Two Related Observations: The Consumerist Mind

Not really in the office today as my good friend who teaches debate in the U.K. (as well as around the world) is staying with me. He’s catching up on his jet lag and we are about to hit the bar in an hour or so. Can’t think of a better way to spend an afternoon of thunderstorms. But what I want to talk about is some tentative evidence of the importance of ideology and place to rhetoric, conceived of in this case as perhaps tactics/Strategy (like Michel de Certeau talks about the crayon lines on the paper).
1) Last night my friend who works at the University described in great detail how she reads books for free by going to the Barnes & Noble, special ordering what she wants, and then when it comes in deciding she doesn’t want it. The book stays in the store and she goes there to read it until she is done. She found this quite clever, until I pointed out the library (a 3 minute walk instead of 20) will ILL anything for free and you can keep it for 2-4 weeks. She said, “I forgot about the library.”
2) My wife worked part time at a pet store for a while. People would “drop off” or abandon their unwanted pets at the pet store, or persuade the staff to take unwanted animals for cash. The free shelter is less than 2 miles away from the pet store.
Unrelated stories? Not likely. They are evidence of the transformation of options brought about by the ideology and rhetoric of consumer capitalism. These two examples indicate the decline of the potential to imagine any alternative to a consumer capitalist model, and force the imagination to work hard to develop tactics within consumer capitalist strategies. The space, if there ever was one, of imagining an alternative to this ideology is nearly gone (if it ever existed) at the point where someone walks thoughtlessly by the library on their way to “scam” the bookstore. The better “scam” is to use the facility dedicated to an anti-consumerist model of books – no longer “commodity,” they can be re-imagined as “resource.”
The lack of imagining an alternative to a shop of animals is even more disturbing. The farthest people can reach is to trade “sideways” within the same grammatical case to rhetorically “solve” their problem – a “shop of animals” becomes a “shop for animals” with a rhetorical “squint.” The effort is to change the vision, not to “turn away.” There is no other place to go that can be thought of, well no place outside of the model of the consumer oriented business. If the staff refused to take the animals, the rhetoric of “customer rights” is invoked or blackmail – “I’m just going to kill it if you don’t take it.”
de Certeau discusses rhetorical options within dominating rhetorical systems in his book The Practice of Everyday Life. A “tactic” is distinct from a “strategy” because a “strategy” depends on “the proper” in order to operate. Words like “competitors” and “customers” are part of the vocabulary of strategy because they are force-relationships which do not require (as I interpret it) a lot of thought or effort on the part of the consumer or competitor (in business) to occupy them. “Tactics” depend not on the “proper” but on the “timely.” De Certeau argues that propriety as a value is a “triumph of place over time.” So a tactic can be read as “seizing the moment.” The example that de Certeau gives is the woman at the market planning a dinner party where the force-relationships (guest, size of fridge, ingredients at home) are taken advantage of by her shrewd purchase of sale items and ingredients that might be cheaper but not within the “proper” items for such a meal. (all of this is on page xix in the introduction of the book). Tactics are timely and are created, strategies eliminate time from the decision and are placed upon.
So what’s the payoff here? What we see is the “tactical” being limited in its application under the crushing force of consumerism. Perhaps de Certeau does not believe that it can operate outside of strategy (although it is a question what it’s oppositional stance is because it is the “Other” – in the French sense then, it would require strategy to exist in order to be, so it would never be Archimedian). He links it to the Greek sense of metis – “ways of operating” or perhaps “getting by in the world” or something like that.
I would say that our “tactical” moves are especially restricted in the dominance of the role of the consumer and the increasing unintelligibility of rights outside of a customer service sensibility. This can perhaps go toward explaining the intense anger and crazy outbursts of people at health care town meetings. They cannot imagine an alternative outside of a consumer-capitalist sensibility, where health is a product, and even more threateningly, the tactics they have discovered within the health care strategies that work for them would be wiped away if there were an alternative system. This is the motive for the behavior, and suggests a response where instead of telling people that they will not be turned away for insurance, explain that they will still be considered the customer, which diffuses the fury at the loss of such moments of triumph that people have discovered within the current health care system.
At once both disturbing for the lack of imagination left in our relationships, but a good discovery I think since it suggests a new way of “lining up the ducks” when ordered to “get your ducks in a row” within the dominant consumer-capitalist ideology.


