The Rhetoric of the Big Lie

I have an Uncle who, to be polite, I consider an accurate barometer of ‘Big Lie’ conservative politics. If the right wing radio demagogues start a ‘Big Lie’ strategy, you can be sure my Uncle will soon repeat it. At one level, I want to believe that this is less a reflection of his honesty and more a reflection of the less than serious nature of his political thinking. It’s not really political rhetoric at all.

He’s not really trying to lie, in other words, he’s just treating politics as a kind of professional sport, and he’s talking trash about the opposition. It’s “sports rhetoric.” I have to say, though, that if it is true that he treats political rhetoric as a species of sports rhetoric, I find that just as disturbing as the idea that he might be concisely spreading lies. Lives and livelihoods are at stake.

As a teacher, too, I am disturbed by the way that this sports rhetoric seems to preclude any research, much less simple veracity. If one of the radio demagogues says something, my Uncle simply repeats it; fact checking seems beside the point. In the last few weeks, for example, the right has claimed, without any evidence, that the protesters in Madison are “outsiders.”

The logic of this idea is very thin. What organization, of any sort, could compel tens of thousands of people to go to Madison Wisconsin? You can get people to march on Washington in great numbers, at least sometimes, and you might get a few thousand to travel to help with a primary election, but could you get tens of thousands to travel to Wisconsin to protect workers’ rights?

It seems unlikely at best. What’s so bizarre about this sports rhetoric– trash talk that makes no claims to literal truth– is that it is the same obviously absurd claims made by authoritarian regimes in recent weeks. First the Egyptian government, and now the Iranian government, blamed protests on “outsiders.” Clearly, in this rhetoric truth is beside the point. Is it “soccer rhetoric”?

Property is Theft, Come on In

It’s (more or less) commonly accepted that our current education system– with the exception of the agrarian summer break– grew directly out of individualism, modern industrialization and the mass market. From text-books and scholarly journals to classrooms to standardized tests, private property, the factory, and mass production was the model, implicit or otherwise.

Piece by piece new communication technologies and shifts in our expectations about education have chipped away at the industrial model, replacing moribund individualism with a robust collectivism. We’ll probably always have schools, but learning and teaching can happened easily elsewhere too; one-dimensional assessment tools, like the standardized test, are slowly becoming obsolete.

The textbook too– as a relatively expensive and static, fixed object that remains unchanged for years at a time– is slowly giving way to wikis and collections of online materials. And the scholarly journal, with its equally static and expensive physical process, is step by step loosing ground to the open model, championed by people like Vitek Tracz. Resistance, as they say, is futile.

Back to the Future

“A foolish consistency, Emerson wrote, “is the hobgoblin of little minds, adored by little statesmen and philosophers and divines.” So in the hopes of not sounding like a little statesman, I am going to be inconsistent and talk about how certain forms of so-called new media, particularly games, could be a very effective tool in online education… A little speed might spice things up.

I like the idea, as I said on Monday, of keeping my online writing classroom “slow”– that is, of using teaching methods that focus almost exclusively on the written word as opposed to moving or still images. (My website, too, is heavily focused on the written text, for obvious reason.) Among other things, I think visually simple design can help to encourage reflective thinking.

On the other hand, I think that it’s important to recognize that there’s an outside to this interior, reflective space and that for many students a more kinetic approach might be an important supplement to their learning. That’s why, for example, I encourage students to listen to pod-casts about language, such as “A Way With Words.” Language study doesn’t have to be so deadly serious.

The contrast between fast and slow, in other words, might enhance the effectiveness of each. That’s also why I recommend grammar games, such as those available on Quia, as way to improve students’ basic knowledge of English. Games can help to make dull subjects a little more fun. Bibliobouts, which is a game designed to teach research, sounds intriguing for similar reasons.