Wednesday, November 09, 2011

the step-12 program for academic success!

The 12-Step Program for Academic Success
Step Twelve:
Tenure


All of your academic skills having been honed through these other steps, the last and most important hurdle is left before you.

Why is tenure so important? Why is any permanent job with no supervision and no real duties important? Why did you enter academia in the first place, to study great ideas and literature?

The process basically involves no new steps, but involves engaging in all forms of academic excellence at once. Certainly schmoozing is of the essence of the tenure process, now taken to the extreme of schmoozing your friends and colleagues, the dean of your college, your department head, and sometimes even students. It's abhorrent, but always keep your eyes on the prize.

Can anyone be guaranteed tenure? There are anecdotes told of a professor-to-be hiring private investigators to discover helpful information about the President of a major Midwestern university. It turned out the President was sleeping with the professor-to-be's significant other. Rather than sink into Victorian bourgeois morality, the prospective tenured faculty member did the right thing: used the information to advantage. Alter your domestic life only after it has been utile in winning the ultimate status of academia: an unimpeachable position in a job-for-life.

Think of it: you and Josef Stalin!

Tuesday, November 08, 2011

the step-12 program for academic success!

The 12-Step Program for Academic Success
Step Eleven:
Teaching



Teaching is a necessary evil on the track to success. To legitimate your work, you must have an institutional affiliation; and in order to maintain an institutional identity, you must teach. There are two ways out of this unfortunate situation:

ONE: Reduce your teaching work. Demand an assistant to grade exams. Settle your lectures into a standard form, timed to fill each class precisely.

You might object that writing lectures so carefully takes time and effort, and so it does at first.

But after they reach final form, they will be permanently reiterable, and if you time them perfectly there will never be any extra class time for pesky questions.

As for the teaching assistant, remember what it was like when you were a T.A. These people are getting paid to attend your lectures! What do you get in return? Never give up on Step Five! For further advice, see The Prince concerning the way to maintain power over lesser princes.

TWO: Use your institutional status to generate as many volumes, works, and publications as possible (see steps 1-7, 9 & 10). Pursue endowed chairs with no teaching duties. Repeat until you are so successful that you need never work again.

Monday, November 07, 2011

the step-12 program for academic success!

The 12-Step Program for Academic Success
Step Ten:
Your Work/Volume


Now that you have found an editor and publisher willing to "look at" your work, you need to produce it.

As has already been mentioned, no one "writes books." However, volumes are put together.
What, you may ask, does this phrase refer to?

Take all of the material you have composed in your young academic career: your dissertation, articles, book reviews, coursework, your comprehensive exam essays, your undergraduate thesis, idle notes on bar napkins -- and put it all in a 10 x 13 clasp envelope preprinted with your academic institution's address.

Insert a cover letter explaining that you have pitched your monograph to the editor, and have included it for consideration. Explain that the editor invited you to submit this manuscript.

Add to your c.v. an item stating that you have a work under review.

Sunday, November 06, 2011

the step-12 program for academic success!

The 12-Step Program for Academic Success
Step Nine:
Hustling


Do you know how many academic books are published every year?

Do you know how these books get into print?

If you've ever read an academic book, you may wonder about these questions. But even if you haven't, it's important to note that every academic book, before being published, is proposed, or "pitched" to a publishing house. Generally, would-be academic authors pitch their books to knowledgeable editors. This can be a problem, especially if the editor knows something about your field.

Shop around for a publisher whose editors know little or nothing about your specific interest. Put together a proposal and an outline that shows how your book will:
  • sell!
  • resolve ages-old disputes!
  • become required reading for courses at universities everywhere!
  • look nifty and contain many sections, chapters, and headings!
  • be less than 300 pages!

Surely you've seen the enormous publishers' displays at major meetings of academic societies. Who do you suppose the guy is standing behind the table with the University of Chicago Press banner? He's a University of Chicago Press employee. Get information from this person. Find out the names of editors, who their friends are.

