Out of Step with Queer 14 May 2010Posted by Todd in American Pragmatism, Democratic Theory, Gay Culture, Gay Rights, Modernity and Modernism, Queer Theory.
An acquaintance of mine asked me this morning to explain what I meant in my profile by being “out of step with the queer left.” It’s a good question, but a complex one that I still struggle with and am not sure about. I find that I both love queer theory and am frustrated by it on many levels. I find that I get giddy when I think about some of the protest actions by Gay Shame here in San Francisco, but that I also find them problematic and elitist. So here’s my attempt to explain to him what I mean by this. In some ways, this is a personal intellectual journey, but it’s also about conclusions I’ve drawn after being immersed in archival and ethnographic research of gay men for the past 8 years.
A few caveats: I think of knowledge as always in process and emergent, so this is just where I am now. I am constantly thinking about this (and I’m currently writing an encyclopedia article about developments in Queer Theory since 2000), and reworking and exploring where I stand. So this is just a snap shot. Secondly, this is a blog, not a journal article, so what follows is necessarily gestural and incomplete, or in process. Third, it’s at a very abstracted level without actual quotes or examples to anchor the discussion. I would love to have more substantive, anchored conversations about this topic, and hope that maybe the conversation could move there in the comments. So here’s my explanation of what I mean by being out of step with the queer left:
1) I’ve always been pretty idealistic, driven by a vision of what the world should be like, especially in terms of justice and equality. My poor little conservative, Republican, mormon parents thought I was Satan spawn in high school. And my classmates and teachers in my tiny rural high school thought I was from outer space. But for better or worse, I find that I’m still driven by that deep belief in justice (although I find recently that I’m growing exhausted with the never ending academic discussions about it and banging my head against the wall trying to get students to break out of their own experience to see the world as it is for so many others around the planet).
2) Both in my undergrad and in my Masters program (where I did Native American studies, and wrote an embarrassing thesis about NA autobiography), I had been steeped in critical theory, especially in the postmodern/deconstructive vein (and not as much but still significantly in the old Marxist vein). But by the time I was into my PhD program (where’d I’d switched to a more sociological orientation) I had started to rethink the assumptions about empiricism and knowledge production that I’d inherited from my cultural studies background up to that point, and I started thinking in really hard terms about the disjuncture between academic discourse about “critique” and real human lives outside of the academy.
3) Around this time, I met one of the two Social Theorists on campus, Robert Antonio (his work most recently has been about Weber and before that Habermas and before that Dewey) who introduced me to the American Pragmatists, and I began reading Pierce, James, Dewey, and Mead voraciously. They begin with the demonstration of the emergent property of knowledge (and truth and culture (although they didn’t use the “c” word yet because it was before the ascendency of Anthropological terms in the field), the contingency (or situatedness) of knowledge (truth and culture), and the details of how human minds produce knowledge. Dewey after WWI took off from there, theorizing how to conceive of problems in the world and solve them given the emergent nature of knowledge. For me, this was a breath of fresh air. It jarred me out of the kind of helpless funk that the posmodern critique can sometimes lead to, and also reoriented how I frame social problems in the world. [And in my professional life, it also led me to symbolic interaction as a method for research, but that's tangential to this conversation.]
4) I started doing my dissertation research (which eventually led to book research after I finished my degree) about gay men in the 1960s. I started off with a very “queer” lens and a set of values and provisional claims that I thought I was going to make. I worked hard, however, to keep my claims provisional and to allow the evidence to speak and to see what was actually there. If you read the intro and conclusion to my book, for example, you’ll get a good feel for my intellectual orientation in research in this regard. You’ll find that my divergence from “queer studies” per se is subtle, but there. I’m actually really interested to see what reviewers do with the book and how they interpret my intellectual orientation to what have become “queer” problems.
