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Midnight in America: Renewing the Pantheon

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Last week I posted the following on the Huffington Post College site. I’ve been thinking about the limits of critical thinking for many years now (in the title essay of The Ironist’s Cage and recently in “Beyond Critical Thinking“); and the course I starting teaching last fall (The Modern and the Postmodern) could be described, I suppose, as an effort to “renew the Pantheon.” That is, I want to give students the opportunity to discover in strong books from the last two hundred years ideas that can make a difference in their lives today. Many professors at Wesleyan offer students the opportunity to ignite or re-ignite their relation to diverse cultural forms. That’s one of the ways students learn to discover opportunities, by finding achievements in other (sometimes surprising) times and places.

Reading David Denby’s New Yorker review of Woody Allen’s Midnight in Paris, I was struck by the phrase he uses to describe the director: “The ultimate fan of great musicians and writers, the culture-mad student forever renewing the pantheon.”

What does it mean to renew the pantheon? In the case of Midnight in Paris it means envisioning a city and conjuring up artists who spent time there in the finest fantasy versions of themselves. Owen Wilson plays a writer who is looking for renewal, for creative inspiration that will change his life and work. When he hears the clock strike midnight, he travels back in time to the Paris of the 1920s, the city of his dreams, where he runs into Gertrude Stein, Picasso, Dali. This is often played for laughs, as when Hemingway speaks with the predictable clipped phrases and frequent references to fighting and courage. Paris likewise is presented as a series of visual clichés, but the shots are filled with so much affection that they exude more charisma than familiarity.

What does it mean to renew the pantheon? I’ve been thinking about the resistance of some of my own students to this renewal — a resistance accrued over years of being encouraged in school to become better “critical thinkers.” It is, alas, so much easier to find reasons to turn oneself off to a work of art (music, literature, film) than to discover how to open oneself up to it. And you often look smarter when you criticize something than you would if you embraced something. Condemnation seems to elevate the critic (especially when the critic is ironic), and so it’s often safer than finding what the powerful core of a work might be.

Like all my faculty colleagues, I want my students to develop their capacities for analysis, critique, evaluation and discernment. And like many, I want them to deepen their receptivity and expand their ability to take pleasure in a wide range of cultural expressions. I want them to experience wonder in the face of elegant experimental design, intricate musical or sculptural patterning, insightful literary or philosophical expression. Often the efforts to teach critical evaluation and expansive receptivity are in tension with one another.

When do “culture-mad students” more generally display the urge to renew the pantheon rather than to deconstruct it? Better yet, when can that deconstruction be a form of renewal? It happens when students are able “turn themselves” in such a way as to grasp what a work (or its author, if you prefer) is trying to achieve. Depending on what area the work is in, this takes empathy, language or math skills, and the informed imagination that comes from contextual thinking (as in history and anthropology). Turning oneself toward greater receptivity takes work, but the rewards are powerful — sometimes even transformative.

Increasing students’ ability to feel wonder in the face of important cultural achievements has been one of the great goals of a liberal education. Expanding our notions of what counts as cultural achievement is part of the educational process. You don’t always have to settle for the fast food culture that surrounds us, although sometimes one can find achievements there, too.

I can already hear the complaints that this view is elitist and impractical. On the contrary, what I am describing can be democratic and pragmatic (though I admit that it doesn’t have to be either). Finding beauty or thoughtfulness in surprising places can expand one’s appreciation for the possibilities of greatness, of lasting accomplishments. No genre of person or activity is excluded in advance, and this basic openness is intensely democratic. Why is this expansion of cultural horizons pragmatic? The process of discovering power in poems or pictures you at first didn’t understand, or in lines of inquiry that had seemed pointless, can strengthen capacities to discover opportunities generally. And just as we recognize that problem-solving is practical, we must acknowledge that discovering opportunity is pragmatic. Indeed, it is vital to our ability to shape the future.

I am hopeful that those who will shape the future will also have cultivated the ability to renew the pantheon of great work from the past. The pantheon will change over time as what we need from the past and recognize in it change. But unless we want to be stuck with the status quo, we must strive to hear our clocks strike midnight — to travel through different times and places to renew the possibilities for alternative futures.

