Tuesday, September 15, 2015
The Game of Modernity
Modernity is defined by a game. The game is called The Human vs. The Clock. The game is rigged. The clock always wins. The solution is to abolish the game. We rip the hands off of the face of the clock.
On Progress and Time
Progress is the great delusion. Its pursuit has brought the biotic systems of the Earth to the brink of collapse, has fouled the rivers, has acidified the oceans, has exploded mountain tops, has made plastic backyard fresh air bubble tents a boom industry in China.
It has robbed us of an experience of the present. The present must be experienced as such: as a blossoming, an unfolding, a revealing. The present offers connection and the movement of the rhizome. It offers access to the past and the possibility of a future. Progress does not.
It has robbed us of an experience of the present. The present must be experienced as such: as a blossoming, an unfolding, a revealing. The present offers connection and the movement of the rhizome. It offers access to the past and the possibility of a future. Progress does not.
Return on an Elemental Level
Leave
it alone. Don't manage it. And for god's sake, don't develop it. The Earth is
the only known habitable place in the universe. It is several billion times
more intelligent than you. Don't play around with it. Don't fuck with it.
Listen to it. Learn from it. Integrate with it. Return to it. Return to what
you are on an elemental level. Return to what you are.
Culture -- Mass and Otherwise
The cultural relativist position that all
societies are ultimately the same is based on rhetoric, but not on history or
fact. Humans may be the same at the core, but human culture and the values contained
within those cultures -- which are ultimately communicated via story and myth
-- vary widely. Upon observing that modernity is busy pursuing a suicidal
trajectory, it can be edifying to study other cultures and their
histories and stories... and why not start with the people who lived on this continent
for 12,000 years before the arrival of the Europeans? According to Native American scholars
and artists such as Jeanette Armstrong, Vine DeLorean, John Trudell, the
primary reason that indigenous peoples were able to live on the continent since the
last Ice Age without destroying the soil, the water, the air quality and,
ultimately, the climate system can be traced to the fact the
founding stories of their cultures do not place humans at the top of some
fictional “great chain of being.”
In contrast, the founding stories of European American
culture are -- as cultural historian Richard Slotkin demonstrates in his
trilogy “Gunfighter Nation” -- based on the bizarre notion that Europeans in the New
World are a chosen race who are here to "civilize" Native & African peoples and tame & subdue wild nature. Our stories -- from the first sermons told in
Massachusetts to contemporary Hollywood films -- propagate the idea that the
European American is constantly under siege and, therefore, all of his violence
is justified as noble and self-defensive.
The fact is that the old Western stories are
leading us into a rapidly approaching dead end. Literally dead. Culture is the
vehicle by which humans’ relations with each other and with our fellow 3.5
million species on the planet are formed. New stories are currently being
forged, but the culture industry is
successfully blocking their more rapid spread and gestation.
A couple of things I remember distinctly about
growing up in the 1970s and 80s in Milwaukee, Wisconsin are the following: The
factory farmed and packaged and processed food tasted like shit, the corporate
beer tasted like piss and the freeze-dried “coffee” in a can was undrinkable
sewage. This was food culture mass produced. Mercifully, those very products are now being produced locally:
distinct from the Henry Ford model of culture. I can now eat food without
vomiting, enjoy the taste of beer and drink espresso for moments of bliss.
Now it seems that popular music
played on the radio has now taken over the mantle of mass-produced tasteless
shit. Corporate rap, corporate country & corporate pop are sinister in their banality. Although we undervalue culture and the life of the spirit and the
mind greatly in the US, the fact remains that bad art, mass produced and mass
marketed, is very harmful to the spirit and the mind. Academics ensconced in
postmodernist rhetoric want people to believe that cynically manufactured
culture is not harmful to us. That is sophistry. I assert that cynically
manufactured culture has very real negative consequences. I believe it explains
much of the popularity of Donald Trump, a billionaire racist demagogue reality
TV star, for example. His rhetoric makes sense to somebody rendered incapable
of critical thought, due to his/her immersion in a culture guided by the logic
of manufacturing and mass consumption.
Wednesday, September 2, 2015
On the Bus
On the bus with the drinkers and
the dreamers
And the daffodil and dandelion
dandies
I think I just saw Alligator
Andy
Speak of poem to a box of wooden
matches
Now Andy's up from way down south
by Natchez
In Mississippi where he found his luck
was lacking
So he chanced upon a ride upon the
back roads
With a prayer book and his grandma
Emma’s banjo
In Tuscaloosa Andy slept inside a
chapel
In a rainstorm by a statue of Saint
Daniel
He found a carton full of alabaster
angels
And disappeared into a night of
crooked angles
Then he walked into the marsh at
Loxahatchee
Where he got into a tussle with a caiman
But he walked out with a pair of
river fishes
That he cooked upon a fire on a
cracked dish
Andy ate beneath a moon of seven
wishes
Then he laid down to sleep and
thought of seven kisses
He placed upon the lips of one that
he was missing
In a summer when his head had
started spinning
And so he drifted higher off into
the ether
Past Orion and a red dwarf growing
deeper
He dreamed he lost the bag of
alabaster angels
And had to swim across the Milky
Way to get them
Then he gathered up the swimming
drifting angels
And he placed them back into the satchel
he was toting
Then he turned around and headed
back to cold ground
And he stayed asleep until the
break of morning
He woke up and noticed that a
storm was coming
He scrambled off into a boxcar that
was moving
Up to Baltimore he found this train
was headed
Then he fell back asleep until the journey
ended
And he thought about the red star
growing deeper
And he thought about the rings of
Saturn glowing
Till the boxcar opened beside an
oak tree
Where Andy got out and the city
wind was blowing
Tuesday, August 25, 2015
The Culture Industry
Are we the first society
to wed the two words "culture" and "industry" together, as
in the oxymoronic term "the culture industry?"
