Summer 2016 is all about being between two conferences

“Why do I go to conferences?” is the question on my mind right now, as it always is in the days leading up to a big conference trip. I’ve sort of (emphasis on “sort of”) gotten used to the dismissal of my papers and ideas as really weird, strange, or perhaps maybe not serious enough, but I enjoy writing them, and I get a lot out of the process, so weirdly I keep writing them. After a conference, I am usually immediately Jonesing for the next one. 

The first conference this summer was in May in Atlanta, eerily in the very same block of hotels that a month prior to that held the US nationals in debating in the style I teach. This conference made me think a lot, and realize that I am a compositionist. I mean, if what concerns you, and what you think about most of the time, and what excites you to study is the thing that compositionist panels are up to, then maybe I am one. 


Example of my style of conference presentation (c. 2015)

Example of my style of conference presentation (c. 2015)

It makes a lot of sense, really. Debate is composition, no matter how you try to wiggle out of that term because of your distaste for it. Go ahead, try. This post will still be here when you return. Composition is about a lot of different things, mostly about assembling meaning for another person out of experiences and texts that you believe have valuable meaning. When is this not happening in debate?

Composition seems like the easiest answer in the world available for the old argument that rhetoric isn’t really the teaching of anything. “What do you teach? How to wear a tie? Eye contact? Vocal projection?” Such questions are meant as legitimate, not as insulting, but they are ignorant in oh so many ways, the major one being the ignorance of the 2000 year half-life of that question. Plato’s charges that teaching rhetoric, debate, public speaking, etc is more like teaching cookery or cosmetics than teaching nutrition and exercise still hold on. They are foundation divisions in our thinking. But with the stunning amount of money and viewers that YouTube stars have offering cosmetic tips, and the recent information that Gordon Ramsay is one of the worlds highest grossing celebrities seem to indicate that people are getting a lot out of both. They appeal is that they strike at perhaps a deeper divide than the one Plato identified, which is the human desire to seek arrangement. Patterns, a sense of connection, an ordering – these things feel good to us. This might be why Plato’s overwrought designations appeal to us as well. Composition is the architectonic art, the art of arts – arranging things in order to mean. 

We will see what the Tokyo Argumentation conference brings. I’m always already hesitant to go; I fear I won’t like it; I know I will love it; I know I will learn things; I am certain I will prepare for the next conference; I am definitely going to second-guess my decision to go to that one too. Do chefs feel this way when preparing a new dish? I wish I had the confidence of those whose association feels like an insult to those who would see themselves as some sort of higher-order thinkers.

But I’m pretty sure I’m alone on this. Debate people don’t want to see debate as much more than an interesting hobby in Europe, or a forum for a raw and unrestricted, “pure” political inquiry in the US. I’m sure rhetoricians, if not already compositionsists, will take insult with the idea that their art’s depth is the surface of things. Maybe being between two conferences will extend past the summer?

The Hatred of Poetry; The Hatred of Rhetoric?


Just finished reading Ben Lerner’s short but good The Hatred of Poetry in which he attempts in great Burkean fashion to “create gain out of loss” by claiming poetry exists in order to show us the critical lack between Poetry, the abstract hope of transcendence and poems, those sometimes great and sometimes rancid attempts to get there. Lerner tries to transmute what he calls “hate” of poetry into an opportunity of love for being human, the condition of humanity being a recognition that Poetry is possible, and poems aren’t quite up to the task. This is proven mostly through analysis of critiques or doubts about modern poetry where the critic longs for a time where poetry united us, and poets were not afraid to invoke universals. Long story short, it’s a good read if you have ever thought about why people like really old poetry that doesn’t really “sing” to us, and nobody really picks up and reads contemporary poetry.