Digital Media Alumni Shaping the Future

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Last night I attended a terrific event in New York City with a large group of alumni working in the digital media sphere. We gathered at ZelnickMedia, and Strauss Zelnick ’79, Jim Friedlich ’79 and Andrew Vogel ’95 were great hosts to the more than 100 entrepreneurs. John Borthwick ’87 and Andy Weissman ’88 from Betaworks were helping with the hosting duties, and I learned about their entrepreneur-in-residence program. Now that’s something we could use at Wes! Imagine how many good ideas are bubbling up on campus, and how an enterprise builder might tease them out into some sustainable forms…

It was terrific to feel the energy of this crowd of inventive, ambitious alumni. I ran into my old friend Jane Polin ’80 and met Julie Burstein’80, whose recent book, Spark: How Creativity Works, is getting a lot of attention. There were folks from the venture capital field, like Stuart Ellman ’88, and Brad Burnham ’77, who were pretty much surrounded by eager alums with new ideas. Another giant in that field, Fred Wilson P’13, wrote his blog this morning about the confluence of science and art, and I can’t help but think he was inspired by some of the people he saw at the Wes reception. Recent grads (like Dina Kaplan ’93) were there as well as current student interns (like Benjamin Resnick ’13) and some senior media people, too, like Bill Blakemore ’65. Jake Levine ’08, as the lead volunteer heading the Wesleyan Digital Media effort, helped bring this all together.

I spoke briefly about the ways in which Wesleyan has been a pioneer in liberal education for more than 50 years. While other schools are playing defense or fighting over preserving turf boundaries, Wesleyan remains dedicated to expanding the boundaries of liberal learning. We believe that the liberal arts are INCREASINGLY relevant in an age of rapid technological transformation. We embrace the challenges of creating new networks of learning and positive social change. It was clear to me again last night in New York that our alumni are building on their Wesleyan education to shape the culture and economy of the future.

Go Wes!

Photos courtesy of Jake Levine ’08

Celebrating Wesleyan Music

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At the end of last week I was in New York City with a great group of Wesleyan alumni to celebrate the long tradition of musical innovation at Wesleyan. We gathered at the Thalia Café to salute Mark Slobin, whose book, Music at Wesleyan: From Glee Club to Gamelan was published last year by Wesleyan University Press.

 

The evening was great fun, and it followed the trajectory of the book. A subset of the Cardinal Sinners were up first. This women’s a cappella group started us off with the beautiful alma mater, and their set also included a Bob Dylan tune. As a long-time Dylan diehard, I was just delighted. The singers were followed by a great experimental trio of bassoon, saxophone and percussion. The group started from an Anthony Braxton composition, and took off.

 

The Gamelan closed the evening with beautiful sounds both serene and uplifting. Alumni joined newly named University Professor Sumarsam in an all-star group of devoted players.

Thanks to Mark Slobin and all who attended. I almost forgot, you can get a copy of Music at Wesleyan (it makes a great gift!) here.

Defending the Liberal Arts, Envisioning Education

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Recently I participated in two interesting public discussions about the value of a liberal arts education in America today. The first came through an invitation from CNN to talk about the importance of science education in the context of a broadly based college experience. CNN was responding to increasing concern about “America’s math and science lag,” and my essay tried to make the case for science as a crucial part of a robust liberal arts education. The urge to take a shortcut to technological proficiency is short-sighted as public policy, I argued, because that sort of science education isn’t as rich, and also because we need a citizenry capable of understanding this sector in context. My CNN opinion piece can be found here.

At the end of last week a producer from PBS called to ask if I’d go on the News Hour to speak to why a college education is still worth the investment. This was prompted, in part, by a Peter Thiel’s recent awarding of grants of 100k to young inventors who would prefer to pursue their ideas outside school. Of course, Mr. Thiel is right to point out that some people can thrive outside a university environment, though he himself graduated with a philosophy degree from Stanford. I’m guessing it was at Stanford that he developed his deep admiration for René Girard, a philosopher/literary critic who also made a strong impression on me when he visited Wesleyan’s Center for the Humanities in the 1970s.

We in higher education need to be clearer about what we think students are learning during their four years in college. American higher education at its best provides multiple access points for different kinds of students who become more literate, more capable of acting as citizens, and more able to work with others while thinking for themselves. Universities must encourage free inquiry and cultivate the kind of risk-taking, work ethic and planning that are crucial to entrepreneurship (and scholarship, and civic engagement). The issues facing families looking at higher education are daunting. Alas, our PBS interview seemed to be over just as it was getting started. You can find a clip of the broadcast here.

At Wesleyan we are always on the lookout for the best ways to fulfill the promise of higher education. Our scholar-teachers, in dialogue with students and staff, continually strive to improve a learning experience that becomes a lifelong resource. We’ll be reporting on some new ideas in this regard in the fall.

