.  The researchers separated those who scored in the top half of those measures and contrasted them with those in the bottom half.

Those who scored in the top half - whom the researchers called "academic heroes" - were less likely to have reported cheating in the past 30 days and the last year compared to the non-heroes.  They also indicated they would be less likely to cheat in the next 30 days in one of their classes.

Wondermark

 

Teaching a large first-year course at a British university, I am fed up with correcting my students' atrocious spelling. Aren't we all!?

But why must we suffer? Instead of complaining about the state of the education system as we correct the same mistakes year after year, I've got a better idea. University teachers should simply accept as variant spelling those words our students most commonly misspell. -- Ken Smith, Times Higher Education Supplement

I sympathize with Ken Smith's frustration, but not the solution he proposes.

There's a good case to be made for being flexible with language. Text-message abbreviations and chat-room shortcuts are not simply degraded forms of idealized English. They are a set of conventions that serve a purpose, such as improving the efficiency of two-thumb typists, or letting members of a group focus on the free flow of ideas (or gossip, or vitriol, or whatever) rather than on the more rigid and time-consuming conventions of standard prose.

Professionals and educators have little to gain by belittling or ignoring the accomplishments of youngsters who are skilled in these kinds of communication, just as today's college students have much to lose if they don't take advantage of their time at university to develop the intellectual habits that are necessary for the reading and writing of complex, well-organized, authoritative texts.

Ken, I'd suggest that you let students know that certain assignments, such as in-class essays or overnight reflection papers, will be evaluated only on creativity, or the student's ability to apply a key concept or to spot the methodological error in a case study.

But for an assignment in which the student has access to a spell-checker, or where the point of the assignment is to model professional behavior (writing reports that could be used to determine a defendant's guilt or innocence, for example), to encourage this kind of compositional sloppiness would be a crime.

I'm not exaggerating when I say that I think the lack of respect for math and science is one of the largest unacknowledged problems in today's society. And it starts in the academy -- somehow, we have moved to a place where people can consider themselves educated while remaining ignorant of remarkably basic facts of math and science. If I admit an ignorance of art or music, I get sideways looks, but if I argue for taking a stronger line on math and science requirements, I'm being unreasonable. The arts are essential, but Math Is Hard, and I just need to accept that not everybody can handle it.--Chad Orzel, Inside Higher Ed

When I teach "News Writing," I include a brief unit on reporting with statistics and percentages, and the "New Media Projects" seminar exposes upper-level students to various computer programming tasks.

I wonder whether Orzel would feel comforted to know that I regularly encounter people who laughingly dismiss their self-proclaimed inability to master the (heart-breakingly simple) rule about when to use "its" and when to use "it's."

From a 2007 report on liberal education, by the Association of American Colleges and Universities.

Knowledge of Human Cultures and the Physical and Natural World

• Through study in the sciences and mathematics, social sciences,
  humanities, histories, languages, and the arts

Focused by engagement with big questions, both contemporary
and enduring

Intellectual and Practical Skills, Including

• Inquiry and analysis
• Critical and creative thinking
• Written and oral communication
• Quantitative literacy
• Information literacy
• Teamwork and problem solving

Practiced extensively, across the curriculum, in the context of
progressively more challenging problems, projects, and standards for performance

Personal and Social Responsibility, Including

• Civic knowledge and engagement--local and global
• Intercultural knowledge and competence
• Ethical reasoning and action
• Foundations and skills for lifelong learning

Anchored through active involvement with diverse communities and real-world challenges

Integrative Learning, Including

• Synthesis and advanced accomplishment across general and
  specialized studies

Demonstrated through the application of knowledge, skills, and
responsibilities to new settings and complex problems

It was intersting to see online political discourse (with a case study on the Kerry-Edwards attempt to build a blog presence in 2004) and a history of the internet filtered through a folklorist's lens. I'm saving this in case I need ever need to update some of the insights found in the older, classic, historical studies of cyberculture (such as Buckles's dissertation on Adventure, or Levy's Hackers, or Kidder's The Soul of a New Machine).