Lerner’s argument is very similar to the “Iron Ball” of Zen – You’ve swallowed a hot iron ball, you can’t keep it in you, and you can’t spit it out – both will cause you great pain. Neither is a solution, but something has to be done. It has a lot in common with Herbert Marcuse’s discussion of the role of the museum and of art – they create places we would rather be every day, but can’t be, and hence stoke the embers of revolution. Slavoj Zizek’s discussion of contemporary art is also very present – that contemporary art is successful, and will be exhibited if it calls into question the existence of a space for the existence of art in toto. But Lerner roots his argument in Platonism – he argues the hatred of poetry stems from Plato, who through a great ironic mode of writing, has caused us all to doubt the value of poetry. This doubt is carefully connected to the basic function of poetry: to indicate a transcendent realm of understanding and meaning that by virtue of this crafting of words, we can never reach. Poems through their pointing can only be disappointing. 

Lerner’s case is predicated strongly on Plato’s dismissal of poets from the Republic, but he leaves out, or elides, or perhaps derides rhetoric. Lerner writes that Plato, “concluded that there was no place for poetry in the Republic because poets are rhetoricians who pass off imaginative projections as the truth and risk corrupting the citizens of the city.” Notice here that poets are accused of being rhetoricians, not lumped in with them, not equal to them, but charged as being rhetoricians. Poetry might be defensible, but being a rhetorician is not. There is no further discussion of rhetoric or rhetoricians in Lerner’s book.

I wonder if this was a good idea – he could have talked about what all groups of people who were banned in Republic had in common – the painters, the rhetors, the poets – they were charged with the crime of “seeming” – something that Lerner goes to great lengths to establish as both the reason people hate poetry and the reason that it should be loved. We hate poems because they are an affront to the transcendent idea of Poetry that we all have some sense is out there. Perhaps the same is true for rhetoric?

But the more I think about it, the more I feel that rhetoric is not hated in the way that Lerner describes the hate for poetry. His argument is good, and I feel like his book could be longer. But the evidence he marshals – plane and doctor office conversations – doesn’t square with my experience talking about rhetoric in those same situations. Being a poet is considered something a bit base or a bit difficult (or as Gadamer said, impossible to be a poet, but fine to write poems due to the deep and complex relationship of art and undestanding). Often it is seen as silly, as poets today can’t be what they once were. But rhetoric is in a different space.

Instead of hated, I’d say rhetoric is muted. It’s silenced. When a great convention speech is given, journalists discuss it. When a presidential debate happens, political scientists talk about it. And most people I talk to about my work and profession see it as, well, quite silly. Because we don’t need rhetoric anymore – we have more and better access to facts than we ever have. All you need is the information, information from good sources, and you’ll know. And that will be that. 

Rhetoric is muted since we live in the Cult of the Fact – nobody needs to hear from a rhetorical scholar about how one speech or another persuaded. We imagine ourselves to live in a post-persuasion era. If someone is persuaded, it is represented as trickery. We can decide what we want, what our country needs to be, and all sorts of things without it. We just have facts, information, statistics, and the like. Words are the vehicle for these important goods. 

The same is true in debate, the place where I would expect to find many allies on the rhetoric side of things. But here especially, everyone would rather imagine themselves sifting through innumerable grains of speech in order to locate the best reasoning. Reasoning, rationality, and logic are the goal. Rhetoric, focused on studying how meaning comes to mean (just one definition, there are many if you don’t like that one), would seem to be what debate practitioners would embrace, or hate, due to it’s overwhelming lack (as Lerner’s argument might be put). But instead, they see themselves as students of international relations, of law, of economics, of electoral statistics, and other such comfortable places to be. Things that appear factual, appear to be valid, are more stable. There’s little chance of stepping right through the floor when you come to your intellectual home in such disciplines. Not so in rhetoric. Debate and rhetoric are instruments by which one discovers or reveals the power of the real disciplines. One practices how to convey the great information they have for us.

Perhaps rhetoric is mute because people can’t imagine the need for an art that turns most everything into a question, into association, culture, historical trajectory, values, and other sites of meaning in a world where certainty appears to be the thing that would save us from the political morass facing the globe. But it might be precisely because of rhetoric’s loss of voice that we find ourselves in this situation: Everyone knows just what to do, and is perplexed that everyone else doesn’t see it. What more to do than to shout them down? What more to do than to put tape over your mouth at a political convention? Such moves might be considered persuasive by rhetoricians, but they were certainly not constituted as such by those doing it. These were expressions of what is “just true,” or another view of the facts, the facts that those who are in disagreement must just not have access to.