5) Let me now address my relationship to the ‘academic’ side of queer. In a more direct way, this is what I can tell you about “queer”, where I am right now, after having spent 8 years on a dissertation and book about gay men (bearing in mind that I’m being gestural here).
a) I find that a lot of queer theory is more normative than analytical. This is quite ironic, given queer theory’s ostensible eschewal of the normative. Often I actually agree with the normative it’s proposing, but find that the theorists leave their normatives unspoken or uninterrogated, and therefore weak.
b) I find that queer theory often relies on unsubstantiated or poorly evidentiated assumptions, for example, the universality of bisexuality (which is an old Freudian canard, which still shocks me when I find it popping up in queer writers). This more often than not comes from a refusal to address the actual embodiment of human agents, as queer theory most often sees bodies as mere symbolic effects. Here is, for me, an epistemological disagreement I have with a lot of cultural theory since about 1970 (especially that which is derived from French philosophy): Knowledge can only be produced by bodies, through means that evolved, in physical (and symbolic) environments that produce constant feedback to the organism. I find that queer theory most often rests in that line of cultural theory (though often unspoken) that assumes a priori that the symbolic world is completely self-referential and all correspondance to the exterior world of the subject is coincidental or illusory. I come at this from a baseline interactionist perspective, which is that meaning is more than the interaction of symbols and that it is an emergent property of interaction in an environment and that, although the connections to the exterior are contingent, change over time, and contextual, they are nonetheless real, not just in their consequences, but in their origins.
c) Finally, queer theory is often uncritical of its own historical connections to the eponymous “radical” gay and lesbian movement of the early 1970s. Like other liberation movements of the post-war period, the homosexual movement(s) ended up being constituted through an internal schism between the self-described radicals and the other side, called by the radicals everything from “liberal” to “conservative”, “Auntie Toms” and “shameful.” There is in contemporary queer studies an often un-interrogated aesthetic or even nostalgic longing for the movement of 40 years ago, which itself was probelmatically organized out of a desire for “authenticity.” So “queer” today, despite its critiques of authenticity per se, often unconsciously builds upon notions of authentic queerness (especially in its politics) and then produces the normative bent I mentioned above.
6) And now for actual politics in the public realm. This is where things get very muddy for me, and a lot of my discomfort comes from the research I did about gay men 1961-1972 in San Francisco. There is a long history in gay politics of what I’ll call “in-fighting” for lack of a better word; it’s as long as gay politics itself, that emerges (in my opinion) out of LGBT people’s interactions with the dominant culture and their various efforts to create a space for themselves and the consummation of their desires within society. What tends to happen (at least as far as I can see back to the founding of the Mattachine Society) is a sharp conflict over values among LGBT people that gets enacted in a deep moralizing conflict within the “community” (a word I use with great caution and discomfort (again, see my book for details on that point if you want)).
Take “Gay Shame” here in SF. I find that I very often agree with their social critique, and then can’t figure out what the hell they spend all their time protesting other gay people. This is an old tradition in San Francisco, where the moralizing left aims all its frustration and anger at other gay people. The baseline interaction becomes about who is doing gay (or queer) correctly, rather than on effecting social change that expands the freedom and possibilities of gayness in the lives of real life queers. To say this more clearly: The battle becomes over the right way to be gay, rather than over the transformation of the social structures of oppression.
Think of the battle over gay marriage. If you’ll allow me some cartoon caricatures for the sake of argument, to the far left, the critique is of the institution of marriage itself and the patriarchal relationship between genders, and between parents and children, and between individuals and the state. To the far right, the effort is for assimilation and acceptance, for full “Americanness” and normality. [I think both sides are far more subtle than this, but you see where I'm going.] So here in SF, you got queers-on-the-left protesting against the protests against Prop 8, because of course any gay person who would want marriage is a dupe or stupid or a tool of “the Man”. When I was marching in the massive shut down of Market Street the day after elections in 2008, I felt like I was in a time machine watching Gay Sunshine protest against S.I.R. in 1970. Surreal.
In the interactionist mode, marriage has already been massively transformed by the past 200 years of feminist and more recently LGBT action. Marriage today simple is not what it used to be even 50 years ago. And it will continue to change. LGBTs trying to get marriage can reinforce its social valence and power, but it also necessarily transforms it. This leaves aside the very real inequalities, some of them horrifying and inhuman (see the Governor of Minnesota’s recent veto for example) that result from the current state of affairs. LGBTs having the right to marry can be domesticating, but it can also be transformative. Both. At the same time. Gays in the military can be a normalization of masculinity among gay men; it can also be a transformation of masculinity in the military and in society in general. So the real-world effects and the real-human desires at play seem to be both more simple and more complex than queer politics would have them be.
