Tuesday, June 13, 2006

A hit! a very palpable hit!

A most wonderfully valid point, O Panu! I am glad you made it. This brings me to the topic of academic detachment, which I was going to take up a bit later, but what the hell. The question also comes up in a slightly different way: some kid accosts me in the corridor and says why is Blah di Blah on the course it’s horrible, it makes me puke, IT IS THE PITS!!!!!!! I say, yes of course, dearie, but it’s there for your own good. This usually floors ‘em.

OK, one of the first things you learn as a lit student is how to read as an academic. That means that although your personal likes and dislikes matter (they are after all the fuel of your academic curiosity) you are also an impartial judge of the worth of an individual text. You begin to acquire a historical perspective on how literature as a whole has developed, and you start to see texts in the context of their time and of their themes. That’s one of the prime objectives of making you write answers and essays. Now a good academic will never let their personal feelings get in the way of assessing a text. Or to be more exact, will be able to do the industry-standard assessment without flinching, but will probably complain if asked to write a seminar paper on a cordially disliked work.

Most of the works in your syllabus are NOT there because they are great literature (and you are NOT expected to bang on about how the work is chock full of genius and proves that Shaw is god’s gift to world culture or whatever). They are there either because (a) they were pivotal in changing the trends of their time, or (b) because they stand for a common and important genre of their time. They don’t necessarily have to be good as well (though it’s always a welcome bonus). If you personally dislike a work, you are of course at liberty to say so. But you must FIRST place the work in its time and place and give it due credit for (a) and/or (b). You can then move to your opinion of it, and then back up your opinion with instances from the text. You won’t be allowed to say ‘This sucks, because ….!’ Because that’s childish and irresponsible. But if you can say, ‘I consider Sade morally depraved because of his eagerness to turn people into things, as he does in chapter x where he uses three young girls as mobile chess tables… ‘ then you’re on to something. Yes, we will even accept repugnant opinions if you can back them up. We have even had proto-fascists in this dept, and we never penalized them for their opinions, only where applicable for sloppy thinking, and in this they were not unique. In fact give me someone full of weird opinions who’s willing to fight for them over some docile mugpot any day.

In an ideal world, the problem you refer to doesn’t arise. I CAN’T be revolted by your opinions of Sade, if you present them sanely. Now I don’t deny that there are teachers who fall foul of this (not so) lofty ideal. But as far as I know, we don’t have any such in this Department (correct me if I’m wrong).

Hope this clears up what ‘contextualisation’ means.


panu said...

That surely cleared up the contextualization, but (you see...) pessimist that I am, can never conform to the ideal. Always reminded me of that episode in Asterix and Ceaser's Gift when the Ideal gift became a sod.

Anonymous said...

Accha, what if I write "As the critic X said...", will you penalise me for it and say look I have already read X. I don't want to know what he thinks about it, I want to know what you think about it.

It is possible that whatever I feel about a particular text has already been said before by X. So I mention his name in my answer to point out that I am aware that my train of thought isn't original but it is what I think as well. Will you penalise me for it by gving me less marks than what you would have given me had I not mentioned "As Mr. X said" and just gone on to present that point of view as entirely original.

Erythrocyte said...

@bhooter raja Don't be dumb. Sometimes I despair of you kids.

If Mr X has sadi it, damn well quote Mr X. If you agree with Mr X, say 'I agree with Mr X'. If you can, tell us WHY you agree with him. But DON'T present Mr X's ideas as your own, because that's plain dumb.
(quote)So I mention his name in my answer to point out that I am aware that my train of thought isn't original but it is what I think as well.(unquote)
Exactly. That's what you do. Then you go on to tell us why you think Mr X is on the money. Is that clear?

Anonymous said...

Aye aye captain! All clear!

I shall go and stand in the corner now.

Elendil said...

Red Blood Captain: what if we present an opinion, which we thought was ours, but you people having greater knowledge than us, see simmilarities between our opinion and that of some critic, and (wrongly) accuse us of plagiarisation?

For instance if I wrote in an answer that Keats' poems are full of paradoxes and it turns out Cleanth Brooks thought so as well, and I just didn't know it, what then??

Erythrocyte said...

Then we sigh with forebearance, mutter the name in your ear and send you off to the library.
Standards for 'plagiarism' are of course relaxed for exams, since we take great care to make sure you can't copy during them. So if you've reproduced the exact words we will give you SOME credit (but not much) for having a photographic memory. If you've anticipated the idea we will say to ourselves, 'Wow! this 19 year old has managed to produce an argument that Cleanth Brooks had to grow a beard to come up with. Yippee! I shall cultivate this youngster.'

Elendil said...

Hmm.. that clears it up. Thanks captain,

agriculturally yours,