Posts Tagged ‘Stanley Fish’

Am I the only one dispirited by current conversation about “defending” the humanities?  Apparently, Stanley Fish feels exactly the same way – he talks about it in the New York Times here.  He takes aim at a report recently published by the American Academy of Arts and Sciences titled “The Heart of the Matter.”  He starts his attack with some of the fluffy verbiage surrounding the claims the report makes for the humanities:

“The humanities and social sciences provide an intellectual framework and context for understanding and thriving in a complex world.”

“A thorough grounding in these subjects allows citizens to participate meaningfully in the democratic process.”

The humanities and social sciences “enable us to participate in a global economy that requires understanding of diverse cultures and sensitivity to different perspectives.”

No wonder I get depressed.  Fish does, too:

In each of these sentences, and many others that might be instanced, the key words — “framework,” “context,” “complex,” “meaningfully,” “understanding,” “diverse,” “sensitivity,” “perspectives” — are spectacularly empty; just where specificity is needed, sonorous abstraction blunts the edge of what is being asserted, rendering it unexceptionable (no one’s against understanding, complexity and meaningfulness) and without bite.

Then the Milton scholar tackles the equally empty recommendations:

The eternal skeptic on the side of the…

“Increase NEH funding.” Fine idea, but only political efforts of a kind not mentioned here will do that trick. College teachers should “reach out” to their colleagues in K-12. Sure, let’s have a joint bake sale or a dance. “Embrace the chance to connect with the larger community.” What exactly does “connect with” mean and where does the “chance” reside? “Deepen knowledge of other cultures.” Add “deepen” to the list of words that say nothing. Develop “intercultural skills.” First tell me what they are and how they differ from mono-cultural skills. “Expand the pool of qualified teachers.” Wait a moment while I wave my magic wand. “Promote Language Learning.” Yes, that’s something we could and should do, but it will take money, and money has systematically been withdrawn from public higher education for decades.

The report alludes to this unhappy fact, but doesn’t take it up. Nor does it take up the converging factors that accelerate the rush to vocationalism and short-term payoffs — the mania for online education, unsupportable student debt, rising costs in every area of a college’s operation, the Internet’s preference for chunked-up bits of information, the elimination or radical downsizing of French, Russian, German, religious studies, theater and other programs because they cannot be justified under zero-based budgeting assumptions.

Somewhere he’s smiling.

The wish to make humanities “relevant,” and apply it to “the great challenges of the era” is part of the problem, he thinks, turning away from the notion of the humanities “as a cloistered and separate area in which inquiry is engaged in for its own sake and not because it yields useful results,” he writes. “It is the rejection of this contemplative ideal in favor of various forms of instrumentalism that underlies the turn away from the humanist curriculum. The rhetoric of the report puts its authors on the side of that ideal, but when push comes to shove, they are all too ready to dilute it in the name of some large abstraction — democracy, culture, social progress, whatever. They are, in short, all too ready to depart from the heart of the matter.”

Might we add that a central concern of the humanities is the use of language itself – for truth, understanding, or simply pleasure?  As opposed to language used to muddy, distract, and hide.  The way our gummint uses it, for example.  Somehow, language has been taken hostage by the marketing and public relations people, as well as government bureaucracies, and we have to get it back.

Read the rest of Fish’s piece here.  Fish has had a chunk of my own heart since, during a lonely wander through the Stanford Bookstore, I stumbled upon one of his hefty volumes on John Milton, and bought it.  It fit the moment perfectly.

Postscript:  Apologies, Mr. Orwell!  We didn’t realize that today is your 110th b’day!  No wonder he’s smiling.  Here’s a cake we baked.

My recent article on Joshua Landy‘s rousing defense of the humanities built on an earlier New York Times article:  “Do Colleges Need French Departments?”  The Proust scholar addressed the question with his students in the video above, and to the rest of the world here.  The NYT focus is once again the Albany Massacre, which we wrote on the Book Haven here and here.

Josh told me that he’d made a similar spirited defense on Arcade, “SUNY Albany, Stanley Fish, and the Enemy Within.” It’s worth a look.  Inevitably, perhaps, Josh also attacks Stanley Fish‘s much-blogged post, “The Crisis of the Humanities Officially Arrives“:  “Let’s put it this way: if the most prominent humanists are publicly proclaiming their belief in the utter uselessness of what they do, what reason could a cash-strapped administrator possibly have for not shutting down their departments?” he asks.

Fortunately—as many excellent Arcade posts, among other things, have shown—not all of us feel the same way our “friend” Stanley does.  But it’s time for all of us to get just as vocal as him.  Yes, it may be embarrassing for us to make positive claims for what we do (we’ve specialized for quite a while in making negative claims about more or less everything), but we may just have to accept a little embarrassment.  Perhaps it’s the price we’ll have to pay for heading off future Albanys.

What can we say? Plenty. Here are his talking points:

• Yes, the humanities do enhance our culture. … In fact, it’s hard to know what culture is if it’s not things like Picassos and Pink Floyd albums and Toni Morrison novels.  Not to mention the people, like Henry Louis Gates and Michael Fried and Helen Vendler (or for that matter Sister Wendy or Benard Pivot or the makers of Art21), who help us to love those works even more.  This may not be an exciting thing for us humanists to say to each other, but it’s straightforwardly true.
  

  "We need every voice we've got." (Photo: L.A. Cicero)

• Yes, some of those books that people teach do contain “the best that has been thought and said.”  It should be remembered here that Fish has a very hard time distinguishing between the humanities in general and literary study in particular.  But the rest of us, I think, understand that the humanities also include, among other disciplines, that of philosophy.  Who wants to say that W. E. B. DuBois’s The Souls of Black Folk, to take just one example, is not among “the best that has been thought and said”?  I’m not in any way arguing for a core curriculum (it’s part of Fish’s polarizing thinking that you’re either a hip value-denier or a pathetic canon-defender; let’s resist that false dichotomy).  I’m just saying that people who teach DuBois (and Lao-Tsu, and Nietzsche, and de Beauvoir…), in whatever context, are doing everyone a favor.multidisciplinary minds and a broad spectrum of experiences.” (qtd. in Daniel Pink, A Whole New Mind, 132.)  These are not humanists.  These are business people.

• What is more, the humanities expose us to—and, very often, cause us to fall in love with—other cultures, both within our country and outside it.  Is it embarrassing to say this out loud?  Certainly.  Does it need to be said?  Apparently so.

• And then there’s the fact that exposure to the humanities changes us, enriches us, expands our imagination, clarifies our thinking, gives new depths to our being.  Yes, even the literary humanities manage this.  Fish appears to believe—stunningly!—that great literary works could help us only if they provided examples for emulation in the form of heroic characters.  Has he not read his Bakhtin?  Has he not read, well, anything?

Josh concludes:  “There’s much, much more to be said; please help me in saying it.  We need every voice we’ve got.”  A lively discussion follows — check it out.