Reunion, Departures and… RETURN for Summer Sessions

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Reunion/Commencement weekend is already becoming a blur in my memory as I think about all the alumni we welcomed back to campus, and the members of the class of 2011 that we sent off. So many people told me that the campus looked great, and I want to thank the Physical Plant staff for having worked tirelessly to keep things looking sharp. The University Relations crew managed the logistics with spirited grace, and I am so thankful for their efforts! From Faculty Marshalls to student workers, everybody pulled together.

Each year I take special pleasure in meeting with members of the class celebrating its 50th reunion, and 2011 was no exception. Bob Patricelli (who along with his wife, Margaret, received a Baldwin Medal for outstanding service) was the master of ceremonies at the reunion dinner, at which the class of 1961 made resounding clear why Wes has been known as “the singing college of New England.”

I had a little too much fun at the 25th Reunion dinner joining some of the musicians for a Class of ’86 blues.

I was really getting carried away — but then I realized there were real singers in the room, like Tierney Sutton and Dar Williams’89. Oy!

Spending time with our doctoral honorees was deeply gratifying. Biff and Jean Shaw shared words of wisdom about the power of community and the importance of service. Alberto Ibarguen added immeasurably to the weekend with his comments on the changing role of communication, and on how our grads might make their way through these revolutionary times. Paul Farmer was smart (expected) and really funny (an added treat) in his address to the class of 2011. I’ve admired Paul’s work for years, and it was delightful to see him engage with our students and faculty. Finally, I got to spend time with Barbara Cook, a singer who has brought joy, tears and passion to audiences for decades. It’s a little dangerous to finally get the chance to meet someone you idolize, but in this case it was pure pleasure.

I was impressed with all those who crossed the podium. As luck would have it, a good part of my commencement address was published on CNN.com over the weekend. Families came from far and wide to celebrate with their new graduates, and it is always bittersweet to say goodbye at the end of the festivities. But we will be start up again May 31 with summer session classes starting next week. If you want a dose of Wes magic in June, there is still room in some of the classes.

Liberty, Equality and Solidarity

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When I first spoke (mp3 audio file) at Wesleyan after being appointed president-elect in the spring of 2007, I talked about education in terms of freedom, equality and solidarity. As an old French historian, I said then, this trinity of values had made a great impression on my thinking. Of course, I’d replaced “fraternity” with “solidarity” in my speech, looking for a gender-neutral way of talking about the bonds of community.

A liberal education, I have said many times since my introductory speech in 2007, is about overcoming your self-imposed immaturity (as Kant said), or learning to obey laws that you give yourself (Rousseau). I had felt liberated by my own Wesleyan education. The sense of freedom that came from discovering what I loved to do, getting better at it, and sharing it with others, is a gift that Wesleyan has given to generations of its graduates.

Equality remains such an important value at Wesleyan, which opens its doors to talented students regardless of their ability to pay. At Wes, our commitment to equality makes our economic diversity possible. Which is why financial aid is such a key part of our budget, allowing us to support students whose families could not otherwise afford to send them to our university. During the last several years, we have seen an unparalleled growth in economic inequality in this country, and wealth increasingly is the primary mechanism for accessing cultural, political and economic opportunity. When access to higher education is based on wealth, even strong universities just reinforce inequality. At Wesleyan, our embrace of equality and diversity is a commitment to fight this trend, and many alumni help in this endeavor by contributing to financial aid.

In my introductory remarks to the Wesleyan community in 2007, I stressed a third theme of “solidarity.” I spoke about how at Wesleyan we were a strong community that valued freedom and equality combined with diversity. I have since written about the affectionate solidarity that runs through our campus culture, and about the exuberance that creates individual excellence and deep social connectivity. Wes students continue to produce work at the highest level while remaining tied to one another in community.

Now, I look out on a peaceful, rainy, Andrus Field, the calm before the outburst of activities around Reunion Weekend and Commencement. As the weather brightens at the end of the week and alumni begin streaming in, I know they will be eager to re-connect with old friends, former teachers and the powerful memories that still reside for them on this beautiful campus. I trust they will be stirred anew by   the excitement of discovery that was part of their transformational Wesleyan experience. Freedom of inquiry combined with an ethos of equality and solidarity remain hallmarks of our campus culture, the culture that returning alumni have helped build over the years.

On Sunday a new group of Wesleyan students will join the alumni ranks. The class of 2011 began their college education with me four years ago, and I am grateful to them for their patience with a new prez, their spirited sense of play and work – their devotion to our traditions and their spirit of creativity.

