Showing posts with label literature. Show all posts
Showing posts with label literature. Show all posts

26 January 2013

The Road Ahead


Now enrolled in my final course as a doctoral student, I am preparing the foundation for the ambitious intellectual structure referred to as the dissertation. During the next few months, I will devote the majority of my academic time to an exploration of the connections between pedagogy and technology in higher education. The expressed goal for this project is to map out the materials/argument for my forthcoming dissertation. Therefore, I'm initiating a subtle shift in the blog's thematic focus. While in the past I've published sporadically about research and other academic endeavors, the plan moving forward is to use this blog primarily as a space for weekly critical reflections. By blogging my way through an assortment of materials, I aim to better articulate my unique approach to reconceptualizing the relationship between technology and particular forms of educational philosophy.

Leveraging the interactive power of the internet, I'm hoping that readers will provide feedback about individual posts (which will all use the label "STS5974"), development of my overall argument, the contents of the reading list, or anything tangential to the topics I'm exploring. Blogging provides a tremendous opportunity to conduct rigorous academic inquiry that is immediately available for comment from blog-reading communities (scholarly and otherwise).

Before we go too far afield, a bit of background...

My area of emphasis within STS is the relationship between technology and pedagogy in contemporary higher education. In general, I expect my dissertation to trace the trajectory of digital technology use and associated pedagogical developments (or the absence thereof) in higher education. Obviously this is a dense topic that needs unpacking and clarification. Unfortunately, there are not any current STS courses at Virginia Tech that address such an emphasis. Therefore, I created an independent study (STS 5974) to explore the the interplay between pedagogy, technology, and changing landscape of higher education.

One of my objectives is to develop a familiarity with and fluency in the (inter)disciplinary norms and literature affiliated with education/pedagogy/technology/new media. Since conceptualizing the idea, I have looked for articles, journals, books, and multimedia that fit such a project. Many of the journals, texts, website are relatively new to me, so I've spent time skimming archives and articles -- resulting in a handful of reading selections. Working alongside Matt Wisnioski (Assistant Professor, STS) and Shelli Fowler (Executive Director Graduate Development Programs and New Pedagogies), this new and exciting independent study focuses on readings that examine pedagogy, the culture of education, and new media with the primary purpose of establishing connections among the fields and topics.

Much of the inspiration for the independent study (and my dissertation project) stems from the conviction that contemporary pedagogies need to pay closer attention to digital technologies, but must do so in a critical manner. Moreover, most of that conviction developed from my duties with the Graduate Education Development Institute (GEDI) and Virginia Tech's Transformative Graduate Education (TGE) initiative. During my GEDI fellowship, I helped future faculty members better engage students through the critical use of technology (in both physical and online classrooms). As the current Global Perspectives Fellow (a component of TGE), I rely upon the effective use of social media and other Web 2.0 tools to promote graduate student teaching, professional development, and international collaboration. The various lectures, presentations, and workshops I have conducted on data management, digital pedagogy, LMS, new media, open access, etc. not only provide me with a valuable professional frame of reference, but also indicate my deep commitment to improving technology use in higher education (i.e. more conscientious, contemplative, contextually appropriate, etc.). In short, one of my primary interests centers on how pedagogy and technology can be better suited for the 21st century (and 21st century learners).

Still though, this independent study marks my first encounter with many of these sources. Therefore, I have grouped the selections into large categories and created overlapping themes to transition from one category into the next (i.e., culture - technology - education - pedagogy). By design, weekly topics are independent, but conjoined entities with a cohesive and cumulative purpose. Each week a handful of sources will help build a robust conceptual framework, increase thematic fluency, and promote scholarly discourse. To encourage informed and insightful discussion I will comment on the reading selections, incorporate reader comments, and include supplementary sources (i.e., print, video, etc.) as necessary. In the end, I aim to establish a narrative/argumentative thread that runs throughout the collection. Doing so will demonstrate the importance of such a project to the STS community and also suggest how educational technology and pedagogy can benefit from a STS type of approach (and vice versa - how STS can benefit from an educational technology and pedagogical perspective when considering technology use in the future of higher education).

All comers are welcome to join me for this fast-paced and enriching adventure.

15 November 2012

An Adventurous and Cautionary Tale of (Non)Fiction: A Review of John Vaillant’s 'The Golden Spruce'


I recently finished reading John Valliant's The Golden Spruce for a graduate-level STS course at Virginia Tech. So immersed in the topic and jazzed about the writing style, I feel compelled to share my review with those beyond the classroom. Without further delay, what follows are my thoughts about an engaging book and important topic. Hopefully my words will foster some feedback and encourage critical thinking about our relationship with nature.

From the first pages of the acknowledgements section (where the author mentions the generous participation of wide assortment of people from various (and at times competing) groups: Native Americans, University of British Columbia (UBC) researchers, representatives from timber industry giant Weyerhaeuser, among various other government representatives and civilians), it is clear that John Vaillant’s text will cover a vast thematic terrain. In fact, the protagonist and the events leading up to the book’s climax require Vaillant to explore an expansive geographic and thematic space. 

Like any good historical narrative, Vaillant combines dynamic personalities with captivating adventure. The Krakauer-style runs throughout The Golden Spruce, but Vaillant’s text is not in any sense an imitation of the former’s prose style. Vaillant combines keen observation, historical accuracy, journalistic narrative all into a Jack London like plot--except everything in Vaillant’s book is painfully real. With a guide book like description, Vaillant vividly recreates the stunning beauty and stark danger of the Queen Charlotte Islands and surround areas. This treacherous areas off the coast of British Columbia “represent[s] a sort of existential intertidal zone--not just between the forest and the sea but between the surface and the spirit worlds.”[1]  In this space the cognitive dissonance that permeates the history of the timber industry is all too apparent. The challenge of reconciling conflicting ideologies is perhaps most starkly obvious in the life and actions of woodsman, timber surveyor, and eco-terrorist Grant Hadwin.

Vaillant relies upon a series of short and interconnected episodic chapters to lay the necessary foundation to support such an intricate narrative. While it might take awhile to arrive at the climactic destination, the importance of each chapter (and the various characters, scenes, and incidents contained therein) cannot be overlooked. Vaillant knew where he wanted to take reader and seems to have worked backwards to connect the beginning and end with a series of detailed anecdotes that propels readers through time, culture, and geography.