Look at the books on the display. Don't look at the titles, look at the names of the Big Shots who wrote them! Then, go schmooze those Big Shots and inform them you may soon have a monograph or a 'volume' under review there.

(IMPORTANT: never say "book." Academics do not "write books," they "put together volumes" or "work on a monograph." If you must refer to the content of your volume -- which should be avoided for obvious reasons, namely, that it might become a topic of critical or rational discussion -- use the term "my work," never "my book." Words are crucial: you should know that by now!)

Saturday, November 05, 2011

the step-12 program for academic success!

The 12-Step Program for Academic Success
Step Eight:
Hitting the Job Market


Often the most frustrating experience for young academic wannabes is the absolute despair and futility of entering the job market flooded by the excessive production of Ph.D.s by mills. (Think: supply and demand.)

Once you have an appropriate c.v., have done a thorough job of schmoozing, have attended enough conferences, taken enough drugs, won enough grants, and stomped enough others, you should stand in good stead. But that's still not enough.

All of these skills and more will be demanded of you on the market. One or more of the following is essential to earning a job:

1. Bribe the interviewers. This bears no further explanation.

2. Devise a performance that will make you an irresistible candidate. Learn to make beer and offer a constant supply of it for department functions (this can double as a bribe). Or run a counterfeiting operation. Or give brilliantly compelling lectures which argue conclusively for positions held by the interviewers. Finally, have you ever seen "Deep Throat"?

3. Kill all the other candidates. (Be sure to make it look accidental!)

Friday, November 04, 2011

the step-12 program for academic success!

The 12-Step Program for Academic Success
Step Seven:
Writing Your C.V.



Everyone must have a c.v. (curriculum vitae), which lists achievements, education, and other qualifications. The question is, what should you put on your c.v.?

Assume that the person reading your c.v. does not know you, and has not attended the same conferences, nor met you in the restroom. You need to be memorable and impressive. Of course, only the people who were actually at a certain conference can tell in what way you participated.

What you need, then, are several versions of your c.v., each of which will contain different information, depending on the following:

1. Whether the person you send it to knows you, or knows Big Shots in the organizations and societies whose conferences you claim to have addressed.

2. How many plausible-sounding journals and conferences you can think of. (GOOD EXAMPLE: Journal of the Method of the History of Methodological Studies; BAD EXAMPLE: Playphilosopher)

3. Nothing else.

It may sound as if this step advocates that you dissimulate. Not at all. We intend, rather, that you outright lie. Be creative.

Thursday, November 03, 2011

the step-12 program for academic success!

The 12-Step Program for Academic Success
Step Six:
Follow these Conference Attending Guidelines


There are two kinds of conferences: extremely large, concurrent-session conferences, and small, plenary session conferences. In larger conferences, more Academic Big Shots attend than in smaller conferences. You do the math.

Rule 1: Go to sessions with the biggest names. Do not attend sessions, or indeed conferences, where less than half of the participants are Certified Big Shots.

Rule 2: Ask questions. Say something in every single session, about every single paper, regardless of whether you understood the paper, have anything to say, have studied or even considered the problem at issue, or paid any attention. In asking your questions, mention books and articles published by the Big Shot who gave the paper, even if you never read them, and even if they weren't about the same topic.

Rule 3: Be noticeable. Sit in a location which makes you clearly visible from every vantage point in the room. Wear eye-catching clothing. Develop a style of dress, a posture, and a way of gesturing that is distinctive and cerebral. Use effusive body-language, whisper to your neighbors.

Rule 4: Be familiar. If you have met a Big Shot even once, say, at a urinal, use the Big Shot's first name. It will appear that you know the Big Shot personally, and no one will question that you have earned the right to this familiarity. By association, then, the audience will conclude that you are at least a quasi-Big Shot yourself.

Rule 5: Ignore the proles. No matter which rung of the ladder of success you stand upon, do not bear the intrusions of the hoi polloi. Turn away; go stand next to Alasdair Macintyre until he notices you.

Wednesday, November 02, 2011

the step-12 program for academic success!

The 12-Step Program for Academic Success
Step Five:
Stomp On Others



Look, it's you or them.

