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Category Archives: Autobiographical

Teachable Moments

Posted on September 12, 2011 by Ray Watkins
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I don’t mind memorials, of course, and there were a lot of heroes killed on September 11, 2001. I admire firefighters who, as the cliché goes, ran to the disaster when everyone else was running away. Those passengers on Flight 93, probably taught al Qaeda an important lesson. You can’t quite trust crazy Americans to sit quietly and accept their fates. A few might charge the cockpit. Yesterday, though, was like a marathon of the big lie.

A big lie is a lie repeated so often that people forget that it is a lie. One of the worst, which I heard on National Public Radio, is the notion that we “were at war, but didn’t know it until those planes hit the World Trade Center.” That’s untrue in a dozen ways. al Qaeda isn’t a state, and can’t be at war with anyone. When it declared war, it was trying to justify a violent criminal conspiracy. It’s still a lie. This is not just splitting hairs; the difference matters.

We  are at war with much of the rest of the world, especially the Middle East. As horrible as 9-11 was, it pales next to what a country with our resources can do. This has been true from the so-called Spanish-American war, in which we committed near genocide in the Philippines, to our current and often very violent occupation of both Iraq and Afghanistan. These wars are not clarified by the so-called al Queda war, they are obscured by it.

Perhaps we should also think of the day after the memorial as an important teaching moment in which we try to come to terms with imperialism, and the choice that was made in our name to respond with two real wars to a war that was more metaphorical than real. We should try to imagine another history entirely in which we fought al Qaeda, perhaps at times using military means, on our terms,  within the law and the criminal justice system.

 

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Categories: Autobiographical, Language, Professional

The Good, The Bad, and the Ugly

Posted on September 7, 2011 by Ray Watkins
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I was a Peace Corps Volunteer in the 1980s, and I thought a lot about imperialism. The truth is that I wanted to get out of the country, and I didn’t want to join the military, and I was too poor to be able to afford travel. In one sense it was selfish, but in another sense it created an opportunity for me to cross borders that would have ordinarily been barriers. That seemed like a good thing.

I think imperialism works through ignorance as well as power. As a volunteer, I might not change the world– or the Philippines where I worked– but I might be able, simply by going, to embody a more complex view of my culture, if not my country, to a people who I knew had every reason to mistrust both. I still think that this is true and that programs like the Peace Corps do more good than harm.

I also learned that cultural domination was a very slippery thing. The U.S. has done horrible things in the Philippines; it’s probably doing horrible things there now, especially in the Muslim south.  The Filipinos, though, are people, and like all people they are more complex than we often give them credit for. American culture does have a heavy hand, but the Filipinos are by no means passive vessels.

Filipinos transform American power in ways that are both dramatic and very subtle. I was thinking about this today, both because this month marks the 50th anniversary of the Peace Corps, but also because I find myself in a similar position now, in that I work in an industry, for-profit higher education, that to some seems as dubious as the Peace Corps seemed to many of my friends 25 years ago.

“The Fear and Frustration of Faculty at For-Profit Colleges,” is a dramatic, if perhaps exaggerated, example of  the suspicion many feel. This argument bothers me, first, because it suggests that the not-for profit sector has some sort of moral high ground, as if it had somehow escaped the corruptions of education under capitalism.  Just a  moments research illustrates that this is not true.

These critiques too often treat students in the same fashion that many critics of imperialism treat Filipinos: as passive victims. I want to a public school– the University of Texas at Austin– that made me pay tuition to teach, as a part of my graduate program, creating a debt that I have yet to repay. This school made all sorts of promises about full-time, tenured teaching positions, that were not true.

Maybe it was stupid of me to believe the pitch, but they are the same arguments being made now in colleges across the country, in for and not for profit schools alike.  U.T.’s solid academic reputation, to my dismay, was of little help. I had to find my way without much guidance, but I wasn’t a victim. I would like to see lots of things change in my industry, but I think my students are more than victims too.

 

 

 

 

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Categories: Autobiographical, Economics, Professional

Teaching Critical Thinking in an Irrational Age

Posted on August 1, 2011 by Ray Watkins
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Twenty years ago, when I began teaching writing, I tried to  teach critical thinking by presenting two opposing arguments and letting students work their way through each of them. I quickly learned that with certain arguments this led nowhere fast. Reason meet faith; debate over.

Many of my students are profoundly ant-intellectual. It’s not youthful sloth or ignorance or posturing, although there’s plenty of those things, youthful or otherwise, it’s a specific set of ideas they have been taught. It isn’t every religion, and it isn’t all Christian sects, but too many are raised to mistrust reason.

The problem, in a nutshell, is the Christian fundamentalist rejection of all substantive debate as such. This rejection, often termed the belief in the literal truth of the Bible, conflates faith with reason, and makes attempts to foment substantive intellectual discussion moot. It’s apples and oranges every time.

I think most of us deal with this problem by focusing on the language of debates that are more or less off of the radar of the Christian right. No more course sections on abortion, for example. The problem of Christian fundamentalist anti-intellectualism has only grown worse in the last decade, however.

We’ve reached a point, I think, where so much right-wing thinking is so dominated by this Christian fundamentalist thinking that much of our contemporary life seems off the table, from evolution to economics. How can you debate issues in evolution when one side believes the Earth is only 3,000 years old?

One solution is to find debates within arguments that are often seen as monolithic. The debate over gay marriage hides a less obvious critical  argument over marriage,  for example, a debate epitomized by  Queers for Economic Justice. It’s a good resource for framing a productive argument.