Within in the first ten pages of the book, Vaillant reveals the mysterious conclusion of Grant Hadwin’s misadventures. “The kayak and its owner, a Canadian timber surveyor and expert woodsman, had been missing--not for weeks, but for months. This man, it seemed, was on the run, wanted for a strange and unprecedented crime.”[2]  Such an early presentation leaves readers to wonder why this ecologically-attuned man would perform such an ecologically-destructive act. It is the subsequent search for Hadwin’s means and motive that The Golden Spruce explains the historical, cultural, ecological, and personal significance of Pacific Coast trees/timber and more specifically of K’iid K’iyaas (the Haida name for the golden spruce). Tracing a path of celebration, utilization, and deforestation from Mesopotamia through Europe and into New America, Vaillant describes the pivotal role wood has played throughout human history and evolution. Acknowledging the universal importance of wood (e.g. heat, light, shelter, clothing, weapons, etc.), Vaillant is quick to point out the particularly significant role trees and wood products have played in the formation of a distinct North American identity.

Image of K’iid K’iyaas courtesy of Bondi Resort Blog
Interweaving historical events and characters into a lengthy and detailed narrative of the places and peoples associated with the golden spruce, John Vaillant’s text is richly detailed with a broad, yet focused, purpose. With the golden spruce acting as a sturdy narrative trunk, Valliant’s book branches off into various extended historical episodes that explore humanity’s complex relationship with the environment. Perhaps the most significant critique of the book is the vast number of pages required to arrive at the pivotal moment when, under a cloak of darkness, Hadwin masterfully employs “a Humboldt undercut and...a series of ‘cookies’...leaving just enough holding wood so that the golden spruce would remain standing until the next storm.”[3]  However, it is the broad and branching narrative that allows Vaillant to achieve his analytical depth; which is where the true power of the text resides. Branching into histories of people, places, practices, and the associated technological and ideological developments, The Golden Spruce presents readers with a story about the dynamic connections among human beliefs, relationships, and actions. More importantly though, the book demonstrates the array of consequences that stem from such a complicated web of existence. The felling of K’iid K’iyaas is undoubtedly the focal consequence, but, in the grander scheme of human-environment relations, it is but one of many serious issues.

After nearly ninety pages, the story’s main human character is finally introduced by name. With examination of Grant Hadwin, the narrative begins to loop back and connect to the initial vision of the destroyed kayak and supplies scattered along the Mary Island shoreline. In his treatment of Grant Hadwin (more prolonged and in-depth than with other actors), Vaillant makes clear the cognitive dissonance that is quite common amongst loggers. Alongside the adoration for the dense and vast coastal forests and an intense desire to be outside, timber professionals are actively (and efficiently) participating in the deforestation and consequent elimination of the very areas and occupations they so covet. Vaillant points out the remarkable degree that Hadwin struggled to hold onto these competing ideals. In an industry where “awareness causes pain,”[4]  Grant Hadwin was hyper-aware and thus afflicted by intense pain of this double bind. Thus, he embarked on a quest to fell one symbolic tree in order to illuminate the implications of felling all the trees.

Vaillant points out the human tendency (regardless of culture, time, or place) to view resources in terms of their vastness and seemingly endless abundance. Unfortunately, any sense of humbleness quickly gives way to economic-oriented extraction. “That something as small as a man could have any impact on such a place seems almost laughable. In a geography of this magnitude, one can imagine how it might have been possible to believe that the West Coast bonanza would never end.”[5]  The Northwest Pacific sea otter trade is but one instance that exemplifies this all-too-common aspect of human nature,
“...despite its practical importance, and despite a necessarily keen sensitivity to the rhythms of the natural world, the West Coast Indians pursued this creature to the brink of extinction. In doing so, they demonstrated the same kind of profit-driven shortsightedness that has wiped out dozens of other species, including the Atlantic salmon, and, more recently, the Atlantic cod. It is an eccentric and uniquely human approach to resources.”[6]
With a rather balanced approach Vaillant addresses the consequences of such an approach, but does so without blaming the West Coast Indians. After all, people of all cultures have a long history of acting shortsightedly with regard to resource extraction. Vaillant aptly summarizes the universal cognitive dissonance as a situation where, “Once aboard a juggernaut like this, it appears suicidal to jump off--even if staying on is sure to destroy you in the end.”  [7] While the geography and resources have shifted, this mindset continues to run rampant. Therein lies the problem.

Readers of various ilks will find much to enjoy within John Vaillant’s The Golden Spruce. Whether interested in the history of logging, North American environmental ideologies, First Nations anthropology, labor issues, or looking for a historical crime drama, Vaillant’s book is timely, well-written, engaging, and ultimately an educational cautionary tale. While the author does not take any great effort to conceal his fondness for nature, he does a remarkable job presenting the complicated array of interests associated with golden spruce story. By extension, Vaillant causes readers to acknowledge the complexity inherent to all environmental issues. Never championing nor outright chiding Grant Hadwin, the author presents the main protagonist as a complex and misunderstood individual. In doing so, Vaillant reminds readers to take pause when examining the human-environment relationship. Very intelligent questions are hard to pin down in order to think about, and even harder to answer with any sense of sufficient comprehensiveness. Grant Hadwin’s actions were undeniably radical, but his indictment of the logging industry resonates with many people in the text (and likely with readers as well). We may never know what became of Hadwin, but we can (and should) know that the burden of cognitive dissonance is too much to bear. John Vaillant’s text gives us a reason to make a concerted effort to ask and answer the tough questions about human-environment relations.



  1. John Vaillant, The Golden Spruce: A True Story of Myth, Madness, and Greed (New York: W.W. Norton & Company, 2005), 28.
  2. Ibid., 28.
  3. Ibid., 134.
  4. Ibid., 98.
  5. Ibid., 90.
  6. Ibid., 44.
  7. Ibid., 49.

06 December 2011

United States v. One Book Called Ulysses

photo of Edward McKnight Kauffer's
iconic dust jacket design courtesy of
Marianne Moore.