Human beings are animals, animals of great tenacity, cleverness, and savage viciousness. It's part of your genetic makeup.

You can send your emotions to the cleaners, but you can't make anything but hot red blood flow in your veins. Kill or be killed. Take no prisoners.

EXAMPLE: "Professor Ratbag, I would like to ask you a question, but I don't know whether I can find a way to put it that doesn't seem condescending in the light of your childishly naive view of epistemological certainty. Any child of five can tell you that certainty does not entail prescience or metaphysical commitment, and it seems extremely strange to me that you would want to develop a position on the basis of a puerile view that is counterfactual to the simplest and clearest consciousness. Do you wish to modify your position, or shall we all just suck our thumbs and make wee-wee?"

Tuesday, November 01, 2011

the step-12 program for academic success!

The 12-Step Program for Academic Success
Step Four:
Schmoozing


The importance of schmoozing can hardly be underestimated, and it hardly ever is.

The true questions are when, how, and to whom to schmooze.

WHEN: Always schmooze. There is no inappropriate time. For men, one of the best times is when you happen to meet your schmoozee at a lavatory urinal. This is ideal, because obviously the schmoozee cannot make too hasty an exit. He is, as it were, all ears (he certainly won't let his eyes wander).

HOW: Introduce yourself, giving your name and your academic affiliation. If you have ever seen the schmoozee before, mention it (e.g.: "Professor Whitehead, nice to see you. My name is Chris Nagel, from Duquesne University. I saw you catching a bus once, in February of 1937"). Mention any publication of the schmoozee that you have read -- in case the schmoozee asks about it --, regardless of its importance. Also, in mentioning the schmoozee's published work, be sure to indicate how it has advanced your own (e.g.: "I read your limerick about the man from Nantucket in the middle toilet stall the other day. It has made a big difference in how I interpret ideal essences!"). Finally, end your conversation with an open-ended allusion to a deeper, continued relationship; however, be cautious not to appear too subservient or obsequious.
DO: "We should discuss this in more depth later. Enjoy the session on 'Evidentiary Ethical Postulates and Undecidability in Relation to Really Uninteresting Stuff'!"

DON'T: "I'm in room 1409. If you'd like, tonight, if you're feeling... lonely... you could come up. Any time. I'll be there... alone... all night."

TO WHOM: Appropriate schmoozing depends on your own academic position more than the schmoozee's. Say you are a graduate student Ph.D. candidate at a second tier (at best) private, Catholic university east of the Mississippi that is not named "Loyola." From this vantage point, everyone is good to schmooze (e.g.: "Say, you work for the custodial crew of the hotel, don't you? I just wanted to tell you that your interpretation of vacuuming and emptying ash-trays has genuinely helped me understand Sartre's third ekstasis of being for-self. I was wondering if you could score me one of those leftover boxes of Zinfandel").

Monday, October 31, 2011

the step-12 program for academic success!

The 12-Step Program for Academic Success
Step Three:

Go On -- Take Drugs!


The initial euphoric and mind-expanding effects of intoxicants are often considered beneficial by liberals and other perverts.

But the serious aftereffects of long-term abuse of dangerous and mind-altering drugs -- bipolarism, paranoia, mood swings, death, and chronic withdrawal -- these are the true benefits.

Whereas in most fields of endeavor these personality problems are a major source of difficulty in securing a future, in academia they are a positive boon!

We heartily recommend at least four consciousness-addling binges a week for maximum effect.

Sunday, October 30, 2011

the step-12 program for academic success!

The 12-Step Program for Academic Success
Step Two:
Hire Out Your Emotional Life



The pressures of Big Time Academia have crushed many otherwise happy marriages and relationships.

Your perpetual motion of publishing, conference attending, hustling, and schmoozing will inevitably destroy your soul.

The process is painful and can cause skin irritation.

But you need not suffer, or indeed feel anything at all. The Chronicle of Higher Education, among other trade publications, now offers a convenient classified advertising service, operated on the same principles as telephone personal ads, to match would-be Academic Big Shots to discreet, well trained affective agents.