While mass-mediated communication technologies have empowered the institutional, participatory media offer powerful new channels through which the vernacular can express its alterity. However, alternate voices do not emerge from these technologies untouched by their means of production. Instead, these communications are amalgamations of institutional and vernacular expression. In this situation, any human expressive behavior that deploys communication technologies suggests a necessary complicity. Insofar as individuals hope to participate in today's electronically mediated communities, they must deploy the communication technologies that have made those communities possible. In so doing, they participate in creating a telectronic world where mass culture may dominate, but an increasing prevalence of participatory media extends into growing webs of network-based folk culture. -- Robert Glenn Howard, Journal of American Folklore 121(480): 192-218 (PDF)

Interesting observations on the internet's response to the death of Randy ("The Last Lecture") Pausch.

You interacted with Randy through a little box embedded in a webpage. Your headphones piped his voice clear and strong into the center of your brain, almost as if some deep part of your own mind was delivering his nuggets of wisdom. He was talking to you alone, not the hundreds packed into a theater or your family gathered around the television. In response, then, it made sense to get personal and say, directly, "Thanks, Randy. We'll miss you."

This mourning splits the difference between the small and generally private funerals of our friends and family and the public spectacles that marked the passings of Stalin, or Elvis, or Princess Di. Millions of people grieved alone in the asynchronous communities of the internet. --Alexis Madrigal

When you die, would you rather be remembered as a technology hack who annoyed millions and forced them to waste time by weeding through torrents of junk e-mail, or a brilliant teacher who inspired millions to treasure every moment of the time they have left?

According to police, Edward Davidson, the "spam king" whose wife helped him break out of a minimum security prison, has killed himself, his wife, and a child yesterday. He was famous for getting rich off of the stupid people who respond to unsolicited bulk e-mail advertisements.

According to various news reports, Randy Pausch, whose "Last Lecture" at Carnegie Mellon University became a YouTube sensation, has run out of time in his battle with pancreatic cancer today. He was famous for giving the rest of us a model for how to face our final days.

As traditional news organizations face increasing pressure to cut back on investigative reporting and depend more heavily on celebrity and puff pieces (cheap to produce, attractive to advertisers, accessible to a mass audience), Dan Gillmor suggests that advocacy groups such as the ACLU have an opportunity to fill the gap.  If only they were fairer to the opposing view...

They're falling short today in several areas, notably the one that comes hardest to advocates: fairness. This is a broad and somewhat fuzzy word. But it means, in general, that you a) listen hard to people who disagree with you; b) hunt for facts and data that are contrary to your own stand; and c) reflect disagreements and nuances in what you tell the rest of us.

Advocacy journalism has a long and honorable history. But the best in this arena have always acknowledged the disagreements and nuances, and they've been fair in reflecting opposing or orthogonal views and ideas.

By doing so, they can strengthen their own arguments in the end. At the very least they are clearer, if not absolutely clear, on the other sides' arguments, however weak. (That's sides, not side; there are almost never only two sides to anything.)

How did WarGames become the geek-geist classic that legitimized hacker culture, minted the nerd hero -- and maybe even changed American defense policy? Related question: Shall we play a game? --Wired

Former editors protest and lament the discontinuation of a literary staple:

The dismantling of the Sunday Book Review section and the migration of a few surviving reviews to the Sunday Calendar section represents a historic retreat from the large ambitions which accompanied the birth of the section.

To be sure, no section of any newspaper can remain hostage to past ways of covering the news of the day. We are convinced, however, that the way forward is to increase coverage of our literary culture -- a culture that every day is more vibrant and diverse in the thriving megalopolis of Los Angeles.

Angelenos in growing number are already choosing to cancel their subscriptions to the Sunday Times. The elimination of the Book Review, a philistine blunder that insults the cultural ambition of the city and the region, will only accelerate this process and further wound the long-term fiscal health of the newspaper.