On this date in 1933, James Joyce's Ulysses was deemed not obscene in the U.S. District Court - Southern District of New York.  The immediate result of U.S. District Judge John M. Woolsey's decision was straightforward, "'Ulysses" may, therefore, be admitted into the United States.' However, Woosely's decision not only overturned the 1921 decision banning the import of Ulysses (resulting from an obscenity suit intimated in large part by the New York Society for the Suppression of Vice), but also made serious strides regarding freedom of speech, cultural exploration, literary experimentation, etc. Ponder for a moment what the 20th century literary landscape would look like without Ulysses. Not to mention the subsequent immolators and innovators (in)directly influenced by Joyce. The longer term effects of Woolsey's decision are still very much a part of contemporary literary and cultural conversations.

Aside from the lasting legal, cultural, and literary merits, the 1933 case decision is significant because, in my opinion, it produced once of the finest explications of Joyce's challenging tome. There's no doubt. Ulysses is a tough text. Speaking at Lenoir-Rhyne University a few years ago, Frank McCourt quipped something to the effect that, although he loved Ulysses, he could never read the whole thing,  never really understood it; no one ever really understands it, if they say they do, they're lying (or at least trying to impress you). Given my own battle with the complex, stream-of-consciousness, multiple perspective, non-linear narrative, I like to think that non-understanding is sort of the point. Try as we (as readers and simply as people) might, there are certain components of existence beyond (total) comprehension. Bits and pieces assemble and reassemble at various (often random) intervals. Sometimes they create a mosaic we are able to decipher. Other times the parts are visible, but the larger structure is unintelligible. Either way, here's a particularly brilliant excerpt (see below for the entire legal text) from Woolsey's decision.
In writing “Ulysses,” Joyce sought to make a serious experiment in a new, if not wholly novel, literary genre. He takes persons of the lower middle class living in Dublin in 1904 and seeks, not only to describe what they did on a certain day early in June of that year as they went about the city bent on their usual occupations, but also to tell what many of them thought about the while. 
Joyce has attempted — it seems to me, with astonishing success — to show how the screen of consciousness with its ever-shifting kaleidoscopic impressions carries, as it were on a plastic palimpsest, not only what is in the focus of each man’s observation of the actual things about him, but also in a penumbral zone residua of past impressions, some recent and some drawn up by association from the domain of the subconscious. He shows how each of these impressions affects the life and behavior of the character which he is describing. 
What he seeks to get is not unlike the result of a double or, if that is possible, a multiple exposure on a cinema film, which would give a clear foreground with a background visible but somewhat blurred and out of focus in varying degrees. 
To convey by words an effect which obviously lends itself more appropriately to a graphic technique, accounts, it seems to me, for much of the obscurity which meets a reader of “Ulysses.” And it also explains another aspect of the book, which I have further to consider, namely, Joyce’s sincerity and his honest effort to show exactly how the minds of his characters operate.

Since Bernnett Cerf (co-founder of Random House) reprinted Judge Woolsey's opinion in all copies of Ulysses published by his firm, legend holds that Woosley's opinion is the most widely distributed judicial opinion in history (although legal opinions are not written in the most easily digestible prose, this introductory section of the early Random House editions is arguably the most widely understood part of Joyce's epic novel. The "most widely distributed" claim is somewhat debatable given the ease with which people can access legal opinions on the www [e.g. LexisNexis, etc.] and widespread interest and educational focus surrounding cases such as Roe v. Wade, Brown v. Board of Education of Topeka, etc.). Either way, a milestone decision for Ulysses, for freedom of press, for cultural enrichment, against censorship, and the list goes on.

Want more Joyce? Head here for a short reading from Ulysses by one Ms. Monroe. If you like graphic novels, be sure to look at Ulysses Seen. Own an iPad? Download the app (it's free).

photo courtesy of The Boston Globe

--
Full Text of 1933 Legal Opinion by Judge Woolsey

UNITED STATES v. ONE BOOK CALLED “ULYSSES.”

District Court, S. D. New York.

December 6, 1933.
The United States Attorney (Samuel C. Coleman and Nicholas Atlas, both of New York City, of counsel), for the United States.

Greenbaum, Wolff & Ernst, of New York City (Morris L. Ernst and Alexander Lindey, both of New York City, of counsel), for Random House, Inc.

WOOLSEY, District Judge.

The motion for a decree dismissing the libel herein is granted, and, consequently, of course, the government’s motion for a decree of forfeiture and destruction is denied.

Accordingly a decree dismissing the libel without costs may be entered herein.

I. The practice followed in this case is in accordance with the suggestion made by me in the case of United States v. One Book, Entitled “Contraception” (D. C.) 51 F.(2d) 525, and is as follows:

After issue was joined by the filing of the claimant’s answer to the libel for forfeiture against “Ulysses,” a stipulation was made between the United States Attorney’s office and the attorneys for the claimant providing:

1. That the book “Ulysses” should be deemed to have been annexed to and to have become part of the libel just as if it had been incorporated in its entirety therein.

2. That the parties waived their right to a trial by jury.

3. That each party agreed to move for decree in its favor.

4. That on such cross-motions the court might decide all the questions of law and fact involved and render a general finding thereon.

5. That on the decision of such motions the decree of the court might be entered as if it were a decree after trial.

It seems to me that a procedure of this kind is highly appropriate in libels such as this for the confiscation of books. It is an especially advantageous procedure in the instant case because, on account of the length of “Ulysses” and the difficulty of reading it, a jury trial would have been an extremely unsatisfactory, if not an almost impossible method of dealing with it.

II. I have read “Ulysses” once in its entirety and I have read those passages of which the government particularly complains several times. In fact, for many weeks, my spare time has been devoted to the consideration of the decision which my duty would require me to make in this matter.

“Ulysses” is not an easy book to read or to understand. But there has been much written about it, and in order properly to approach the consideration of it it is advisable to read a number of other books which have now become its satellites. The study of “Ulysses” is, therefore, a heavy task.

III. The reputation of “Ulysses” in the literary world, however, warranted my taking such time as was necessary to enable me to satisfy myself as to the intent with which the book was written, for, of course, in any case where a book is claimed to be obscene it must first be determined, whether the intent with which it was written was what is called, according to the usual phrase, pornographic, that is, written for the purpose of exploiting obscenity.

If the conclusion is that the book is pornographic, that is the end of the inquiry and forfeiture must follow.