Lerner writes, “What kind of art assumes the dislike of its audience and what kind of artist aligns herself with that dislike, encourages it?” Well, professional wrestling might be an art. But more seriously, I think most rhetoricians can ask this question. This would be those among us who actually enjoy teaching public speaking, argumentation, debate, and other such courses where we work on and work over the production of student texts. But also critics and theorists are associating themselves with something that is so far beyond hate, beyond recognition in the Cult of the Fact, that it barely registers as a subject. As I have heard, “They still teach that?” or “What could you possibly read and write about?” It seems that information accessibility combined with the imagined superiority of scientific reasoning have rendered rhetoric’s function of working out meaning, how it means, and how to make people believe something are no longer necessary. Rhetoric is not hated, but forgotten. Or thought of as something passed or past. Lerner works this out in his argument by trying to prove that people dislike poems, but love poetry. People dislike political speeches, but people do like words. Maybe that’s a way in, a way to be heard and properly hated again.

If rhetoric is muted, and if it turns allies away due to our obsession with the fact, what is the answer? How do we get the sort of negative attention that our allies, the poets have? For at least it seems they have been able to get asylum if not a visa to enter the Republic and play a part, however minimal Lerner might think that is. But his short book has been the subject of much conversation in many major press book sections, if not the full on topic of many major book reviews. I don’t see that happening for any rhetoric book, no matter how good it is. The rhetoricians will share it, we will discuss it, and nod about it together, as we wonder about where our influence is in the Republic just on the other side of that border. 

Rhetorical Distortions in the Classroom

Talking this morning with people from Student Affairs once again connected me to the classroom as a place, a topoi, a site of inquiry, and possibly the most occupied and least thought about space on campus for most people. 

We suffer from an addiction to materiality. We turn all of our investigative power toward the material, treating its pulling apart or pasting together as the source of knowledge. This comes out in pedagogy with our obsession with the recall of fact via the production of text, usually giant final papers that are for an audience of one person. 

Many undergraduates at my spot talk in May about the number of 20-25 page papers they have to complete for an exam. There’s great pleasure in the complaining, and faculty take great pleasure in the intensity and the perception of hardness that comes with such a massive assignment. It’s easy to point to such a thing and say “this is what I do” in order to verify that one is a student or a teacher. But this pointing provides comfort and certainty, and it’s questionable whether such assignments provide learning. 

The uncertainty of something like a debate is hard to point to, hard to produce when trying to prove one is a serious, skilled teacher. Materiality is missing from speech. It’s ephemeral nature is what makes it work. A document feels more real (although a well-written paper contains the potential for such uncertainty as well) and can be handled in a way that allows a simple connection between physical presence and seriousness/importance. 

Our addiction to materiality as the evidence of hard, good teaching excludes uncertain, ephemeral assignments like debates. Debates don’t seem “real” or “serious” – after all they are a bunch of words. Papers seem this way too but are easier to fit into the category of proof due to this addiction.

Trying to write about this now, but it’s hard. Bob Thurman’s criticism of Western science as “scientific materialism” is a good place to start, but it’s tough to comment on the thing you are immersed in, i.e. air (which might explain some of the difficulty in persuading people about Global Warming). Unless things are grounded in the study of materiality and material existence (as opposed to spiritual, or some other form) they don’t have value. Particularly, I am struck with the notion that the classroom and our writing/research must be distinct.

RSA is still with me, and I’m still pondering it. The most powerful take-away is in performance about teaching, and the large gulf between composition rhetoric scholars (“compositionists”) and speech comm rhetoric scholars (“rhetoricians”). These labels are pretty problematic, because there’s no reason one couldn’t be either one or both, but there are some big differences along these lines that I am thinking about. 