Thanks for the link, Neha. Inside Higher Ed has a good article on the place of composition within the field of English studies.

I have no interest in the now clichéd grumblings over English departments and their esoteric if not onanistic engagement in high-octane literary theory. I will only say that there is merit to the criticism. On the whole, however, such censure really isn't going anywhere; these exercises in cryptic marginalia are simply what we do, much in the same way that hyenas eat carrion. Both have their place, and whether one is more useful than the other is a matter for disputation.

My questions are more practical, if not more overtly political: Why is the teaching of writing so readily given over to the novitiate? If writing is that important as a university and life skill, why do we assign its teaching to graduate students and part-time instructors? Where are the associate and full professors of English, for it is exceedingly difficult to find them in writing classrooms?

[...]

Teaching writing -- and doing it well -- is a taxing business. It means thinking about course objectives and how to achieve them in a very practical way. It often means our learning how to impart skills that may come naturally to people whose inclinations and talents lie elsewhere. As a graduate student, my initial experiences in the composition classroom were marked by confusion and fear. I had a general inclination about what a good paper looked like -- having written a few -- but I also had almost no idea how I did it. My process had been to write and rewrite until it felt about right. How and what I was supposed to impart to others out of my intuitive sense of what worked and what didn't escaped me completely. I began to think that I was there because no one else wanted the job. --William Major

The other day at the Westmoreland Museum of American Art, I attended a brown bag talk given by my Seton Hill colleague, Maureen Vissat, The Art of the 1940s: Styles and Influences. I had seen her present as part of a series of teaching demonstrations, so I knew her talk would be excellent. She wove interesting details from the lives of notable painters and gallerists to form an informative picture of how art and artists are made, and the dual role of the gallery as archive of what is already established and promoter of the new and innovative. Her slide show included several shots of the gallery spaces, not just close-ups of the paintings or portraits of the artists themselves.

Her talk was timed to coincide with an exhibit of American painters of the 1940s. Unfortunately, there doesn't appear to be a permalink for this gallery, but for the moment, and presumably unitl the exhibit closes in October, there's a description on the current exhibitions page.

[T]his exhibition reconstructs a sampling of the exhibitions of the same title organized by Carnegie Institute in Pittsburgh (now Carnegie Museum of Art) from 1943 to 1949 and includes 48 paintings, of which 42 are the actual works that were selected for exhibitions over the seven-year period. These annual exhibitions of American painting replaced the Institute's annual Carnegie International while it was suspended due to World War II.

I've included thumbnails of some of my favorite paintings below.

From the L Magazine. Some are actually just unfortunate art, but the whole list was worth it for this one:

In addition to the usage error, I particularly like how the highlights on the drops of blood seem to be made by a light shining *up* from the lower right.

Okay, and this next one is almost certainly a quadruple play:

A great introduction to some of the reasons why I love studying the English language. From John McIntyre's You Don't Say.

The malapropism: This venerable category of errors derives from the delicious and eponymous Mrs. Malaprop from Richard Brinsley Sheridan's The Rivals of 1775. Mrs. Malaprop (from the French mal a propos) pretentiously and unknowingly substitutes the wrong word for a similar-sounding correct one in her pronouncements, such as an allegory on the banks of the Nile. Or, more comprehensively: If I reprehend any thing in this world, it is the use of my oracular tongue, and a nice derangement of epitaphs! (apprehend, vernacular, arrangement, epithets).

The Spoonerism: The Rev. Archibald Spooner, warden of New College, Oxford, has given his name to a tongue-twisted error in which portions of words are transposed in phrases to give new and incongruous meanings. May I sew you to a sheet? for show you to a seat and the toast To our queer old dean for dear old queen are representative examples. Though the Rev. Mr. Spooner was said to be given to this sort of thing, it appears that many Spoonerisms attributed to him are entirely apocryphal.