But in “Ulysses,” in spite of its unusual frankness, I do not detect anywhere the leer of the sensualist. I hold, therefore, that it is not pornographic.

IV. In writing “Ulysses,” Joyce sought to make a serious experiment in a new, if not wholly novel, literary genre. He takes persons of the lower middle class living in Dublin in 1904 and seeks, not only to describe what they did on a certain day early in June of that year as they went about the city bent on their usual occupations, but also to tell what many of them thought about the while.

Joyce has attempted — it seems to me, with astonishing success — to show how the screen of consciousness with its ever-shifting kaleidoscopic impressions carries, as it were on a plastic palimpsest, not only what is in the focus of each man’s observation of the actual things about him, but also in a penumbral zone residua of past impressions, some recent and some drawn up by association from the domain of the subconscious. He shows how each of these impressions affects the life and behavior of the character which he is describing.

What he seeks to get is not unlike the result of a double or, if that is possible, a multiple exposure on a cinema film, which would give a clear foreground with a background visible but somewhat blurred and out of focus in varying degrees.

To convey by words an effect which obviously lends itself more appropriately to a graphic technique, accounts, it seems to me, for much of the obscurity which meets a reader of “Ulysses.” And it also explains another aspect of the book, which I have further to consider, namely, Joyce’s sincerity and his honest effort to show exactly how the minds of his characters operate.

If Joyce did not attempt to be honest in developing the technique which he has adopted in “Ulysses,” the result would be psychologically misleading and thus unfaithful to his chosen technique. Such an attitude would be artistically inexcusable.

It is because Joyce has been loyal to his technique and has not funked its necessary implications, but has honestly attempted to tell fully what his characters think about, that he has been the subject of so many attacks and that his purpose has been so often misunderstood and misrepresented. For his attempt sincerely and honestly to realize his objective has required him incidentally to use certain words which are generally considered dirty words and has led at times to what many think is a too poignant preoccupation with sex in the thoughts of his characters.

The words which are criticized as dirty 184*184 are old Saxon words known to almost all men and, I venture, to many women, and are such words as would be naturally and habitually used, I believe, by the types of folk whose life, physical and mental, Joyce is seeking to describe. In respect of the recurrent emergence of the theme of sex in the minds of his characters, it must always be remembered that his locale was Celtic and his season spring.

Whether or not one enjoys such a technique as Joyce uses is a matter of taste on which disagreement or argument is futile, but to subject that technique to the standards of some other technique seems to me to be little short of absurd.

Accordingly, I hold that “Ulysses” is a sincere and honest book, and I think that the criticisms of it are entirely disposed of by its rationale.

V. Furthermore, “Ulysses” is an amazing tour de force when one considers the success which has been in the main achieved with such a difficult objective as Joyce set for himself. As I have stated, “Ulysses” is not an easy book to read. It is brilliant and dull, intelligible and obscure, by turns. In many places it seems to me to be disgusting, but although it contains, as I have mentioned above, many words usually considered dirty, I have not found anything that I consider to be dirt for dirt’s sake. Each word of the book contributes like a bit of mosaic to the detail of the picture which Joyce is seeking to construct for his readers.

If one does not wish to associate with such folk as Joyce describes, that is one’s own choice. In order to avoid indirect contact with them one may not wish to read “Ulysses”; that is quite understandable. But when such a great artist in words, as Joyce undoubtedly is, seeks to draw a true picture of the lower middle class in a European city, ought it to be impossible for the American public legally to see that picture?

To answer this question it is not sufficient merely to find, as I have found above, that Joyce did not write “Ulysses” with what is commonly called pornographic intent, I must endeavor to apply a more objective standard to his book in order to determine its effect in the result, irrespective of the intent with which it was written.

VI. The statute under which the libel is filed only denounces, in so far as we are here concerned, the importation into the United States from any foreign country of “any obscene book.” Section 305 of the Tariff Act of 1930, title 19 United States Code, § 1305 (19 USCA § 1305). It does not marshal against books the spectrum of condemnatory adjectives found, commonly, in laws dealing with matters of this kind. I am, therefore, only required to determine whether “Ulysses” is obscene within the legal definition of that word.

The meaning of the word “obscene” as legally defined by the courts is: Tending to stir the sex impulses or to lead to sexually impure and lustful thoughts. Dunlop v. United States, 165 U. S. 486, 501, 17 S. Ct. 375, 41 L. Ed. 799; United States v. One Obscene Book Entitled “Married Love” (D. C.) 48 F.(2d) 821, 824; United States v. One Book, Entitled “Contraception” (D. C.) 51 F.(2d) 525, 528; and compare Dysart v. United States, 272 U. S. 655, 657, 47 S. Ct. 234, 71 L. Ed. 461; Swearingen v. United States, 161 U. S. 446, 450, 16 S. Ct. 562, 40 L. Ed. 765; United States v. Dennett, 39 F. (2d) 564, 568, 76 A. L. R. 1092 (C. C. A. 2); People v. Wendling, 258 N. Y. 451, 453, 180 N. E. 169, 81 A. L. R. 799.

Whether a particular book would tend to excite such impulses and thoughts must be tested by the court’s opinion as to its effect on a person with average sex instincts — what the French would call l’homme moyen sensuel — who plays, in this branch of legal inquiry, the same role of hypothetical reagent as does the “reasonable man” in the law of torts and “the man learned in the art” on questions of invention in patent law.

The risk involved in the use of such a reagent arises from the inherent tendency of the trier of facts, however fair he may intend to be, to make his reagent too much subservient to his own idiosyncrasies. Here, I have attempted to avoid this, if possible, and to make my reagent herein more objective than he might otherwise be, by adopting the following course:

After I had made my decision in regard to the aspect of “Ulysses,” now under consideration, I checked my impressions with two friends of mine who in my opinion answered to the above-stated requirement for my reagent.

These literary assessors — as I might properly describe them — were called on separately, and neither knew that I was consulting the other. They are men whose opinion on literature and on life I value most highly. They had both read “Ulysses,” and, of course, were wholly unconnected with this cause.

Without letting either of my assessors know what my decision was, I gave to each of them the legal definition of obscene and asked each whether in his opinion “Ulysses” was obscene within that definition.