Whereas I want to create a society that gives the widest range possible for the expression of non-normal (in the statistical sense) sexualities by expanding freedom and access, and whereas I find that I often agree with the baseline criticisms of queer theory and activism, I find that queer practice can be normative, moralizing, and exclusive.
Gender Differences? 15 November 2009Posted by Todd in American Pragmatism, Biology, Culture, Evolution, Gender, Queer Theory, Sexuality.
In my ongoing quest to integrate genetic, neurological, biological, physiological, and evolutionary research and knowledge into my cultural sociological work, I am constantly trying to grapple with a way to theorize an integrated “nature/nurture” transaction in human behavioral and cultural characteristics. As I’ve said many times here before, I find it frustrating that English, because of its Western cultural heritage of separating humanity from nature, lacks a way to talk about the interaction of genetic/biological heritage with the umbworld (the combined physical, social, and cultural environment) in that intricate dance to create a phenotypical characteristic. The cultural baggage evident in the way we continue to talk of “nature v. nurture” forecloses our ability to think in terms of what is more or less the empirical emergence of human characteristics in an interactive dynamic of evolutionary, biological heritage and the social & physical environments.
Recently I tried to summarize where I stand with gender in my naturalistic sociological standpoint. I thought I would re-post this here on the blog to see what other people thought and get some feedback and pushback on these ideas. This was in response to two acquaintances who had taken very stark stances about the origins of gender, one hard to the biological side and one hard to the social constructionist side. This was my effort to offer a naturalistic and critical perspective:
This is an extremely messy discussion with no easy or clear answers. Both the biologically determinist and the culturally determinist position make me uncomfortable. Here’s where I am on gender difference right now:
There are average differences between the sexes in various areas of behavior and physiology. This however is complicated by several observations:
• in both behavioral and physiological characteristics where there are average differences, the bell curves overlap significantly, to that most individuals fall in the overlap area (the only exception to this that I know of off the top of my head is body mass, where males are roughly 20% greater than females, across geographic-races).
• the human brain is incredibly plastic, so that any characteristic that appears to be possibly an average difference (e.g., a preference for symbolic thinking or spatial reasoning) can actually be learned by any normal brain of either sex. in other words, many mental differences turn out to be preferences, but those preferences turn out to be so strong and universal that they appear to have at least some heritability
• it is difficult to tease out the differences that matter, and often the ones that we decide matter are because of our cultural biases; the best way to see through that is to do cross-cultural research, but cross-cultural research still risks being driven by the cultural biases of the researchers, regardless of their culture of origin
• early childhood studies consistently seem to show a base-line gender difference in behavior and cognition (meaning the *way* they think), even when conducted by feminists; but feminist researchers tend to explain it away as “constructed” difference; I’m becoming less and less convinced. This is completely anecdotal, and just meant for illustration my friends are generally pretty feminist, and all of them who have had both male and female children have been stunned at how gendered their small toddlers are.
• any individual man or woman can fall anywhere in the bell curve, and in any given characteristic be “masculine” or “feminine”, so even if there are generalizable, average sexual differences, they only function at a population and species level and tell us absolutely nothing about the person sitting next to us or about how we should organize our societies or how we should distribute social goods.
• finally, even if we are able to demonstrate clearly how exactly gendered phenotypes arise in human individuals, we run the risk of reifying them socially, so that they become normative: e.g., here’s the gendered mean for a male on characteristic X, therefore, men should or must behave like characteristic X. This is precisely the wrong conclusion to draw from any research that shows average gendered differences in behavior or physiology. This is why, especially for those of us who fall far outside the bell curve, such research feels threatening and dangerous and particularly UNTRUE.
[As a side note, I think the only two brain structural differences that seem to matter at all are the average size of the corpus callosum and perhaps the average sizes of the pituitary.]