Step
1 -- Apply the logic of factory manufacturing to the creation of the
"cultural product."
Step
2 -- Market the ever-loving shit out of the shitty product through a squid-
like network of big media contacts and an advertising blitzkrieg.
Step
3 -- Duck! As the avalanche of money from people buying and consuming often
toxic "cultural products" pours in at an astounding velocity.
Step 4 -- Hire armed guards and invest in a state-of-the-art home security system to protect you from the people who bought the "cultural products" you sold and who may have gone mad as a result.
Step 4 -- Hire armed guards and invest in a state-of-the-art home security system to protect you from the people who bought the "cultural products" you sold and who may have gone mad as a result.
Monday, June 8, 2015
Hugo Ball, Franz Kafka, the University and The Singularity
"The war was based on a crass error.
Men have been mistaken for machines." -- Hugo Ball
The Dada artist’s quote is a precise diagnosis of the disease
of the university department where I finished working yesterday. Metrics,
surveys, rubrics, a swirling sandstorm of virtual tasks: these constitute the
demented approach of many universities to everything from Spanish to History. Students despise this environment of
non-connectivity and resent the fact that they are paying a great deal of money
for a teacher who is merely allowed to function as the administrator of an
unending proliferation of impersonal tasks.
Indeed, I have quit my job as an adjunct professor of Spanish at a state university. The year is 2015. I sit in my home office with the windows open and a mild May breeze blowing through the screens. Birds chirp -- at times with a consistent tone across their phrase, suggesting a declaration; at times with an uptone at the end of the phrase, suggesting a question. I ask myself: What is my psychic state after two years in such an absurd environment? The words, “Kafka, Kafka, Kafka” chime in the chambers of my skull. The two-syllable surname, perfect in its assemblage of vowel and consonant sounds, rings like a strange bell. Well, of course. Invoking the eerie imaginary of Franz Kafka has become a cliché. But it is for a reason: the slight man winding through the Gothic arches of Prague as the 20th century dawned was writing tales which predicted our present malaise. Remarkably, they envisioned the psychological landscape of the job I just quit: a grim and inane and always-promising-but-never-fulfilling zone of despair that unspools dizzying spirals of frustration.
Kafka also divined what the much talked about Singularity actually feels like. You know The Singularity – that shining future just over the line of the event horizon wherein humans merge completely with their technology to create a brave new being: a post-human who soars as a gleaming falcon made of pixels and unseen digital pulses over what is left of the Earth landscape. However, as Koyanisquaatsi writer and director Godfrey Reggio pointed it out recently an interview, if The Singularity involves the merging of human and machine, then obviously we are already there. So much of our thought and action is now outsourced to the machine. So much of our communication is now mediated by the machine. Certainly, the students at the university I have left and its Spanish Department are waist-deep in the great merging.
For the students’ part, their willingness to detach from their devices and engage in conversation seemed to diminish with each passing semester -- creating an extra level of challenge for a foreign language instructor. And in a decision that defies the most elementary common sense, the Spanish Department -- and, it must be said, the university as a whole, which is staunchly pursuing digital/hybrid pedagogy -- opted to reinforce student device dependency by funneling a great amount of work onto the web. It deposited the incessant self-evaluation forms, mediocre instructional videos, and a whole range of exercises into difficult to locate online archives. Franz Kafka described how endless waiting, endless strings of tasks which bear little fruit and, most sinister, endless distance manifests between people embedded in toxic bureaucracies. And all these symptoms emerge when the teacher-student relationship is outsourced to the realm of clicks and scrolls.
As if to intentionally increase the
already present alienation, the Spanish Department where I taught enforced an
absurd pedagogy currently in vogue, called the “flipped classroom.” The idea is that, with their textbooks and
through online activities, students are to pre-study all the grammar and vocabulary
to be covered in the upcoming class.
Students arrive to class with the material well rehearsed and then can
simply participate in challenging communicative activities managed by the
professor. Theoretically. In practice, asking students who are taking a
language as a requirement to assimilate sophisticated grammatical structures
and new vocabulary alone, at home, and before class works very, very poorly.
In my 15 years as a language instructor, I have found the traditional approach -- wherein the professor presents and explains in an interactive manner the grammar and vocabulary, utilizing all along her personal connection with the students and presenting illustrative examples based upon what she knows of their interests –- to be tremendously effective. And students do not resent this approach. They even do not resent doing homework which reinforces the material taught in class. In contrast, the resentment students feel toward having to teach themselves a second language and then arrive to class purely to engage in support activities is great.
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