The major difference is in relation to the classroom. For rhetoricians, this is akin to jury duty, that public speaking is important civic service and we all must participate. We don’t make it our life or the center of our study, but it’s something that we must do – the price of doing what we want perhaps. The classroom rises up like a fly buzzing in our face as we try to appreciate the rhetorical vista of whatever we are currently obsessing about. For compositionists, the classroom is everything, like a tiny box that once you peer inside of it you see the most elegant and exquisite tiny diorama of the world – complete with all it’s perfect little micro flaws and transgressions – and it makes it easier to see and discuss larger issues. Not one of the panels I saw about transfeminism or transnational thought was sans the question “How do we get students to think about this?” This question is of course, begged, which is why it is so powerful. The question of how to get students to think about these issues is really the question of how we get people to think about these issues, which is the question of persuasion/conviction. The first rhetorical question being, “How do I get you to get this?” 

Duty and micro-politics are of course, compatible, unless you feel like there’s something else more important out there that the classroom halts you from doing. If we think of it as a no-space, or a bureaucratic space, we get a divide between our most interesting subject matter and our courses. Compositionists seem convinced (or perhaps they did not have to choose?) that the classroom is the heart of research: From invention to delivery they are standing there, in that place. Rhetoricians hardly ever discuss the classroom. It’s seen as something that should not be involved in research. 

I’m not sure why this is how it is, but I’m trying to think of ways to become a diorama-builder in public speaking. The material addiction we have (and higher education as a whole) pushes back on this, but composition seems to have a nice balance working for them between assuaging this material production demand and raising the intellectual stakes and rhetorical challenge of the classroom – making it a site for new inquiry, not just a receptacle for a performance of what is known. More comfort with the ephemeral or non-material is needed here. And it’s a tall order: I am asking for comfort with uncertainty.

Debate is my preferred tool here. No matter how confident and how certain you are that you have the best argument, you still lose. The loss is always present. You are uncertain whether you can use what you have written, you are uncertain whether or not you are saying it right, you are uncertain about the decision, and the reasons for it are never quite in perfect relation to the debate you experienced; there’s always some interpretation going on, there’s always a hermeneutic of adjudication. We don’t ever get comfortable with this, but it spurs us toward more of the same, spurs us into more uncertainty. This ironically comes out as confidence that one has done the research and the necessary practice to win. But you could still lose. That’s how winning works. Yin/Yang: The perfect debate. But meant to be a model of the universe. 

Ah. There we go. Another diorama. Mandalas. Maps of the universe. The globe. Devices that use the impossibility of what they are meant to be as creative impetus, or space to craft meaning. Value comes with a scale, a ratio. Nobody wants a 1:1 map. Nobody wants a 1:1 debate, evidenced by the amount of discourse surrounding the superiority of debaters in understanding argument (a misnomer, unless you subscribe to an ontological theory of argumentation). And nobody wants a 1:1 classroom either. But instead of finding value in the distortion as inventional resource for teaching, we scramble to fill up the classroom, make it the planet, the universe. We push for the 1:1.

Perhaps that’s the bridge – the recognition that mappings value comes from its willful distortion of the complexity universe into a clean symbol. This is fraught with uncertainty about how it “really is.” But at least we can look, we can think, we can find space to inquire to one another about that question. I think I’m a compositionist.

 

 

The Rhetoric Society of America


Back in Atlanta for another event that centers around talking at and to other people about complicated ideas. One month ago I was just here teaching and learning at the USU Debate Championships hosted by Morehouse College. Now I have just finished attending the Rhetoric Society of America bi-annual conference. Long story short: It was great. But it was a very different conference experience than what i am used to. As I told many of you (probably many of you reading this if I saw you there) I wonder what took me so long to attend one. Well, besides the scheduling of trips to Houston anyway. 

Conferences are like debate tournaments in the sense that artificial scarcity drives the entire operation. They are not going to accept every paper. They are not going to put on every panel. There are 3 panels you would like to see at this time. There’s no capacity to speak longer. There’s no more time for questions. I left out pretty much everything I wanted to say in my paper, and I don’t think I’m alone among the participants in that sentiment. If we only arranged the conference with more time in it. It’s truly a sortie situation: If we extended it by one day, why not two? If we extend it by two, why not three? Surely now we would accept four. Eventually, we are all living at the event. Arbitrary and artificial limitations are good. They make you choose, they make you think, they keep your attention, and most importantly, they force judgement. Attending one of these things and not exercising judgement means sitting in the lobby or your room, worrying what you are missing, or going to miss should you go to a panel. Notes from the Underground is no way to attend a conference. 