Theorizing Sexuality: Vexing and Vexed Categories 25 March 2009Posted by Todd in American Pragmatism, Biology, Culture, Evolution, Homosexuality, Language, Postmodernity and Postmodernism, Queer Theory, Sexuality.
At the base of the problematic of theorizing any social/cultural phenomenon lies the task of defining the phenomenon in the first place. Definitions by nature are a process of creating useful categories of analysis, categories that draw boundaries in the world of phenomena in order to enable the analysis we desire. Here I’m going to attempt merely to point out the baseline problems of coming up with categories of analysis for a Theory of Sexuality. A warning that this isn’t a polished piece of writing, but meant to be more informal and conversational with other specialists and interested parties.
This discussion arises out of my reading of a book called _Homosexuality and Civilization_, where the author traces a predominantly Western history of same-sex sex, both in terms of socially sanctioned practices and in terms of social repression. Confronting the range of historical meanings of homosexuality (for lack of another word) at the same time as watching the author struggle to maintain his categories of analysis pushed me to think about whether or not there is a Homosexual in the past (not unlike Foucault, I suppose). What I found is that there are interrelated but not coextensive phenomena at play that must be carefully dealt with in order to adequately frame an analysis (or theory) of sexuality.
I begin by laying out some of my basic assumptions about the source of knowledge categories at the meta-level. I’m not trying to be rigorous in my citations as I might in a scholarly article; rather, I’m trying to move through my assumptions so you, the reader, can understand where I begin my consideration of the problem of categories in the theorization of sexuality.
I am firmly anti-foundationalist, but in a Deweyan way, where I would argue that empirically speaking all human categories derive from a group’s interaction with its environment and it’s efforts to understand and in some way control its environment. I purposefully think of this as a group effort, probably because of my social science bent, but also because by definition, the human mind is shaped socially, in interaction with other humans. There simply is no human mind that is constituted in and of itself. My Deweyan orientation becomes more important when I compare what I’m saying against the extreme strands of post-structuralism (e.g., the hard-constructionists of the British sociology of science), who often conclude that all knowledge is self-referential and all symbol systems can only derive meaning from other symbols; and therefore that human knowledge is radically disconnected from the world it seeks to explain and can never be anything but a construct.
ETA: I cannot disagree with this hard-constructionist model more. All knowledge is inextricably linked to a transaction with the environment that produced it. It is, at its core, significantly more than self-referential. Anti-foundationalism in the pragmatic mode means a radical contextualization of knowledge, not a radical disconnection from the world that is known. Now onto language, really the sticking point for post-structuralism (IMO).
I’m more prone to accept the findings of cognitive linguists and neurologists who are finding that language, in the way our brain functions, is not the constituter of thoughts (i.e., is not the stuff of thought) but rather a tool the brain uses to think. When you “hear” yourself htinking with language, what you are experiencing is your brain using language to manage the phenomena it encounters and analyze them. Language and symbolic representation of the world writ large are not the stuff of the contents of the brain, but rather a tool the brain uses to think about the world it experiences. Language is active and moving, like a hammer; not the thing itself.
Secondly, with Dewey, James, Pierce, and Mead, not to mention a whole raft of cognitive scientists and evolutionary psychologists(1) of the past 25 years or so, I would insist that knowledge is an emergent property of the brain’s interaction with its environment (including the social environment), so that knowledge can never be separated from the body’s experience of its environment or the collective and social experience mediated through language and interaction in the society. Knowlege and categories are always situated historically, that is, radically contextual; they are always without foundation, that is, without eternal, universal meaning; but they are always connected directly to the group’s experience of its world and are always embodied. (Always remembering that part of the world is the social, symbolic world of the group, including its history, tradition, language, practices, objects, etc.)(2)
The first problem of categorization when theorizing sexuality is deciding how to draw the lines of inclusion and exclusion in the categories in question. Indeed, “sexuality” itself is a fraught category, already begging the question of its own usefulness. Is sexuality the bodily, embodied act? is it also the fantasy, the desire? does it include the acts unrealized and only imagined? or is it more than acts at all, including systems of meaning? or is it psychological, the “identity” of an individual and how the individual categorizes herself in terms of her sexuality (which again begs the question of “sexuality”)?