I was interested to find that they both agreed with my opinion: That reading “Ulysses” in its entirety, as a book must be read on such a test as this, did not tend to excite sexual impulses or lustful thoughts, but that its net effect on them was only that of a somewhat tragic and very powerful commentary on the inner lives of men and women.

It is only with the normal person that the law is concerned. Such a test as I have described, therefore, is the only proper test of obscenity in the case of a book like “Ulysses” which is a sincere and serious attempt to devise a new literary method for the observation and description of mankind.

I am quite aware that owing to some of its scenes “Ulysses” is a rather strong draught to ask some sensitive, though normal, persons to take. But my considered opinion, after long reflection, is that, whilst in many places the effect of “Ulysses” on the reader undoubtedly is somewhat emetic, nowhere does it tend to be an aphrodisiac.

“Ulysses” may, therefore, be admitted into the United States.

11 November 2011

Happy Birthday, Mr. Vonnegut


Vonnegut self portrait
image courtesy of saabapedia.org


In, on, and during the 1973 version of yesterday (10 November) Kurt Vonnegut's Slaughterhouse-Five, or The Children's Crusade: A Duty-Dance with Death (most often referred to simply as Slaughterhouse-Five; please read the text for more information regarding the extended title) was set aflame in a school incinerator in Drake, North Dakota. Below is an introductory paragraph written by Vonnegut about the incident and then the letter he wrote to the chairman of the Drake School Board. For those unfamiliar with Vonnegut, his writing, and his anti-war, social justice, re-humanization ethic, this is perhaps the single best piece of explanatory writing you'll find. Take a few moments to appreciate the wit, humor, and sincerity that typify Mr. Vonnegut's writing. If you're pressed for time (we all know it's nonlinear anyway), here's what I believe to be the crux of Vonnegut's argument. Everything you need to know about anything is in this paragraph. Peace.

"If you were to bother to read my books, to behave as educated persons would, you would learn that they are not sexy, and do not argue in favor of wildness of any kind. They beg that people be kinder and more responsible than they often are. It is true that some of the characters speak coarsely. That is because people speak coarsely in real life. Especially soldiers and hardworking men speak coarsely, and even our most sheltered children know that. And we all know, too, that those words really don’t damage children much. They didn’t damage us when we were young. It was evil deeds and lying that hurt us."

Here begins the introduction and letter (text courtesy of the excellent Out of Print Clothing. Go buy something from them, now! I'm certain Vonnegut would applaud their business model. If it's any consolation, I know I do.)
My novel Slaughterhouse-Five was actually burned in a furnace by a school janitor in Drake, North Dakota, on instructions from the school committee there, and the school board made public statements about the unwholesomeness of the book. Even by the standards of Queen Victoria, the only offensive line in the entire novel is this: “Get out of the road, you dumb motherfucker.” This is spoken by an American antitank gunner to an unarmed American chaplain’s assistant during the Battle of the Bulge in Europe in December 1944, the largest single defeat of American arms (the Confederacy excluded) in history. The chaplain’s assistant had attracted enemy fire. 
So on November 16, 1973, I wrote as follows to Charles McCarthy of Drake, North Dakota: 
Dear Mr. McCarthy: 
I am writing to you in your capacity as chairman of the Drake School Board. I am among those American writers whose books have been destroyed in the now famous furnace of your school. 
Certain members of your community have suggested that my work is evil. This is extraordinarily insulting to me. The news from Drake indicates to me that books and writers are very unreal to you people. I am writing this letter to let you know how real I am. 
I want you to know, too, that my publisher and I have done absolutely nothing to exploit the disgusting news from Drake. We are not clapping each other on the back, crowing about all the books we will sell because of the news. We have declined to go on television, have written no fiery letters to editorial pages, have granted no lengthy interviews. We are angered and sickened and saddened. And no copies of this letter have been sent to anybody else. You now hold the only copy in your hands. It is a strictly private letter from me to the people of Drake, who have done so much to damage my reputation in the eyes of their children and then in the eyes of the world. Do you have the courage and ordinary decency to show this letter to the people, or will it, too, be consigned to the fires of your furnace? 
I gather from what I read in the papers and hear on television that you imagine me, and some other writers, too, as being sort of ratlike people who enjoy making money from poisoning the minds of young people. I am in fact a large, strong person, fifty-one years old, who did a lot of farm work as a boy, who is good with tools. I have raised six children, three my own and three adopted. They have all turned out well. Two of them are farmers. I am a combat infantry veteran from World War II, and hold a Purple Heart. I have earned whatever I own by hard work. I have never been arrested or sued for anything. I am so much trusted with young people and by young people that I have served on the faculties of the University of Iowa, Harvard, and the City College of New York. Every year I receive at least a dozen invitations to be commencement speaker at colleges and high schools. My books are probably more widely used in schools than those of any other living American fiction writer. 
If you were to bother to read my books, to behave as educated persons would, you would learn that they are not sexy, and do not argue in favor of wildness of any kind. They beg that people be kinder and more responsible than they often are. It is true that some of the characters speak coarsely. That is because people speak coarsely in real life. Especially soldiers and hardworking men speak coarsely, and even our most sheltered children know that. And we all know, too, that those words really don’t damage children much. They didn’t damage us when we were young. It was evil deeds and lying that hurt us. 
After I have said all this. I am sure you are still ready to respond, in effect, “Yes, yes–but it still remains our right and our responsibility to decide what books our children are going to be made to read in our community.” This is surely so. But it is also true that if you exercise that right and fulfill that responsibility in an ignorant, harsh, un-American manner, then people are entitled to call you bad citizens and fools. Even your own children are entitled to call you that. 
I read in the newspaper that your community is mystified by the outcry from all over the country about what you have done. Well, you have discovered that Drake is a part of American civilization, and your fellow Americans can’t stand it that you have behaved in such an uncivilized way. Perhaps you will learn from this that books are sacred to free men for very good reasons, and that wars have been fought against nations which hate books and burn them. If you are an American, you must allow all ideas to circulate freely in your community, not merely your own. 
If you and your board are now determined to show that you in fact have wisdom and maturity when you exercise your powers over the eduction of your young, then you should acknowledge that it was a rotten lesson you taught young people in a free society when you denounced and then burned books–books you hadn’t even read. You should also resolve to expose your children to all sorts of opinions and information, in order that they will be better equipped to make decisions and to survive. 
Again: you have insulted me, and I am a good citizen, and I am very real.
If Vonnegut's birthday and Remembrance/Veterans Day weren't enough for one Friday, let it be known that today is also Corduroy Appreciation Day. There was a great segment on NPR this morning that noted,
The Corduroy Appreciation Club loves Friday's date, 11/11/11, because of its visual likeness to corduroy wales. To get into a party Friday night in New York, you must wear at least three items made of corduroy. 
Who doesn't love the mulitsensory experience of wearing corduroy? Want to learn how to "cultivate good fellowship by the advancement of Corduroy awareness, understanding, celebration and commemoration of the fabric?" Please visit The Corduroy Appreciate Club where all wales are welcome (no this is not a sociocultural satire presented by McSweeney's, the CAC is quite real. In the event that you fulfill the two requirements you too "can join this esteemed organization and be a part of the deep fellowship" free of charge.)