It will be bittersweet for Kari and me as we say goodbye on Sunday — it seems like such a short time ago that we were all attending pre-frosh summer send-offs together. We wish our new alums only the best, and we look forward to welcoming them back to campus whenever they need to plug into the power of the liberty, equality and solidarity that are hallmarks of the Wesleyan tradition now and forever their own.

Approaching the Finish Line

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The last week has been a whirlwind of opportunities to see some of the best of student work at Wesleyan. I’ve enjoyed seeing the senior theses art exhibitions as they’ve gone up in the Zilkha Gallery (and there’s a greatest hits version now), and it is fun to see the work of this term’s drawing and painting students in their work spaces. Tula Telfair’s students will have work on display today, and the photography exhibition of work collected for Wesleyan by the late Puffin D’Oench continues in Davison Gallery through Commencement. The Davison collection is one of the jewels of our Center for the Arts, and we recently hosted the Friends of the Davison for a reception at the President’s House. The group raises money to acquire new works of art, and they have really helped keep the collection an important resource for the university. You can check out their blog.

I strolled over to Russell House last week to listen to the writing prize winners read from their work. It was a revelation, and I was deeply moved by the stories, essays and poems I heard. The pride and affection of the writing faculty for their students was so clear, as was the support of our ever-growing community of writing students!

There has been lots of film, music and dance across the campus over the last several days, and Kari, Sophie and I were fortunate to witness much of it. From Rent to African drumming and dance, from a cappella groups to Mark Slobin’s Yiddish theater production, I’ve been hearing and seeing some stunning performances.

Tomorrow our finals begin, and I think I’ll be hearing a lot of tapping on computer keyboards as students write and faculty grade exams and essays. Good luck to all!

Living United at Wesleyan

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This week I attended the Middlesex United Way Award breakfast at which Wesleyan received recognition for its very effective efforts to raise money on behalf of some crucial community programs. As a Platinum Level Sponsor of its 2010-2011 Campaign, Wesleyan was one of the top ten accounts in the organization. We also were recognized for the sharp growth in our level of participation, and our overall dollar amount. As one of the tri-chairs of this year’s campaign, I was proud to receive a Leadership Award from Kevin Wilhelm. The real work, though, was accomplished by the Wesleyan volunteers, led by Shawn Hill and Mike Sciola, who inspired generous donations from across the community.

 

 

 

 

 

 

 

Thanks to all who support this important work!

 

Wild Wesleyan, Peaceful Wesleyan

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There’s a momentary break in the meeting, and I sneak a look out the office window at the  students heading for Foss Hill to take in (finally) the spring sunshine. Can’t we have class outside, I want to ask.  But I don’t ask (and I never take my own classes outside) because I know I’d never be able to concentrate; I’d just  lie down in the grass and enjoy the day. And so I wait for the last meeting to end before heading outside for a walk.

One of the joys of the season for me is just wandering around our beautiful campus as students emerge from their winter hibernation and  greet springtime.  Much credit is due to Dave Hall’s crew, who are marvelously attentive to keeping Wesleyan a home of which we can be proud. And students are joining this endeavor, too. Some months ago I was approached by Miles Bukiet and a group of Wesleyan students dedicated to sustainable landscape design. As they put it in their mission statement: “Pressing environmental problems compel us to question carbon intensive lawn care, inspiring us to instead imagine innovative landscape designs that use wildflowers, native plants, and edible fruit trees to knit our community together around a practical expression of our commitment to sustainability while simultaneously beautifying our campus.” At a  design charrette sponsored by the group, I was very impressed by the thoughtfulness and teamwork displayed by the projects I saw. Last week I met again with the group and was delighted to learn that they are working on a plan for the West College courtyard. I can’t wait to see the result!

As I meander about with Mathilde, thinking about intelligent landscape design, I come across professors starting their evening commute, or catching up with students, and then a wonderful African drumming and dance performance in the CFA courtyard.  I marvel at the skill and stamina of the performers.  Strolling back toward the President’s House, I see a group setting up for a Gamelan Concert on the labyrinth installed a few years back to honor Joe Reed and Kit Reed. No hurry. Why not take in some of this wondrous music and dance as the evening light fades?

 

Gamelan Concert on Reed Labyrinth

 

Writing and Education

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This past Sunday I published a review in the Los Angeles Times on teaching writing. I cross-posted on the Huffington Post and have been surprised by the interest it has generated.