So any category to be used in any field of research includes a relationship of a) the word(s) used to contain the category; b) the phenomena to be included, and by extension, excluded from the category; and c) the social work of building and maintaining the category’s boundaries long enough for the conversation to be useful in lighting our understanding.
The first problem of the word-label is probably obvious. Since the words we use are shared in multiple contexts and have multiple meanings, we can only be sure of their rigorous use if we reiterate the meanings we need, or by coining new words (an often clumsy and opaque solution, but one which appeals to me). Language by its very nature always fails to contain that which it seeks to describe; there are always “leakages” of meaning.
But If “sexuality” is the word, then what phenomena will we include in it? Is it the only category that matters? For me personally, I’m interested in sexual dissent, secret behavior, minority sexual practices; these seem to beg for categories of their own in addition to “sexuality”.(3) As soon as we start deciding what phenomena to include in the categories, we engage in a process of exclusion; categories may also limit our perception, when we accept them as salient and representing something useful in the world. Categories can thereby eliminate from view important facts that might change our understanding. Perhaps there is simply no way to avoid this danger and it must be embraced as part of the process. But the possible consequences can be dire, leading to the erasure from history or analysis entire experiences or populations, or misapprehending groups or individuals under our gaze.
I will argue here, briefly, that the categories used to analyze sexuality must include both biological, embodied knowledge and social, cultural knowledge.
At the risk of stating the obvious, the very fact that I want to theorize “sexuality” necessarily arises out of my experience in my own place and time in human history, my situatedness in the 21st century, unitedstatesian culture of sexuality, and my gayness. Indeed, “sexuality” itself is a rather new category, at most about 150 years old in Western European thinking (see note (3) below). Problematically, historical categories do not match our own; that is to say, culturally speaking, that in different times and places, human groups have categorized sexual phenomena in radically different ways. With homosexuality, for example, I have only to go back to just before WWII to find a significantly different world than the one I live in now (noting, of course, that in that sentence I couldn’t have even expressed it without the word “homosexual”).
If pre-contact Hawaiians, for example, had no concept of “sexuality” at all, did they have it? Is it even possible to analyze Hawaiian sexuality if their own culture didn’t have a category to describe it? Or what about today, where in, say, much of the Muslim-Arabic world, homosexuality is seen as a Western-Christian phenomenon, so when men have sex with men, it’s not homosexual (to them) but something else altogether with completely different contexts and rules governing its meaning and behavior. What then would I even be studying if I tried to analyze “homosexuality” among Saudi men, for example? Or if I go to Taliban controlled Afghanistan (you’ll excuse me for using hot button examples, somewhat glibly, to illustrate), and women are so holy and also so dangerous to the spiritual health of men, they must be hidden, uneducated, and silent, and traded among men who control their very bodies (or at least outwardly so). Is that even “heterosexuality”? Does it make sense to call their marriages “heterosexual” just because they are opposite-sex composed?
Or is there something thin enough, something universal enough that can be laid down as the basis of a category that can be used to analyze across cultures?
In sociology and anthropology, there is a perennial problem of whether or not we use our current, accepted categories to understand the cultural, social Other, and if so, what effect that has on our ability to understand. If we use our own categories, does that merely reproduce our own cultural biases, our own situated context? In sociology, the idea is that is sometimes put forward that if the researcher can somehow reformulate the categories of analysis, it will increase the intellectual payoff and therefore usefulness of the analysis. By simply reproducing the old categories (e.g., race, class, gender), we reproduce the social phenomena we are studying.
In history, an analogous problem of “presentism” demands that to understand the past you must leave aside your current understandings to simply express what was believed in the past. For historians, the culture of the past can never be known if it is only in terms of the present.
While I’m sympathetic to both critiques, I’m also wary of them. In the sociological critique, I find the idea that new or different categories may better illuminate the phenomena in question; but I also think that asking questions from our own contexts is not only human, but deeply useful. I don’t mean to say that I would advocate using unexamined categories of my own culture; but that using them isn’t necessarily bad, when done so carefully and systematically and perhaps with a detailed explanation of why. So in the case of sexuality, we would need to ask up front why are we even studying what people do with their genitals and/or what they think about what they do with their genitals? Why would such a study matter? What knowledge is gained and why? Or why do I want to use my idea of homosexuality from the 21st century (and academic, I must add) context to understand, say 18th century America or 21st century Saudi Arabia?