This was my first RSA conference and the major take-away for me was a sense of responsibility. I never execute conferences correctly. I always reach for something that I think would be impressive to others, forgetting that this is a community, and what is impressive and matters to me intellectually will, with thoughtful presentation, matter to them. These are not distant others, but those who are also thinking about what it means to mean. The papers and panels that most enthralled me were about the immediate, small questions that face us as interpreters (and often as interpreters of interpretation, and so on). 

I was struck by the responsibility I have to present these queries to people at conferences, not because they are “good” or “matter” or whatever the metric might be, but because they stimulate curiosity, thought, and critical engagement. This is what I got from the best panels. But more than any issue or citation I got the sense that there’s an exchange here, and if I’m not participating on the level of stimulating that curious, critical inquiry, then I am not holding up my responsibility in the community.

This isn’t really a call for more authentic scholarship or something like that. Just a connection that is rather obvious when you teach debate and a connection of it to conferences. Instead of trying to make the winning argument, or the correct argument, or the argument that will blow everyone away, just make the argument that is appropriate, thoughtful, and stimulates response. This is a simple lesson for debaters. For me, it took a bit longer to realize the importance of this, even though I say it a lot.

 

The Rhetoric Society of America


Back in Atlanta for another event that centers around talking at and to other people about complicated ideas. One month ago I was just here teaching and learning at the USU Debate Championships hosted by Morehouse College. Now I have just finished attending the Rhetoric Society of America bi-annual conference. Long story short: It was great. But it was a very different conference experience than what i am used to. As I told many of you (probably many of you reading this if I saw you there) I wonder what took me so long to attend one. Well, besides the scheduling of trips to Houston anyway. 

Conferences are like debate tournaments in the sense that artificial scarcity drives the entire operation. They are not going to accept every paper. They are not going to put on every panel. There are 3 panels you would like to see at this time. There’s no capacity to speak longer. There’s no more time for questions. I left out pretty much everything I wanted to say in my paper, and I don’t think I’m alone among the participants in that sentiment. If we only arranged the conference with more time in it. It’s truly a sortie situation: If we extended it by one day, why not two? If we extend it by two, why not three? Surely now we would accept four. Eventually, we are all living at the event. Arbitrary and artificial limitations are good. They make you choose, they make you think, they keep your attention, and most importantly, they force judgement. Attending one of these things and not exercising judgement means sitting in the lobby or your room, worrying what you are missing, or going to miss should you go to a panel. Notes from the Underground is no way to attend a conference. 

This was my first RSA conference and the major take-away for me was a sense of responsibility. I never execute conferences correctly. I always reach for something that I think would be impressive to others, forgetting that this is a community, and what is impressive and matters to me intellectually will, with thoughtful presentation, matter to them. These are not distant others, but those who are also thinking about what it means to mean. The papers and panels that most enthralled me were about the immediate, small questions that face us as interpreters (and often as interpreters of interpretation, and so on). 

I was struck by the responsibility I have to present these queries to people at conferences, not because they are “good” or “matter” or whatever the metric might be, but because they stimulate curiosity, thought, and critical engagement. This is what I got from the best panels. But more than any issue or citation I got the sense that there’s an exchange here, and if I’m not participating on the level of stimulating that curious, critical inquiry, then I am not holding up my responsibility in the community.

This isn’t really a call for more authentic scholarship or something like that. Just a connection that is rather obvious when you teach debate and a connection of it to conferences. Instead of trying to make the winning argument, or the correct argument, or the argument that will blow everyone away, just make the argument that is appropriate, thoughtful, and stimulates response. This is a simple lesson for debaters. For me, it took a bit longer to realize the importance of this, even though I say it a lot.