Wednesday, January 30, 2008

Putting an End to the Culture Wars, One Blog Post at a Time



Walk into any English department and you'll probably be able to distinguish two distinct groups. One quick way to determine them would be to shout out “Who is the greatest writer in the English language?” Whoever answers the question with a cool William Shakespeare, or even John Milton, is in the first group; whoever responds by disputing the racist, sexist, hegemonist biases of such question, is in the second group. It is the difference between upholding the sanctity of the Western canon, and seriously doubting it; the difference between being comfortable with pronunciations of “greatness” or preferring a more relative, culturally sensitive model. Both groups have shaped and conditioned the way I view literature and culture, to the point where choosing one has always felt impossible.

Well, to be more precise, what’s usually happened has looked more like a game of ping-pong. Sick and tired of one approach, I’ve sought refuge in the other, only to return back once again. In an apathetic high school context, I rallied to defend the “greats” of the Western canon, looking to classic books as a source of all kinds of values. I devoured trashy stuff as well, but I genuinely looked up to my teachers’ notions of the classics and had seemingly infinite patience for plugging away at endless Victorian novels that I now use to balance my bed-frame.

Remaining in traditional Orthodox environments for a bit too long however, this lofty notion of “the classics” began to sour, particularly as I saw Rabbis and YU professors championing a superficial engagement with a smattering of these texts as the height of “Torah U Madda.” In college I also began this infatuation with postmodernism, a one-woman crusade to abolish all mention of universalisms and absolutes within the halls of Stern College. Needless to say, my relativism crusade was not very successful and I decided I would leave Stern in favor of more secular environments where I could simply “be” my relativist, postmodern self. Then I, uh, actually entered those environments, and realized that the postmodernism that existed in my head had very little to do with the culture wars that surrounded me.

Coming from an environment where I felt beleaguered by other people’s notions of what was valuable, I left grad school feeling much more beleaguered by the notion that nothing was valuable at all. Where as in Stern all I wanted was to, like, get lost in the nuances of the world, in Columbia English classes I actually felt lost, in a bad way. I kind of got what contemporary literary studies were all about, but I didn’t get why they mattered. When professors would come into class complaining about the university’s constant humanities budget cuts I would secretly smile- serves you right for spending all this time talking about the performative, intertextual, Barthesian, Lacanian, qualities of who knows what, and not being a nice person to boot. My love for literature never wavered, if anything it grew stronger, but I found myself regressing to a kind of primitive, plain-talking, parochialism- this is a great book, I loved it, period. In a way, I was back to where I started out as a teenage reader, but it was different this time because I didn’t actually think I was right.

My adventures in higher-level literary criticism reinforced for me how many of our conceptions of greatness are culturally conditioned and narrow. Again and again, I realized that if we want to get a fuller picture of any given works we need to broaden our tools of cultural understanding to include all kinds of things-gender, class, economics etc…. But I also realized that I don’t always need to get a fuller picture. I like constructing hierarchies, I like looking for personal meaning, and I like believing in great literature. When I read things written by Harold Bloom or Allan Bloom I think “come on, are they actually being serious?” But I know very well that if I wrote a book I would sound a lot more like them than I would Edward Said or Judith Butler. It’s a strange kind of place to be in I guess. To want to write critical works full of principles and values and personal meaning without really wanting to read them. But I feel like the alternatives, on both ends of the “culture war,” are a lot stranger.

15 comments:

Estie said...

I'm up to page 150 (out of 750) in The Brothers Karamazov and I am having a very tough time getting through it. But it has always been one of those canonical works that I feel like I need to read. I don't know whether to stop or to just buckle down and finish. What I am trying to say is that I feel your pain. Part of me just really wants to put it down and start "A Thousand Splendid Suns," the second book by the author the "Kite Runner."

David said...

I share the sentiment of wanting to be intellectually honest, but retreating to material that is familiar to me. Most of the material (conservative thought or especially political material-e.g Zionism) is too busy playing defense or going on the offensive to try and win people over to the simple that they are right, and a bit naively I wish there was a more synthesis, something of a quid pro quo, that must exist when these writers talk and think in private and among peers but doesn't seem to come out in print.

Jake said...

Nice post, Sarah! I hate 2 burst yo bubble but I see you more in line w Butler than Bloom... you're a post-modernist in denial! What tips the scale is the open-mindedness twrds the off-the-cannon material, the interest in 'what else is out there'. Ever seen Bloom's article on Harry Potter? Scary. & didnt he say that Allen Ginsberg was the worst thing that happened 2 American lit?

The issue I have w pomo is that smtimes deconstruction turns into destruction/dissolution, i.e. nihilism. Which sucks. 2 the contrary, principles / personal meaning actually propose some sort of substance. Philosophy is the 'love of wisdom'; pomo promotes the "hate of ideology" which is a wise thing, but there's no love in it. I think Emerson has the best balance of non-dogmatic wisdom. And also, remember Gimpel the Fool who believed all the lies pple told him - cause who knows, there're bits of truth in everything u dont wanna miss out on any of it. isnt that a nice inversion of the pomo model?

Michael Star said...

Sarah-

I couldn't help but laugh at your swipe of "Torah U'Madda." Unfortunately, it does seem that the great synthesis of "Orthodox Judaism" with the secular humanities was little more than a few hyper-intelligent Rabbi's with PhD theses on Shakespeare.