Explanation Addiction

Wow. It’s nice to have access to blogger again. For some reason most of the past two weeks had me suspicious that my University had blocked blogger for some reason. I even sent an email to IT about it, but since it’s summer and they only work from 3:00 to 3:15PM on Tuesdays instead of their normal semester schedule of 2:00PM to 3:ooPM Monday through Wednesday, I figured it was just sitting in some email inbox somewhere waiting to be deleted.

So I’ve been working away most days but since I have a deadline looming, there’s no better time to blog. I don’t understand why when I have to write, I don’t really feel like it, and write in order to procrastinate.

But today I have excuses that are really good. I have a very sore shoulder and can’t move around that easily without pain. So it’s slowed the progression of the day. It’s ok because once my shoulder recovers, tomorrow I’ll make up everything that I didn’t get done today. Yea, right. Anyway. . .

I’ve been enjoying teaching this summer as I decided to scrap my now 4 year old public speaking teaching “cow path” (as Burke might call it) and venture out into the fields without a guide. I handed out a syllabus that was almost one page and have been playing it by ear. Here’s what I’ve picked up so far from this experiment:

1. Students give much better speeches if they are given an area of exploration from which to write the speech.

2. 4-5 pages of reading seems to get more participation than a whole chapter or article.

3. Addressing concepts, or realms of thought with formal speeches as tools (say, protists and microscopes) communicates to them concepts and ideas for effective speaking that I would not have been able to do with a traditional approach.

4. Students behave strangely when given no explanations. Often the way people who are smokers behave when they go cold turkey.

This June I gave a few lectures in Japan about debating and arguing. Most of these were about assumptions people who are uninitiated have about it. One of the things I referenced a ton was the fantastic Ranciere book The Ignorant Schoolmaster, using it as the exception that proves the rule when teaching debate. Often times it’s just you and a student trying to come to a satisfying critical conclusion about the quality of a text.

In this book, Ranciere details the idea that explanation is self-serving, keeping students at a perpetual distance from learning, making them dependent on teachers for all information and thought. The argument goes that ignorance is the best point of departure for teaching because it focuses on verifying the thought instead of comparing it to what it’s “supposed to be.” Evaluation centers on thinking – the quality of thought that goes into a work by a student – instead of lining up something that might be the tracing of the instructor’s explanation.

So after returning to the U.S. I tried to embrace this idea in Public Speaking with some pretty good results. I have the class broken into modules/themes: First on the role of language, second on propaganda, and the upcoming last week will be about intellectualism. The texts are speeches, book segments, academic articles, and whatever else I think might be good to look at. In the end, the speeches have been much better than any other class, except for the addiction part. You have to be careful not to give them what they want. And they try to trick you the way good recovering addicts should attempt to trick their caretakers.

Everyone’s class discussion contributions end with a question, or questioning tone. This cannot be acknowledged. I try to rephrase people’s contributions after they say them and ask them if this is what they meant. They wait for me to tell them whether this is correct or not. It takes some struggling to get them to realize I am just clarifying what they said.

It’s tough to enter the conversation with your own opinions as an equal. This is not what they think it is – they think it is the “real answer.” One’s rhetoric has to be shaped to show that it is not the answer but perhaps a poorly thought out reaction to the text. The purpose of entering the conversation as an equal is to stimulate more contributions from the students, not to shape or extract particular responses from them. This is really hard to do, and I miss it nearly every day. More study of technique is required. Ranciere’s schoolmaster had the benefit of being able to teach subjects that he knew nothing about or could not explain (teaching French to people with whom you have no common language is the first example in the book). How does the expert teacher rhetorically figure ignorance?