YOU stomp all over the likes of Richard Rorty, Joe Margolis and Daniel Dennett,

THEY feel the guilt, angst, and yawning spiritual emptiness!

Saturday, October 29, 2011

the 12-step program for academic success!

Back in grad school, I wrote this satire, mainly as a response to some rather overly careerist behavior I witnessed. I'll post one step per day for the next, let's see, how about twelve days? I won't change name or dates, because there are no innocents, and some of this stuff is clearly dated (for instance, the antiquated references to something they used to call the philosophy "job market").

Without further ado,

The 12-Step Program for Academic Success
Step One:
Writing A Grant Proposal


The following example should give you some ideas:


Chris Nagel
Philosophy Department
Duquesne University
Pittsburgh PA 15282

Chair, Grants Committee
National Endowment for the Humanities
Washington DC 20031
May 5, 1995

To the Chair of the Grants Committee:

Enclosed please find the text of my grant proposal to study "Phone Sex Lines in the Postmodern Context."

My research work will fill a gap in the body of our understanding of sexuality. It's hard to get good, hot information from the usual sources, since phone sex is spreading so far so fast. We can only get what we need orally. In my work, I will push and push for more and more clarity. I am already thrusting into the field, but I crave the chance to mount a more systematic study.

I know the NEH has a reputation for being quite stiff. But I'm sure you will feel the pressing nature of my work. You can give me the tools I need to touch the depths of telephone relations. Then it will be my job to reveal the naked truth.

Thank you very much,


Chris Nagel

Friday, October 28, 2011

why i won't get published

I have just now submitted an article on body/embodiment to Studia Phaenomenologica. I am fairly confident I won't get published, and here are some reasons why.

1. What I wrote is a critique of the orthodoxy in the field. This might be publishable, except that...

2. I do not have sufficient academic clout to publish something critical of the field's orthodoxy, plus

3. I do not have a lengthy... resumé... of academic achievements, which, in English translation, means that...

4. I have not paid my dues, in as much as I have never published anything telling the world how great the orthodoxy really is, plus...

5. All that I have achieved in my academic field has been overwhelmed by scholars working tirelessly to contribute to the orthodoxy.

Besides which,

6. I'm not sure I'm right, and I don't have a strong argument making my case, and in addition,

7. really, nobody's ever heard of me, and

8. you can't just criticize academic shibboleths, because, what are you, nuts or something?!

Yet I've submitted it because:

9. I happen to think I'm right, and

10. I have nothing to lose.

Thursday, October 20, 2011

philosophy jobs panic

Before coming to school today (and installing my new column - check it out on Facebook!), I collected a couple days' worth of mail from our box. In it was my copy of the American Philosophical Association's Jobs for Philosophers. I'll refrain from a lengthy diatribe on the moral cesspool of the academic hustling market, because that wasn't the first thing on my mind this morning.

In fact, the first thing on my mind this morning was that the APA has finally noticed that I'm a dues-paying member. I've had a long-standing feud with the APA. I pay membership dues, and they stop sending me publications. I complain. I stop paying dues, and they start sending me publications. I don't complain. They stop. Undeterred, I continue not to pay. Coquettishly, they start sending me every other publication, leading me on, and I succumb, and pay my dues. They immediately stop sending me anything.

Yes, the APA is a filthy, and unfair, whore. But we already knew that.

(Oh, and a further diatribe on the incredibly snotty conversation I had with an APA person one year when I had - she swore, though I knew better - failed to check the box indicating I wanted to receive the JFP on my dues notice, and so, she explained, I had irrevocably refused to receive it and this problem could not be fixed until dues were paid for the following academic year.)

So, I got the JFP in the mail, which must mean I haven't paid my dues this year. It's exactly like Arthur Dent's relationship to the utilities service.

I haven't opened it yet. I've barely smelled the newsprint. It's in my backpack on the floor of my office (with newly installed column), tell-tale-hearting at me. I can't face it. When I consider applying for an academic position, I am faced with the certain futurity of my own death. Truly: for me, applying for an academic position has always been a moment of insight into the uncanny, in the Heideggerian sense - a moment of authentic Being-toward-death. So I'd much rather idly write a blog post about it...