The mondegreen: In an 1954 essay Sylvia Wright gave this word its impetus by desribing how as a child she had understood a line in the ballad "The Bonnie Earl O'Murray," laid him on the green, as Lady Mondegreen. A mondegreen is a misunderstood rendering of the text of a songf or poem. The child's hearing the hymn "Gladly the Cross I'd Bear" as "Gladly, the Cross-Eyed Bear" is a famous mondegreen. Rock music, given the roaring instrumentation and slack articulation of the singers, is fertile soil for mondegreens.

The eggcorn: The linguist Geoffrey Pullum has given us this term for an erroneous transformation of a stock expression into a new one that only appears to make sense. Free reign, hone in and baited breath* are typical examples. They appear to rise typically from misunderstandings of spoken English as it is translated into the written version.

The Cupertino: Technology has given us a new class of error identified at Language Log as the Cupertino: an error induced by careless use of electronic spell-checking -- a form of cooperation transmuted into Cupertino. The Sun once presented a notable example in an article referring to Kunta Kinte, the protagonist of Alex Haley's Roots, as Chunter Knit. It should be superfluous to point out that only a fool sets a spell-check program to run automatically.

The Boston Globe:

We are most human when we feel dull. Lolling around in a state of restlessness is one of life's greatest luxuries -- one not available to creatures that spend all their time pursuing mere survival. To be bored is to stop reacting to the external world, and to explore the internal one. It is in these times of reflection that people often discover something new, whether it is an epiphany about a relationship or a new theory about the way the universe works. Granted, many people emerge from boredom feeling that they have accomplished nothing. But is accomplishment really the point of life? There is a strong argument that boredom -- so often parodied as a glassy-eyed drooling state of nothingness -- is an essential human emotion that underlies art, literature, philosophy, science, and even love. --Carolyn Y. Johnson

If one defines boredom "feeling depressed and anxious because one has nothing interesting or worthwhile to do," then I've proably been bored for about 5 hours since I've been married. While I don't mow my lawn as often as most of my neighbors, I do find myself refreshed by the hour or so during which I can't really do anything mentally other than let my thoughts wander. I generally think about my father, who spent a lot of time keeping up the lawn (and the rest of the house), and how as teenager I found where he kept his "to do" list, and I would try to spend about 45 minutes a week doing something on that list. (It would generally put him in a great mood to find that I had done something on that list, so he'd sort of celebrate by taking me out to lunch while out on an errand... so doing that little job was a way to score some quality time with Dad.)

It still seems strange that I have household responsibilities now, and every moment I spend with my kids is a potential memory that they'll keep returning to for the rest of their lives.

You won't find this sort of thing on the TV news shows. Stanley Fish:

Milton's poetry never lets you relax. Even when one of the famous similes wanders down what appears to be a desultory path of mythical allusions and idealized landscapes, it always returns you in the end to the moral perspective that had only apparently been suspended. So after rehearsing the story of Mulciber's leisurely fall from heaven "like a falling star," Milton's narrator says, "thus they relate, erring," with the harsh judgment of "erring" now attached to any reader who had been entranced by the "fable" put forth by the devils. ("Paradise Lost, I", 740-747).

If the following line doesn't get you reading The Steampunk Home, nothing will:

I can think of two steampunk references to octopodes.

Thanks for the link, Rosemary.

I'm not usually interested in sports, but this sounds fantastic: chess boxing.

Berlin is home to the world's biggest chess boxing club with some 40 members and it is in an old freight station here that the two men settled the matter early yesterday.

The match began over a chess board set up on a low table in the middle of a boxing ring.

Stripped to the waist, wearing towels around their shoulders and headphones playing the lulling sound of a moving train to drown out the baying crowd, the men played for four minutes.

Then off came their reading glasses and on went the gloves and the mouthguards.

For three minutes they beat each other and then, when the bell went, the chess board was back in the ring and they picked up the gentlemanly game where they had left off.