It seems like I do a lot of stuff - all that teaching, university service, and union activity seems like a lot to do. I feel busy. Yet from one standpoint, I'm not working at all, because I don't have a lot of scholarly and academic writing coming out. This is a complex matter, for me.
I know what I value in teaching, university citizenship, and union activism. They are intrinsically rewarding to me, and I think they're important contributions to the university and the community. I try to teach well; I'm certainly motivated by a firm conviction in the value of the classes I teach and the validity of the curriculum and methods. I think universities are vital social and cultural institutions, far beyond their purely economic purposes of producing new tax payers and generating commerce, and so I place a high value on being an active member of the university community. Being involved in faculty governance and policy-making is for me an expression of commitment to the democratic ideal of education. As far as union activism goes, I don't see any substitute for it to protect the rights and interests of faculty from an administration that most often confronts the faculty as an adversary, instead of honoring faculty as knowledgeable and concerned experts.
The situation is different when it comes to scholarly and academic work. I spent a few years trying to fit into the academic philosophy world; I presented papers at conferences, published articles, pursued the most remote arcana, and above all else, maintained a continuous presence in what some people in my field call "the discussion." It was fun for a while, but the more deeply I got involved, the more removed from the everyday, the more I felt that there wasn't much point to a great deal of "the discussion," other than the rather arbitrary value placed on it by academics. I saw and heard a lot of weird behavior, from shrill denouncements of others as idiots, to the widespread problem of general social dysfunction. I watched what academia turned some acquaintances into, and how unrecognizable they became as the people I used to know, after, say, spending a year as a research fellow, or while they pitched their manuscripts to publishers.
This might seem like sour grapes, but I have to confess, I cooled to academic philosophy before it cooled to me. I had never had the most positive attitude toward it in the first place (ironically, I can at least partially blame a philosophy professor I had for that attitude, for it was he who convinced me that academics use jargon as a weapon and as a barrier). Not all of it, but more than I'm comfortable with, strikes as fiddling while the city is in flames.
I've been wondering lately if I shouldn't return to that kind of work to some degree. I do sometimes miss getting highly charged email, from people I don't really know, arguing forcefully on one side or another of some ongoing debate, and being part of it. For all their dysfunctions, academics do tend to care deeply about their fields, and jump into them with gusto. It's good for renewal.
The practical problem, for now, is that I can no longer leap into it as a purely intellectual and academic exercise. It has to be integrated into my life, which means into the everyday reality of being a teacher of general education classes, of being a citizen of the university, of being a union activist, and of course a private person. I want to find a way that the academic, scholarly work remains within the sphere of relevance of my daily life, and of the lives I come into contact with daily. I think that means, in part, that I don't want to get involved in writing something if I can't see why what I'm writing about would make a difference to my neighbor Marty, or would be significant to someone cooking risotto with morel mushrooms, or would reflectively inform my teaching practice, etc., etc. This is not easy, because the academic philosophy world tends on the whole to neglect, if not actually to dismiss, everyday life. In fact, academia tends to reward people for performances that require them to be neglectful of everyday life, or of teaching, or of being good citizens of the university. (This is something bell hooks wrote eloquently about in Teaching to Transgress.)
I know what I value in teaching, university citizenship, and union activism. They are intrinsically rewarding to me, and I think they're important contributions to the university and the community. I try to teach well; I'm certainly motivated by a firm conviction in the value of the classes I teach and the validity of the curriculum and methods. I think universities are vital social and cultural institutions, far beyond their purely economic purposes of producing new tax payers and generating commerce, and so I place a high value on being an active member of the university community. Being involved in faculty governance and policy-making is for me an expression of commitment to the democratic ideal of education. As far as union activism goes, I don't see any substitute for it to protect the rights and interests of faculty from an administration that most often confronts the faculty as an adversary, instead of honoring faculty as knowledgeable and concerned experts.
The situation is different when it comes to scholarly and academic work. I spent a few years trying to fit into the academic philosophy world; I presented papers at conferences, published articles, pursued the most remote arcana, and above all else, maintained a continuous presence in what some people in my field call "the discussion." It was fun for a while, but the more deeply I got involved, the more removed from the everyday, the more I felt that there wasn't much point to a great deal of "the discussion," other than the rather arbitrary value placed on it by academics. I saw and heard a lot of weird behavior, from shrill denouncements of others as idiots, to the widespread problem of general social dysfunction. I watched what academia turned some acquaintances into, and how unrecognizable they became as the people I used to know, after, say, spending a year as a research fellow, or while they pitched their manuscripts to publishers.
This might seem like sour grapes, but I have to confess, I cooled to academic philosophy before it cooled to me. I had never had the most positive attitude toward it in the first place (ironically, I can at least partially blame a philosophy professor I had for that attitude, for it was he who convinced me that academics use jargon as a weapon and as a barrier). Not all of it, but more than I'm comfortable with, strikes as fiddling while the city is in flames.
I've been wondering lately if I shouldn't return to that kind of work to some degree. I do sometimes miss getting highly charged email, from people I don't really know, arguing forcefully on one side or another of some ongoing debate, and being part of it. For all their dysfunctions, academics do tend to care deeply about their fields, and jump into them with gusto. It's good for renewal.
The practical problem, for now, is that I can no longer leap into it as a purely intellectual and academic exercise. It has to be integrated into my life, which means into the everyday reality of being a teacher of general education classes, of being a citizen of the university, of being a union activist, and of course a private person. I want to find a way that the academic, scholarly work remains within the sphere of relevance of my daily life, and of the lives I come into contact with daily. I think that means, in part, that I don't want to get involved in writing something if I can't see why what I'm writing about would make a difference to my neighbor Marty, or would be significant to someone cooking risotto with morel mushrooms, or would reflectively inform my teaching practice, etc., etc. This is not easy, because the academic philosophy world tends on the whole to neglect, if not actually to dismiss, everyday life. In fact, academia tends to reward people for performances that require them to be neglectful of everyday life, or of teaching, or of being good citizens of the university. (This is something bell hooks wrote eloquently about in Teaching to Transgress.)
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