Will my so-called academic career survive? Will I survive my so-called academic career? Will anyone survive my Bioethics class, set to begin in ten minutes' time?

Wednesday, October 19, 2011

pregnant drug-users and other fun ethics topics

Today with my classes I'm reading a 2003-ish article about public policy and ethical responses to pregnant women who use illegal drugs and alcohol. The main line of argument is what the author deems a feminist approach, focusing on the experience of the women instead of applying abstract rationalistic ethical principles on their cases. What this reveals, she argues, is the states of oppression the women undergo.

This morning, what struck me particularly was an example of a prosecution of a woman for failing to get adequate bed rest and to refrain from intercourse during her pregnancy. The author makes the point very succinctly: these are not actions totally under the control of women. Moreover, these kinds of prosecutions are directed more toward minority and poor women, who often lack social support networks, or are undergoing various conditions of instability and deprivation, and, oh yes, are also being discriminated against in the law.

Then she says something splendid: blaming the drugs, or worse, blaming the women who use the drugs, is a convenient way to hide the conditions of oppression under which these women turn to drugs. I sometimes ask my classes, "what kind of pregnant woman suddenly decides to use drugs?" to point out how bizarre it is to consider the drug use a simple, straightforward, totally rational, perfectly free "choice."

This morning, I'm remembering one of the experiences I've had that has made me more sympathetic to this than a lot of my students say that they are. In my senior year of high school, I quit my Spanish class (for reasons I won't pursue here), and started to have a Study Hall during that period instead. I spent the hour in the library reading absolutely anything - though mostly religious texts, Freud, Shakespeare, Samuel Beckett, and Tom Stoppard. One day - for some reason I remember I was reading the Koran - another student approached me and asked if I knew where he could get some drugs. He was a skinny, twerpy black kid, I was a skinny, long-haired white kid, so I guess he figured, the dude in the ripped jeans and the flannel shirt will know. I didn't, because I wasn't interested in drugs, and I told him so.

We got into a long conversation about drugs, poverty, hopelessness, and the future. We were on more or less opposite sides of the educational spectrum of that school. He was one of the ghettoized black students in my nominally desegregated Southeastern high school, and I was one of the ghettoized white honors students (roughly 95% of all the black students took all their academic classes in one wing of the school, and roughly 90% of all the white students took all their academic classes in another wing; the school also basically policed the honors program such that only a handful of token non-white students were part of it). We had both learned some terrible lessons in social justice by then. But we shared two attributes: we were both hopeless about the future, and we were both very bright.

I tried to argue with him that it would be stupid for him to escape into drugs, as he wanted to do, because he was smart and could do something better with his life. I think that's valid, to this day. He argued back by referring to our social situation, the inherent injustice and oppression he was experiencing, and made the case that, objectively, there wasn't a lot for him to hope for. Damn if I don't think that's valid, too.

We didn't reach any consensus. Eventually he gave up on the argument, because it wasn't getting him any closer to his goal, and asked what I was reading. I showed him the book's spine, and he said he read it, or large parts of it, and he liked it better than the Bible. Then he turned and walked back over to the table occupied by his friends, and I noticed they'd been snickering at us, and they laughed and jostled him when he reached them.

Monday, October 03, 2011

sure sign I'm trying to work on an article

I went on a brief walk just after my office hour this morning, since I had been reading about phenomenology of the body and wanted to clear my head and re-orient myself. Plus, I wanted to see if I had something right in my own analysis of the way the lived body "disappears" from awareness.

Naturally, I spent a lot of the time mentally critiquing the university's entry signage.

A few years ago the new administration announced it was getting rid of the old "books-S" logo.



The admin thought it was corny, which it is. I never thought much about it until it was gone, and in retrospect, it says something about this institution: it's humble, simple, unassuming, and in a direct way says something about education. The new logo, which I won't link to, is a generic Your College or University Here design that could be from any institution from a county community college to frickin' Harvard.