On the other hand, have you heard of Rabbi Shimon Gershon Rosenberg (http://www.haaretz.com/hasen/spages/891890.html)?
I understand that he was one of the first Rabbis to attempt to bring halacha, etc. into a post-modern light. Though...I cannot say I have read anything by him, so don't take my word for it.

It's great to see you writing again.

Michael

Sarah said...

Umm, I actually dont think "the great synthesis" it was "more" than that, but we can def talk more about that in person. Thanks for stoppin by!

Sarah said...

P.S. Jake you are right, I think thats part of what I was trying to say though. That I appreciate wisdom but without the arrogance. And I cant tell if you are saying Gimpel the Fool is a good thing or a bad thing. Ill assume good :-) cause thats the pomo ideal!

Roller said...

At the heart of the cannon wars is the question of whose voice is valuable. There is a ideological element to this, which involves the argument that, hey, not everything of cultural import has been produced by a white European male. Hopefully in this day and age that's not really up for discussion anymore. But expanding the number of writers and thinkers who we consider to be valuable, and valuable comes to mean worth teaching in high schools and colleges, comes with the practical problem of who gets cut, as the reading list can only be a certain length.

One result has certainly been that writers have gotten cut (for examples of this, ask your parents what books they read back in school and compare it to what you read). Another has been intense specialization and the formation of every type of minority studies or literature dept. from queer to Hebrew. While the abundance of variety and diversity might be deemed a positive development, there are a number of negative outcomes.

Firstly, as Sarah alluded to, the economics of funding more departments than just your standard Literature Dept. becomes an expensive proposition. But on a cultural level, the very relevance of literature becomes degraded in many people's eyes, because one goal of literature in education is to provide common intellectual ground, a base line of references and contexts that define an "educated person." If any given piece of writing is nothing more than a pile of "cultural assumptions," then there is no priority of engaging with one text over another, and there is no reason to believe that teaching any one text is more important than teaching any other. As a result, we end up with Sarah's secret snicker, as she realizes that when the philosophical underpinning of a curriculum is that everything has equal value (which is the same as saying that nothing is really valuable), then having your funding cut is getting your just dessert.

If you were a professor and this is indeed what you believed, then you would continue to come up with rhetorically circuitous rationales for why what you're doing deserves to be funded and the status quo gets left alone.

If on the other hand you genuinely believe that there should be some works of literature (and art and music) that are genuinely important and that everyone should know about them, you might find yourself at a bit of an impasse. How do you select these works? What become the benchmarks of quality?

On a high school curriculum, I think the solution is that certain things just get cut to make room for others. This is what happens naturally anyway. Older teachers will bemoan that the kids aren't reading writers like Dreiser or getting enough Greek drama anymore as the schools order more copies of Things Fall Apart. But this is the way of the world. Some things will make the cut for a few decades and then get dropped and other things will take their place.

On the university level, I think the challenge of setting standards is largely related to the trend of specialization. If a queer studies professor teaches Sappho but doesn't know very much about Greek poetry, or a professor of African American literature teaches poets of the Harlem Renaissance but falls short on the transcendentalist poets who preceded them, then these teachers are going to have a hard time explaining what is actually so valuable about the writers they teach beyond specifics of the writers' identities. They and their students are left with political arguments rather than cultural contributions.

I just finished James Shapiro's incredible book "A Year in the Life of William Shakespeare," and, in considering that book, I think we can encounter an alternative. He looks at the larger historical moment that informed Shakespeare in the year 1599 and finds what made Shakespeare so popular in his own day as well as our own. Shapiro's appreciation of Shakespeare doesn't arise because Shakespeare is white, because he was English, or because he dealt with nobility. It comes from the complex ways Shakespeare was able to embody different ideas and emotions in his plays. It is about the way Shakespeare reflected and contributed to his society. And, very important to Shapiro's analysis of Shakespeare's various "Hamlet" drafts, he brings out what a great storyteller Shakespeare was. This is an appreciation we can have for any great writer, writing from any perspective, in any period. But we have to be willing to roll up our sleeves, get serious about examining history, understanding language (grammar and syntax, not just beautiful phrasing), analyzing characters and allowing ourselves to be moved by the vast multitude of emotions and experiences that literature has to share with us.

Only the most ignorant racist would believe that only white, European authors can hold up to such scrutiny. Writers of all stripes have created complex visions, told great stories, caused us to question our assumptions, using inventive and expressive language to do so. Therefore, let us have a cannon, but it should be an expanded cannon where scrutiny and discussion have identified a wide range of works that contribute to our notion of what it means to be human. If the academy did this, I predict that funding would not be as tight for the humanities as it currently is.

Josh said...
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Sarah said...

Thank you JOSH! What a sublime example of the kind of jargon I am railing against. I too look forward to seeing the "virulent Messianic strain" that emerges from my blog posts.

Sarah said...

And Roller I think I totally agree, thanks for that fine comment.

Josh said...
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Sarah said...

Ok Josh, and this may also be immature, but I dont understand your argument because of the jargon. Please explain.

Josh said...
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Sarah said...

Alright man, Im still only with you until "better to read real literature," but we can leave this hanging.

Mordy said...

I wasn't going to post (for such a myriad of reasons), but I just wanted to tease Josh for his preference for light[-skinned] writing. And taunt his Benjamin tautologies. (Whee!)

On a more pressing note for me, w/r/t one of Sarah's other posts:

DID YOU GET TO SEE VAMPIRE WEEKEND LIVE?

I seriously asked everyone I knew to try to find tickets but it was totally sold out!!! I was so sad I missed it. :( :( :(