04 October 2011

Pre-Trip Reading

Image courtesy of "Tao of Travel" by way of
Henry Shukman's NY Times review of the text. 
During my daily perusal of all things Chile, I came upon this excerpt from Lonely Planet’s Chile and Easter Island guide. Relying upon images and captions the excerpt is quite brief, but still covers a good selection of pre-travel literature. Even a quick skim of a few pages will help perk your interest and bring your cultural/historical/political lens into better focus.

While I cannot speak to the literary quality narrative intrigue of each text, I am willing to personally vouch for Chatwin's In Patagonia, any and all of Neruda's poetry, and Guevara's Motorcycle Diaries (I must [somewhat sheepishly] admit this recommendation is based on my analysis of the film adaptation of the text [but it was a film that I taught in one of my classes;  to demonstrate my literary and academic credentials - given my review of other Guevara texts, I'm willing to help contextualize the flim/text a bit more]). In addition to the Lonely Planet list, I encourage you to hunt down a copy of Neruda's Memoirs, Theroux's Old Patagonia Express and The Tao of Travel: Enlightenments from Lives on the Road (not specifically focused on Chile, but a great read for travel enthusiasts, students of cultural mindfulness, or anyone planning/hoping to travel), as well as a dual-authored text from Chatwin and Theroux - Patagonia Revisited.

26 September 2011

Happy(?) Banned Books Week

Celebrate the freedom to read and help ALA
get the word out on Banned Books Week! 

Well, it's Monday. But, not just any, run-of-the-mill reentry into the 9-5 workweek. For on this particular Monday, we're already in the thick of Banned Books Week (24 September - 1 October 2011). Although there is reason for celebration (i.e. removal of bans, awareness of intellectual freedom, rise in weekly readership, etc.), there are still some serious calls for alarm (i.e. lack of awareness/concern/engagement [coupled with a general sense of apathy], problematic censorship around the world, decreasing readership, etc.). Perhaps take a few moments to ponder censorship, academic (and general intellectual) freedom, and associated implications for contemporary education. If we begin to censor literary materials, one can only fearfully assume that other forms of information censorship will follow. A democracy cannot function without an informed and engaged citizenry (which is also a reminder that you should vote in any upcoming elections [being an informed voter is a good idea/civic responsibility too]). Books = Freedom. Freedom = Happiness. Books = Happiness. Simple. Spread the word.

Help celebrate the awesomeness that is reading (and, by extension, happiness) by sharing your love of reading, take your kids/friends/relative/strangers on the sidewalk to a bookshop or library. It's also cool to further enrich your own BBW knowledge. Pick up a copy (perhaps at your local bookshop or library) of The Catcher in the Rye, Slaughterhouse Five, Beloved, To Kill a Mockingbird, or another of the numerous banned/challenged books. Check out the BBW website or the BBW section of ALA for events, background information, and helpful resources. You can even support the ALA through the purchase of artful BBW tshirts, posters (see above), buttons, etc.

As the ALA so appropriately suggests, "Celebrate Banned Books Week this year by freeing your mind and reading from a banned book!" (exclamation mark is mine; it seems so much more appropriate than a mere understated [perhaps though that is the idea] period)

09 September 2011

Tonight @ VT: Award-Winning Author Tobias Wolff

image courtesy of The NY Times

Wolff's visit to The Inn this evening marks the beginning of the 2011-2012 Visiting Writers Series. And what a way to start the new year! The author of the novels The Barracks Thief and Old School, the memoirs This Boy's Life and In Pharaoh's Army, and the short story collections In the Garden of the North American Martyrs, Back in the World, and The Night in Question, Wolff's name and reputation are synonymous with various literary awards and honors. In fact, his most recent collection of short stories, Our Story Begins, won The Story Prize for 2008. His other honors include the PEN/Malamud Award and the Rea Award as well as the Los Angeles Times Book Prize, and the PEN/Faulkner Award.  He has also been the editor of Best American Short Stories, The Vintage Book of Contemporary American Short Stories, and A Doctor's Visit: The Short Stories of Anton Chekhov. His work appears regularly in The New Yorker, The Atlantic, Harper's, and other magazines and literary journals.

Want to know more about Tobias Wolff. Follow the preceding panoply of links and scour the bounty of the worldwide web. Or, simply attend this evening's reading and discussion. Here's all you really need to know...

Friday, 9 September 2011, 7:00pm, The Inn at Virginia Tech

Curious who else will be gracing VT with their authorial wit?
Check out the rest of the Visiting Writers Series schedule

07 July 2011

the song we were singing

What song was I singing during this trail
run in Tucson? Any guesses?
Sometimes while running I find myself singing (inaudibly, inside my head or barely audible, outside my head) portions of songs. Most often the refrain, but not exclusively so, the songs emerge from the archives of my unconscious after about 5 miles. For whatever reason, it is always just one song per run with the same few lines repeated over and over. As you might expect, my mind will wander for a bit -- mentally working through writing projects, maintaining (or accelerating) my pace, lodging a formal complaint on behalf of my leg muscles, contemplating serious existential quandaries -- but without fail my thoughts always return to the song I was singing (listen to McCartney's "The Song We Were Singing" from Flaming Pie for the title reference and perhaps a small glimpse inside the rhizome of my running mind). There is likely a connection with strongly meditative nature of running and my fondness for mantras.