Underneath it, on our entry signs, is the name of the institution, in Palatino font:

Cow State University, Santa Claus

(I hope you have Palatino installed on your computer, or at least Microsoft's commissioned knock-off, Constantia, so you can see this thing.)

Now, I adore Palatino. It's one of Hermann Zapf's two masterworks (the other being Optima), both of which involve a brilliant resolution of contradictory elements. Like Optima, Palatino owes a large measure of its design to Romanesque, monumental fonts, like the kind of thing chiseled into stone. The pointy serifs on the capital C and S have a three-dimensional depth and weight to them that's most noticeable, for instance.

But these aspects are almost totally overcome by the humanist elements, like the varying weights on the uprights and the cute little tails on the lower-case uprights. This makes the font approachable and warm.

Yet it works to brilliant effect. That may be why Palatino was the font of choice for 1990s post-structuralist publications (check it out iffin you don't believe me): humanism and anti-humanism somehow co-exist.

As a font for brass lettering on a red brick sign outside a small comprehensive public university in the middle of the Central Valley, they are totally inappropriate, even obnoxiously so. Because Palatino was commonly used, including in university documents, until the dreaded Calibri epidemic began, the font on the sign looks like it was copied and pasted from an old memo. Yet because it has those monumental aspects, it looks like it's out to be grand, but can't be, left there as a mere caption to the proudly displayed Your College or University Here emblem. In this usage, Palatino is in a losing battle with itself, Zapf's perfectly balanced resolution - or better, Aufhebung - is split into impotently struggling thesis and antithesis.

(Don't even get me started on the siting of the sign at the main entrance, where it occupies what might be the geometric/linear center of the span of the roadway, but is permanently off-kilter in the visual field of a driver or pedestrian approaching the campus.)

You might be wondering if I have a recommendation for changing the font, if I'm so smart. And I do. Comic Sans.

Saturday, October 01, 2011

long time, no blog

After bouts of stomach flu and grading, I'm having an average weekend.

Following a gratuitous Shadowy Men On A Shadowy Planet reference, I shall return to struggling with my conscience and my philosophical consciousness over whether and how to proceed with writing a paper to submit to Studia Phaenomenologica's special issue on "the phenomenon of the body/phenomenology of embodiment." Submissions are due November 15, which essentially means I have to write it this month, because this November will be taken up with organizing, rallying, picketing, and other union activities, and, just maybe, a new National Novel Writing Month project.

This may be insane.

I may also have little hope for publishing something in this special issue, especially given my predilection for iconoclasm. In this specific instance, I'm thinking of re-working a lot of the text I wrote in August, which I now call "the goofy paper," that says that "the body" is the fetish of existential phenomenology. I started writing it intending it to be my submission to SP, but soon I was basically just venting about Michel Henry.

I believe that the chance of being published in a serious academic philosophy journal is inversely proportionate to the quantity of snide dismissive remarks one makes about honored members of the academic establishment. So, a lot of what I wrote directly about Henry will have to be redacted. Also, I'll probably follow my friend Valerie's advice and change the section heading that currently reads "fuck" (even though I cite my source for the term in a footnote, which gives it a proper academic setting).

I'm having trouble getting over the idea that I would be trying to get published and doing what people think of as scholarship. I've always had misgivings about academia, but was pretty active in a few circles for a while, largely because I felt I had to be. But I gave up on being anything like the usual type of scholar in 2002 when I was screwed out of a tenure-track job, and I haven't tried publishing anything in a peer-reviewed philosophy journal since then, either. I like to think this was in part a matter of principle, since so much of academic philosophical writing does nothing for anyone but the authors themselves. Not having a real academic career, I told myself, I don't have to make any Faustian bargains with the academic world.

It's hard, too, to face the fact that I need to be more visible in that world, in case I suddenly find I need to scramble for a job - a job I know I'm an increasingly poor candidate for as 1996 fades away in the distance. Ph.D. degrees have freshness dates.

