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