Here's a quick summary of my recent training efforts and accompanying soundtrack:
  • 27 June: 9 mile trail run @ Pandapas Pond (1:14.52) -- Chariots of Fire title track (yes, seriously)
  • 28 June: cross-training -- 22 miles on the road bike
  • 29 June: 7 miles with 4 x 1 mile intervals (6.28, 6.43, 6.52, 6.41) -- "Gideon" My Morning Jacket
  • 30 June: 8 miles (no watch) -- "Here Comes the Sun" The Beatles
  • 1 July: cross-training -- 20 miles on the road bike
  • 2 July: 14 miles (1:40.37) -- "Psycho Killer" Talking Heads
  • 3 July: rest
  • 4 July: 4 miles (no watch) -- "Girl in the War" Josh Ritter
  • 5 July: 9 miles (1:04.24) -- "La Marseillaise" (I do not claim to actually know many of the lyrics, but it is a powerful piece of music with a rather invigorating tune -- good for the run)
  • 6 July: rest
  • 7 July: heading out the door for 9 miles -- check back later for a musical update

27 June 2011

An ISLE of ASLE and other Geographies of Bloomington


Although the past week has been a strong one for marathon training, it has unfortunately been a weak showing in the blogosphere. Truth be told, I was rather swamped preparing for (ah, the joys of seemingly endless work coupled with a wee bit of procrastination and case of perfectionism), traveling to, and presenting a paper at the ASLE 2011 Conference in Bloomington, IN. Rather than preparing scrumptious meals and taking artistic photographs to post on this blog alongside witty commentary about running and life as an athletically hopeful PhD student, the past number of days were devoted to condensing a manuscript (hopefully to be available in a forthcoming issue of ISLE) into a concise, yet comprehensive 15 minute argument for John Steinbeck's prominence within the American environmental movement (via [what I perceive to be] his ideological parentage -- John Muir & Aldo Leopold).

Well, all the hard work paid great dividends. The presentation was a success (marked by larger-than-expected attendance, audience laughter at funny parts [but not at the serious bits], engaging post-presentation Q&A session, etc.) and journey to and from Bloomington (home of the Little 500 of Breaking Away fame) was quite an adventure. So, in the event that you ever find yourself driving from Blacksburg to Bloomington...

Stop for lunch in Louisville @ Blue Dog Bakery. Wow! A delicious, Euro-inspired menu will please everyone's palate. My only qualm -- we couldn't stay for dinner. They also pull a mean espresso (nicely complemented by a pistachio macaron) .

Photo courtesy of Blue Dog Bakery.
Spend your evenings resting peacefully at the appropriately titled Scholars Inn Bed and Breakfast. Thanks to charming early 20th century architecture and kind and helpful staff members, you'll enjoy both bed and breakfast at Scholars Inn. They also make rather tasty granola -- available throughout the Bloomington area and online.

Photo courtesy of visitbloomington.com
And, since the inn is only a short walk from IU and downtown Bloomington, you'll be able to explore the cultural, cinematic, and culinary bounty of this quintessentially midwestern college town. Recommendations include:

FARMbloomington! Menu awesomeness includes: Lugar Burger (Local Bison Burger with Columbus Cowboy Espresso Chili Rub), Sweet Potato Fries with Banana Catsup, BBC Big Stone Stout Chocolate Cake (Harrison Bourbon Ganache, Hartzell’s Black & Wild Cherry Ice Cream, Sour Cherry Compote), and great beers from local faves Bloomington Brewing Co. and Upland Brewing Co. 

Photo courtesy of Indianapolis Restaurant Scene.
But, you're probably wondering, 'is there gourmet foods in Bloomington?' Yes. Unequivocally, yes. If you find yourself in (or around) Bloomington and in search of fine dining without the stuffiness, but including the creative, sophisticated, and tantalizing menu, Restaurant Tallent is a splendid place to enjoy an evening of fine, yet not conceited, dining. Full disclaimer: Carmen was kind enough to treat me to a special post-conference-presentation dining extravaganza (which included highlights such as Foie Gras PB&J, Crudo, Vegetarian Jambalaya Risotto Cake, Rhubarb Galette, all paired nicely with a 2007 Miner Sangiovese), so my glowing review may include some residual elation. Nevertheless, Restaurant Tallent has few (if any) gourmet competitors in Bloomington (which is not to discount the gourmet-ness of FARMbloomington [in fact, Carmen and I ate @ FARM three times during our short stay in Bloomington, hands-down my fav during the stay], the two restaurants are simply in different categories -- white table cloths, right?).

Photo courtesy of Restaurant Tallent.
As with most collegetowns (or not-collegetowns for that matter), Bloomington has a plethora of coffeehouses to help students on both ends of all night study sessions. Whether gearing up for a marathon deciphering of Marx or rousing from a little-sleep rumble with Rousseau, you're one and only caffeination destination in Bloomington should be Pourhouse Cafe. Not only do they offer complex blends (and some single origin roasts too), an array of foodstuffs (including the aforementioned Scholars Inn granola), free wifi, and excellent decor, but 100% of their profits and tips go to helping others. Currently proceeds are being directed to Japan - Relief efforts through International Disaster Emergency Services (I.D.E.S) www.ides.org. Truly an amazing company -- socially conscious, ethically concerned, and they provide an outstanding product (and environment)!
Photo courtesy of westervin via flickr.
My weekly training mileage is an approximation (still working out a system -- Garmin 610 still looming "just" beyond my financial reach), but I ran somewhere in the neighborhood of 40 miles (including a nice little jaunt on finished and under-construction sections of the Bloomington B-Line trail [see pic below]). Not a bad first full week of marathon training -- I've officially morphed from a cyclist who runs for cross-training into a runner who rides (occasionally, but not frequently enough quoth Cole) for cross-training.

Photo courtesy of Indiana Public Media via flickr.
I'm still finalizing my training regimen, but hope to move from "running as often and as long as possible (given time, weather, and energy constraints)" to a more systematized and progressive approach to building fitness, miles, and speed. Really, I'm attempting to develop what you might call a "plan." From what I've solidified thus far, the rough draft of the plan (perhaps plan beta?) involves yoga as cross-training, but more importantly as strength and flexibility training. If the plan comes together, I should be engaging in this mind, body, and soul centering practice twice weekly. More details as plan beta takes more tangible form.