As usual, or a little more than usual, another major obstacle to getting started is that I can't settle on a font.

Friday, September 16, 2011

intentional consuming

Jackson asked me what my ethical position is, in relation to the practice of consuming the flesh of non-human animals. I realized that it wasn't something I'd taken up and thought about in a while, so I asked my loveliest why it's okay for us to eat animal flesh. She laid out what we regard as our position, and I think she's more accepting of it than I am on the whole.

It goes like this.

Humans evolved as omnivores, and we continue to live, as a species, as omnivores. Obviously, we're not biologically determined to eat animal flesh any more than to eat, I don't know, rutabagas. Just as obviously, when there were a few thousand humans trying desperately to avoid starving to death, being an omnivore was useful, rather than the problem it has become. Yet this evolutionary history has predisposed us to be delighted by the taste of meaty things.

That's important because we believe that living well, happily, and pleasurably is practically a commandment (if there were commandments). Lauren often articulates this as a form of responsible hedonism. Not to enjoy life, for the sake of an abstract moral commitment or political aim, seems wrong to her. As she put it this afternoon, if you mean to live in a completely unharmful way in our society, you must run naked and eat nothing, and that won't last long or be very enjoyable.

We limit how much animal flesh we consume, because we recognize that its primary role in our lives is for delectation, rather than sustenance. We tend, as far as possible, to eat the flesh of animals that have lived better lives than many in the US food chain. We avoid eating feedlot beef or caged chickens, for instance. (We also think this meat is healthier for us, and firmly believe that it's more delicious, so it better serves our hedonistic mission, and our intentional ingestion of meat for the purpose of delight instead of mere sustenance.) We literally never buy chicken that is not free range. Until recently we only ate range-fed, grass-fed beef.

We're concerned about the sustainability of our consumption habits, and try to find more-sustainable options, which is another factor driving our limited consumption of animal flesh. We eat fish and seafood that is more sustainable and really strictly avoid poorly fished, over-fished, or poorly farmed fish (like that disgusting stuff they call Atlantic salmon).

After talking about it, we realized we have slipped in our habits, and we've decided to be more conscientious about what we consume.

I notice that I haven't said anything about sentience, and only alluded to suffering. Here, our positions definitely differ. My position, for now, is that sentience and suffering are important ethical considerations for any decision, but that they aren't the final and absolute considerations. I can't say it's immoral for lions to eat a yak, even though the yak is sentient, and the method of killing the yak employed by lions is probably going to cause the yak to suffer. It probably doesn't enter the minds of lions to be concerned about it, and it does enter my mind, and so it's a consideration. That's why the way animals that I eat are raised matters to me.

This may seem like a strange analogy, but I feel about eating animal flesh somewhat the same way I do about driving a car. Driving a car makes a lot of things much more comfortable and feasible, and in that way makes life more pleasant for us. Clearly, the US consumption of gasoline, like the US consumption of most kinds of food, is not ultimately sustainable, for the planet or for us. We two can't do a lot to change that, but we can choose to reduce how much we consume, and to be attentive to how and why we consume. I'm calling that "intentional consuming," to imply that the consuming I do is still self-conscious and reflected-upon.

That means, it's always open to change. I said earlier I'm less accepting of our current practice and thought about eating animal flesh than Lauren is. It's fraught. I'm not satisfied with our reasoning. But I think it's good that we do reason about it.

Thursday, September 15, 2011

thoughts and words

I have a prevailing dissatisfaction with Western philosophy: its obsession with words. In a basic way, philosophy is how we grapple with meaning - with how and why there is meaning, with how and why we could be said to create or constitute meaning, with the meaning of experience, and so on. Overwhelmingly, the tradition of Western philosophy has discussed meaning in terms of words. Semantics, grammar, syntax, logic, even metaphysics and epistemology, and in some circles even ethics and politics, have been boiled down to words.