Is that figuration enough or does one really have to be ignorant?

This experience has made me want to teach an online class as I feel that the decentered nature of such a course might make these explorations more insightful.

Unintended Hiatus

Apologies for the blog silence, but I must admit that since arriving back in the U.S. I have been enjoying a life of nearly constant work.

In the mornings and afternoons I am writing and researching, and making great progress. After lunch, I do a little planning for teaching, both the summer course I am assigned now and the two speech courses I have planned for the fall.

In the evenings I try to read or listen to something that has nothing to do with my day. Well it is supposed to be different, but it has much to do with my work. Tonight I am listening to old recordings of Allan Watts’ talks on Buddhism and spirituality.

I am trying something new with my public speaking classes mostly because I am dissatisfied with how they go. The best way to come up with new ideas is to go for spontaneity – but not a class on a whim. It means, at least for me, to go with the flow and be ready for speeches and student action that I might not be prepared for. To prepare for what you expect them to do is to not be prepared at all. So I have very loose speech assignments and very interesting but vague readings.

Tonight we had a look at Rashomon in order to understand audience perspective and how to structure arguments. I think it was a pretty good way of approaching argument models. Style will be interesting. I think we will listen to and watch some public intellectuals speak. Then we can move from that into reading some pieces on intellectualism and what that means. Do you see?

I find it a hard class to teach as most of the students are new not only to college but to the U.S. I wonder what they must think of me jumping around and filling the board with nonsense.

I hope you will forgive the hiatus, but there will be some good stuff coming. Allow me to just enjoy doing my work for now, and after I have fermented some ideas we can both enjoy that blogger buzz again.

Finally

Good to see a scientist using his own terministic vocabulary to respond to the pop “we are our brains” discourse flooding the world.

I hope this is the start of a turn in neuroscience that recognizes the fallacy of reductionism in beings as complicated as humans.

Final Round Video of East-West Tournament, Tokyo


Here is the final round from the East-West tournament in early June. We were invited to judge, but had some difficulty with the format. Here are some things to keep in mind as you watch the clip.

1. The clip begins with the entry of the 11 judge final round panel. Everyone stands up and applauds them, and as they come in they distribute copies of their judging philosophies to the debaters. This gives the debaters only a few minutes to make adaptations in strategy. There is a short moment of polling of the judges by the Negative team in Japanese, and the judges raised their hands to indicate their agreement with the statements.

2. Yes, the debate is in English! In Academic debate (what the Japanese call policy debate) the pronunciation of words has its own very difficult accent. The judges and the participants have developed their own pronunciation for English words over the years. They told me that we might have trouble understanding because the competition often favors “Japanese-English” – which is what they call this way of speaking. I have great difficulty understanding most of these speeches. I don’t think Academic Debate is very interested in teaching English speaking so much at this level, similar to how policy debate has little interest in teaching good public speaking skills in the U.S.

3. Topicality is a challenge to a debate over definitions. It has little to do with the plan. Academic debate is pretty lacking in theory debate. Everyone is a hypo tester, and the T argument challenges the Aff to a battle over interpretation of words. That’s why the second T violation sounds so strange – she basically reads definitions for half the resolution, so it’s multiple challenges in one. The Aff handles it pretty well in the 2AC by lumping it as a debate about the meaning of “Japanese Government.”

4. Counterplans claim mutual exclusivity, but what they really mean is resolutional competition. That is, you can’t endorse the resolution and the counterplan at the same time. More like a counterwarrant that has just crawled up on the beach from the primordial sea than a modern counterplan.

5. At the end is every policy debater’s dream – the chairperson asks “Is there any appeal from the Negative?” – After the 2AR the Negative is given one last opportunity to appeal to the judges, especially indicating new arguments in the 2AR. Amazing. Rarely do Negative teams invoke this opportunity, I was told.

6. I love the fact that they have people coloring in boxes of chalk on the board to indicate prep time use! Gives it a very game-show feel don’t you think?