Please help me reach the $1000 plateau before race day -- 9 October 2011. Donating is quick, easy, safe, and tax deductible. Visit my fundraising page to make a contribution. No amount is too small (nor too large for that matter). $1, $1.50, $5, $6.84, $20, $1000, every bit helps me help the Chicago Fire Foundation (who in turn helps the youth and communities of Chicago).

What about you? Have you travelled to Louisville? Bloomington? Any culinary, cultural, or recreational recommendations? Are you training for a marathon, 5k, or steeplechase? Cycling sportive or cyclocross season? Any training insight or engaging stories?


22 June 2011

A Closer Look at the Conventions of Names, Titles, and Heritage

Courtesy of the Oxford English Dictionary (OED)...
shank, n.
Pronunciation: /ʃæŋk/
Forms:
α. OE sceanca, scanca, scance, ME scanke, ME (Ormin) shankk, ME–16 schank(e, shanke, ME sschanke, MEschanke, 15 shainke, shankke, sanke, shaunck, 15–16 shanck(e, ME– shank.
β. OE sconca, sconc, ME sconke, shonke, (soncke), ME schonke.
Etymology: Old English sc(e)anca weak masculine corresponds to Low German schanke leg, thigh, Flemish schank bone (Swedish, Danish skank, Norwegian skonk thigh, probably < Low German) < West Germanic *skankan-; also, with difference of declension, to Middle Low German schenke, Dutch schenk leg-bone ( < *skanki-); a derivative from the same grade of the root is Middle Low German, Middle High German, modern German schenkel thigh (West Germanic *skankila-). From other grades of the root (*skink-: *skank-:*skunk-) are Old Saxon scinka, gl. Latin ‘basis’, ‘tibia’ (Middle Low German schinke thigh, ham), Old High German scinko (masculine),scinka (feminine), leg-bone, thigh (Middle High German schinke (masculine), thigh, ham, modern German schinken (masculine), ham); Old Frisian skunka, sconck (modern Frisian skonk, schunk), Low German (Koolman) schunke thigh, ham, Dutch schonk bone. The Old English strong form sconc neuter may belong to either the a or the u grade.
The root agrees formally, and may be identical, with that of Old Norse skakk-r wry, distorted ( < Germanic *skanko-), which is probably cognate with Greek σκάζειν ( < pre-Hellenic *sq'ngy-) to limp. Even assuming the identity of the root, however, the etymological meaning of the Germanic nouns remains obscure.
1.
a. That part of the leg which extends from the knee to the ankle; the tibia or shin-bone. Also (now jocularly) the leg as a whole; chiefly pl. one's legs.
**This is the usage that is particularly relevant and applicable to my running adventures…

b. Shanks' (or Shanks's) mare, pony , etc.: one's own legs as a means of conveyance.
    • a1774: R. Fergusson Poems (1785) 224
      • “And auld shanks-nag wad tire, I dread, To pace to Berwick.”
    • a1795: S. Bishop Poet. Wks. (1796) I. 204
      • “I'd rather‥ride on Shanks's Mare.”
    • 1823: Scott Fam. Lett. 11 Feb. (1894) II. xix. 167,
      • “I found shanksnaigie‥the only way of moving by which I could get out to dinner.”
    • 1898: T. Watts-Dunton Aylwin xii. iii,
      • “I'll start for Carnarvon on Shanks's pony.”

For more information about shank, n., please review the very elaborate OED entry (or, in the event that you do not have a personal or institutional subscription to OED, take a look at this .pdf version of the entry).
Training Shanks's Mare in Vancouver, BC

28 September 2010

chaucer for the faithful & some other thoughts


For out of olde feldes, as men seith,
Cometh al this newe corn fro yeer to yere;
And out of olde bookes, in good feith,
Cometh al this newe science that men lere.
But now to purpos as of this matere--
To rede forth it gan me so delyte,
That al the day me thoughte but a lyte.

Please allow me to offer the above stanza from Parliament of Fowls as a means of apology for the long pause in blogging activity. By no means does this represent a dearth of intellectual stimuli nor a diminished interest in sharing my thoughts, whims, and musings with you, my dearly devoted readers (assuming of course that this already minute body of readers is still interested). Arguably out of context, but nonetheless pertinent, Chaucer explains that a devotion to and enthusiasm for learning and reading can cause hours, even an entire day to pass with surprising speed (To rede forth it gan me so delyte,/That al the day me thoughte but a lyte.). Just as the narrator finds himself in the zone (so to speak) and amazed by the quick passage of the day immersed in Cicero's Somnium Scipionis (and therefore we assume also in Macrobius's Commentary on the Scipio's Dream [for the author and his commentary are singlehandedly responsible for the preservation Cicero's De re publica), I too have been in the intellectual zone, devoted to a variety of academic pursuits and am shocked to find myself in the final week of September 2010. Rest assured that this entry signifies a new stage in the digital publication of my wandering thoughts.


Before I digress further, I want to draw your attention to the initial inspiration for this rhizomatic posting. While perusing the limitless depths of the Internet (why is it that we speak of the Internet as an infinite space, but seem to always hover around a handful of sites [or it this one of my unique behaviors]?), I found myself (not so much by chance) at patagonia.com. Quickly however, I moved from the inviting homepage and onto The Cleanest Line, a "Weblog for the employees, friends and customers of the outdoor clothing company Patagonia." Ah, the power of words. All it took was a title: The 2010 Kids' Catalog Backstory: More About Hiking Lessons. Well worth the venture via hyperlink, I immediately thought about distributing this encouraging piece to others. Writing. Education. And outdoor adventuring? What a great combination! I encourage you to take a quick (really, it is short, invigorating, and includes some good photos) read and follow some of the links to Outdoor Education @ SBMS and Hiking Lessons by Lexi Aquillino (a middle school student whose aforementioned piece now appears as the flagship piece in the kids's Fall 2010 Patagonia catalog). It's really cool stuff; well worth a few moment of diversion from whatever you are doing (after reading this of course).

Another stimulating and connected discovery can be found here, here, and/or here. I've not yet read the book nor watched the documentary, but am admittedly excited to read/watch.

More good things to come soon (and on a more regularly recurring basis).