I have nothing against words. I like words a lot. But I am suspicious that when meaning is construed in terms of words, that there may be something significant left out. Let me give you a f'rinstance. In an article about Eugen Fink's text referred to as the Sixth Cartesian Meditation, which Fink meant to extend the analysis in Husserl's Cartesian Meditations, Ronald Bruzina says this:

From the beginning philosophy has been an affair of the word. Putting insight into language and working out reasons in speech have always been of the very act of rational thinking. And even though this is frequently done in the stillness of solitary reflection, nevertheless that it be done in words at all has always meant that it be in principle accessible to someone else, needing only the appropriate practical conditions to make the accessibility actual. So it is that from the beginning what philosophers have thought, and therefore said in words, others have heard and discussed-and sometimes discussed with that thinker; so that thinking itself and its wording have long been taken to be also a matter of dialogue.

So, according to Bruzina, whatever "insight" is, apparently, putting it into "words" (whatever "words" are) has been the first impulse of philosophy "from the beginning." Now, first of all, let's be clear that "words" include things like "numbers," because "words" doesn't mean words, it means symbolic or abstract representations of concepts. It means Saussure-like signs. "32" is as much a word as "contingency," and a complex mathematical function is as much a sentence as "All men by nature desire to know." There is simply a near-universal consensus in Western thought that meaning is what language does, or seeks to, capture.

My shortie Maurice Merleau-Ponty repeatedly quotes Husserl's Cartesian Meditations to this effect. In the English translation of the French translation of Husserl's German (there's a point to my doing this, which I shall not go into here), Merleau-Ponty tells us: "It is the experience… still mute which we are concerned with leading to the pure expression of its own meaning" (The Visible and the Invisible, 129) - that is, the problem is to figure out how to translate the mute into words.

I have always, always, resisted this impulse. I have never been that impressed with words, even though I do like them a lot, and I have never been impressed with the human monopoly on meaning implied by this view. I never read a poem that could express the poetry of ice skating or the particular kind of flying one can experience playing tennis or riding a bicycle very fast. I think this philosophical echolalia leads us to imagine that only that which we can or have translated is within the purview of philosophy or has the status of "meaningful experience."

When philosophy, as a verbal enterprise, begins to talk about bodies and embodiment, about suffering and pain, about joy and pleasure, about the sensuous, it tends to translate, to violate, to vitiate, or to poetize, and in all these ways loses its love of wisdom to its dalliance with words. I'm not saying I'm better than that. I'm also hoping this isn't a point where I'll ultimately have to invoke Wittgenstein and say that of this I should say nothing. Because it's not meaningless, because there are things to say about it, to invoke and to indicate it.

Monday, September 05, 2011

well, here goes nuthin

Today I submitted an article to an actual, honest-to-Pete peer-reviewed academic journal, something I haven't done in nearly a decade, for a variety of highly complicated reasons.

A main reason I haven't done is a main reason I finally did. (If you are already having trouble with the logic, or indeed the syntax, of that sentence, then the actual article might not be your cup of tea.) The paper is this thing I've been working on for a couple years now about how contingent academic appointments undermine the ethical responsibilities of "lecturers," because lecturers are not provided any of the professional opportunities that would enable us to act responsibly. It's a cruel, terrible, catastrophically destructive argument, and it happens to be right.

So, I sent that fucker off to the Journal of Academic Ethics, whose reputation I know not (it's a Springer Verlag joint, which means it's at least prohibitively expensive!). I have such mixed feelings about this.

I make the case in the paper that academic ethical responsibilities and the social contract of the "academic profession" has been voided by the bureaucratization of faculty work. I sincerely believe that. But one way this manifests itself is that faculty submit articles and books for publication always under a conflict of interest, because of the doctrine of "publish or perish."

The unremitting irony of the sitch is that I've sent this out for consideration because I need to get on the job market. I have a conflict of interest: I want to get something published. That obviates against my AAUP-articulated duty to "seek and state the truth as I see it." I've tried to do that, no doubt, but my main reason for trying to publish my results is not about an ethical obligation to state the truth, but entirely about an economic motivation to seek ongoing gainful employment in a profession I have just argued (and I hope to argue in print) has become ethically bankrupt.

My brain hurts, and I wrote the damn thing.