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Categories: Autobiographical, Economics, Language, Professional

The End of the Fact as We Know It

Posted on July 27, 2011 by Ray Watkins
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Like a lot of writing teachers, I use Anita Garland’s essay, “Let’s Really Reform Our Schools” in my class. I like it because while it proposes something no on can argue with– better schools– it does so in a way that is rhetorically quite dubious. It’s basically a Fox News kind of argument, in which one group– “we”– is pitched against another: the “they” or “them.”

Even worse, the “we” or “us” is a very vague group of people “who only want the best for our children” (who wouldn’t want to be a part of that group?) and the “they” are both the so-called trouble makers (students who don’t want to be in school) and teachers, administrators, and policy makers who emphasize extracurricular activities over what Garland defines as academia.

In a nutshell, Garlands solution sounds simple: end the prom and minimize sports and other extracurricular activities, make attendance voluntary, and kick out the kids who don’t want to learn. It’s a mean-spirited, ugly set of ideas couched in a disingenuous populism. What I find fascinating is that my students seem unaffected by the essay’s scapegoating tendency or its complete lack of facts.

I can’t fault Garland for these strategies; they are a part of our cultural heritage.  We all, to one extent or the other, create enemies in our arguments and too often we neglect facts. At times, we don’t need or want objectivity. Still, informed readers need to be able to understand that these sorts of arguments have strict limits. They don’t include the facts we need to make good decisions.

Garland’s style of argument has been carried to the extreme in Republican rhetoric over the so-called debt crisis. A certain amount of cheer leading is all part of the process. We need some reference to the facts, too.  Even worst, what’s was once a Republican strategy has now become the political norm– the Democrats as just as guilty. Where are the facts on the size and history of the debt?

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Categories: Autobiographical, Economics

An Aging Luddite

Posted on July 13, 2011 by Ray Watkins
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I work online, and I think online writing classes work at least as well as face to face teaching. I love technology and gadgets too, even though they are too often tainted by consumerism. I am not certain of the source, but someone left this Douglas Adams quote as a comment on my site recently:

First we thought the PC was a calculator.  Then we found out how to turn numbers into letters with ASCII – and we thought it was a typewriter.  Then we discovered graphics, and we thought it was a television.  With the World Wide Web, we’ve realized it’s a brochure.

I went on short trip last weekend to Meramec Caverns– my GPS is the greatest thing since sliced bread on these trips–and I was struck, once again, by the image of people waving their cell phones around in the air, trying to get what we euphemistically call “service.”

I understand the impulse. The motel and the campground that surrounds the caverns is old-fashioned and doesn’t have internet connection. (Many modern campsites do.)  I don’t use my cellphone much, and as long as there’s television of some sort, I’m fine. I felt that little twinge of anxiety, though, knowing that I couldn’t call anyone if I got lonely.

What’s making me feel more and more like a Luddite, though, is the sheer ubiquity of people– almost all of them under 40, and most under 30, who seem so helpless addicted to nothing. I enjoy Facebook, to cite this year’s model as an example, but there’s no there there;  you look at a picture or two,  or maybe follow a link someone shared, laugh at a video, and then you are done.

Why is the brochure is so compelling that it requires almost constant attention, almost as if it were a pet or a child? I don’t believe that this is generational. When I was young, say, a teenager, I loved rock and roll music, but I was also aware that some people went too far with it and became fanatics. It was embarrassing at best, at worst dysfunctional. This fanaticism about the latest trend has become the norm.

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Categories: Autobiographical, Language, Miscellaneous

Patriotism

Posted on July 4, 2011 by Ray Watkins
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I lived overseas just long to realize that I had to either come home or accept a kind of permanent status as an expatriate. I didn’t come home because I loved my country, though, I came home because I missed and loved my culture. I’ve never been a patriot, because, as the cliché says, it’s the last refuge of scoundrels.

A so-called “love” for a nation is more than a little creepy, and I can’t see much difference between a false patriotism and an authentic patriotism. There’s something inherently false about loving something as abstract and intangible as a nation. How can a nation be an object of love? It can’t.

What people really love is their culture in all it’s contradictory complexity: the music, the movies, the television, the food, and whatever else they might include on their lists. That’s what the 4th of July is about, behind the red, white, and blue buntings, the BBQ and the parades of government officials, firefighters, and children.

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Categories: Autobiographical, Miscellaneous
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    Get my book at Southern Illinois University Press, Amazon, or Powell's Books.

     

    The C.C.C.C webpage, A Taste for Language: Literacy, Class, and English Studies includes a short podcast interview with me along with links to these reviews:

    ... by Victor Villanueva in CCC 62.4 (June 2011)
    ... by Chanon Adsanatham in Teaching English in the Two-Year College 38.3 (March 2011)
    ... by Scott McLemee in Inside Higher Education (17 Feb 2010)

    Note: you need to be a member of NCTE, and a subscriber to the relevant journal, to read the reviews by Villanueva and Adsanatham; the review by McLemee is available to the general public.

  • Reading

    • Temple U. Project Ditches Textbooks for Homemade Digital Alternatives - Wired Campus - The Chronicle of Higher Education 2012/02/08
    • 'Change.edu' and the Problem With For-Profits - Commentary - The Chronicle of Higher Education 2012/02/01
    • Jonathan Franzen: E-readers are 'damaging to society' - CSMonitor.com 2012/01/31
    • The Time is Now: Report from the New Faculty Majority Summit | Inside Higher Ed 2012/01/31
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