“Professor X” is teaching at schools very different from Wesleyan, and yet there may be lessons in his book for us. The first is that our students have the benefit of working with scholar-teachers who are dedicated to providing a bold and rigorous educational experience. The second is that our faculty have the benefit of working with students who are motivated to develop their capacities for critical and creative thinking. All of us know that this joint endeavor only works well when built on a foundation of trust, hard work and care. As we move toward the end of the semester, let’s make sure that foundation is as strong as possible.

 

In the Basement of the Ivory Tower

Confessions of an Accidental Academic

Professor X

Viking: 288 pp., $25.95

In fall 2008, the Atlantic published an anonymous essay on the awful conditions in the basic writing courses of many colleges. “In the Basement of the Ivory Tower” told the story of Professor X, a part-time adjunct professor with a passion for literature and a dedication to upholding standards. “Professor X,” as the author called himself, penned a cri de coeur lamenting that we now encourage people to enter these courses without the preparation or ability to do college-level work. He compared contemporary inflated assumptions about the abilities of many non-traditional students to the inflated credit scores that helped fuel the housing bubble. Professor X had himself begun to teach, he tells us, because his family had taken on a mortgage they could scarcely afford, and he needed more than one job to make ends meet. He was stuck in “adjunct land” because the culture all around him refused to uphold its basic standards. The verve of his essay lay in Professor X’s refusal to give in to the hypocrisy of the system that victimized him.

One can imagine someone, seeing that the controversial essay was attracting attention online, trying to recast it as a book. Why not just inflate into chapters the points made in paragraphs, add a bit on reactions to the original essay, and presto! A book! The result is a volume with an embarrassing amount of rhetorical padding and an excruciating number of repetitions. As a writing teacher, X probably realizes this, but how could he resist morphing his successful essay into his first published book?

Teachers of a certain age often like to complain about students who just don’t get it. We all have stories of howlers committed by naive freshmen or of students who come up with lame excuses for not handing in work or who get caught plagiarizing. “In the Basement of the Ivory Tower” is chock-full of bonehead tales from the classroom. Some are amusing, but after a while they leave a bad taste in the reader’s mouth. Should a teacher be this condescending and still parade his virtuous upholding of true university standards?

Professor X was by his own account a student who loved to learn and who developed the noble ambition to be a writer. But his plans for a life devoted to what he repeatedly calls the very hard work of writing were derailed. “Meanwhile, my wife had gotten pregnant,” he tells the reader in a howler of his own, and he wants us to understand that this meant that he had to get serious. Further shocking disappointments would be coming: An agent didn’t like the book manuscript he finished. “I knew that I wouldn’t be able to start another book,” he writes. “I was on the road to forty years old.” Writing is so hard!

With debts piling up and tensions mounting with his wife, X becomes a part-time teacher. Now he can really show somebody how hard writing is! He doesn’t want to talk about race or class in his courses because these topics make him uncomfortable. He is surprised to discover that his nontraditional students are often indifferent to his pedagogical charms and that they are woefully unengaged. They don’t even seem to care about failing. X rails against a system that pulls them into college when they have no ability to work at the appropriate level. He wonders whether this is the fault of postmodernism or maybe of the increasing number of female teachers (with all that feminine compassion!).

Professor X sees a corrupt system in which community colleges succeed in attracting more and more students who will fail (but pay tuition) because more and more companies are using college certification as a job requirement. Why should nurses or computer programmers or cops have to learn about literature? he complains. He does not ask this question because he believes that literature is relevant only to those pursuing a life of writing. No, Professor X really does love literature and writing, and he believes with admirable passion that learning to read and write is enormously fulfilling whatever your job may be. X rails against the system of attracting all these students into courses they can’t pass because he despairs of their ability to learn (or his ability to teach them).

I wish we had heard more about the students who did learn from Professor X, and I bet there have been more than a few. The glimpses into his successes in the classroom don’t support his call for more restrictions on who should go to college, but it is moving to hear about those students who surprised him with their insights, honesty and desire to learn.

Professor X’s 2008 essay struck a chord because we were ashamed to be reminded that more than half of those who begin community college never finish and that the great majority of college students across the country are taught by woefully underpaid part-time instructors. We want to believe that all citizens should have the chance to develop literacy and the ability to think and write clearly. This cannot be reduced to job training. X is so frustrated by his classes because he wants his students to develop these capacities too. Despite his often cynical and pandering tone, Professor X does occasionally show that he cares about the welfare of those he is trying to teach. To his credit, he just wishes they cared more themselves.