I think the historical warning against presentism is extremely useful in establishing the phenomena to be analyzed. This is analogous, to me, to the anthropological warning against ethnocentrism in studying present others. But I think it hamstrings the analysis once you get there. I’m not sure there’s a away not to be presentist or ethnocentric when conducting an analysis of social cultural phenomena that we hope to be useful in some way, beyond the mere curiosity of understanding the other.
So I would argue for a three-part process: 1) a careful work through and definition of the categories to be used (kind of what I’m setting the stage to do here); 2) when gathering the phenomena (data) a strict effort to avoid presentism and ethnocentrism; 3) an analysis that brings what is discovered about the Other into conversation with what the researcher knows and experiences in their context.
To set out where I think a useful and empirically sustainable theory of sexuality should base its categories of analysis, let me give some observations:
1) humans have sex (and also choose not to have sex);
2) they do so for a multitude of reasons;
3) those reasons are always both social/cultural and bodily/biological (ranging from social duty, to “love”, to boredom, to horniness, etc.);
4) humans constantly generate meanings for sex (4);
5) those meanings vary from context to context because they emerge from humans interacting with each other in a complex environment, which they do not control and which constantly changes;
6) there seem to be discernible patterns of sexual behavior over time and across cultures, though these patterns manifest in statistical distributions rather than in trans-cultural universals;
7) humans have sex because they want to, but defining and studying “want to” (i.e., desire) is probably the most difficult aspect of sexuality, because it seems to always bound in the reasons and meaning of sex.
Given the above, I think that the ground of a theory of sexuality must have three interweaving, moving parts of sexuality:
sex Act(s) and behavior [embodied and in some way connecting mind to genitals?]
Desire and affect [embodied, but affect focused]
Meaning [the organization of the acts and the desire within a social-historical context]
Two things to note. First, I do not think that identity is a good or useful way to categorize sexuality (although I do think there’s a history of sexuality as identity to be told). Identity seems to be one of the possible outcomes of a culture’s efforts to understand or control its sexuality, rather than something that is necessarily attached to sexuality.
Second, from reading extensively about Greece and Roman meanings of sexuality in terms of today’s understanding of homosexuality (not to mention the vexing problem of defining “homosexuality” in today’s world) I think it necessary to insist on a relative independence of the three parts of Act, Desire, and Meaning to understand how the work together.
Acts: although the acts and embodied experience of sex do not exist outside of culture and are always attached to at least one actor’s desire, they can be studied physiologically as things in themselves. If we can think of embodied acts as separate (even if its just an intellectual conceit), we can come to think more clearly about desires and especially meanings.
Desire/Affect: There are layers of desires (always connected to bodies and emerging in cultural, meaning-full contexts) at work in sexuality, that may or may not have a direct correlation to the bodily act, the sensation of sex, or an orgasm. The desires may be social (e.g., for status), psychological (e.g., to affirm an identity), or bodily (e.g., to come). The most difficult to study, mainly because the fleeting affect within an individual rarely leaves a trace to be studied. And because defining “desire” itself can be vexing, from Freud’s “overestimation of the object” to a biological explanation of the function of oxytocin in the brain.
Meaning: Here we have the qualitative difference of acts and desires as they are manifested in social roles, symbolic explanations and representations, sanctions and repressions, etc.
Acts, Desires, and Meanings are all experienced in the Deweyan sense: They are both undergone (that is, passively put upon our senses, as stimulus upon our bodies (sometimes from the brain itself)) and a “doing” or activity (we always act in response to the undergone stimulus, be its origins in our own brains or outside of them). For Dewey, the experience must be always seen in this inseparable nexus of undergoing and doing; it is always both-and; it is always passive reception of what “is” and active reaction to change it. So for me, sexuality in these three phases, is always a movement through time and place, the emergence of particular genital-desire-meaning formations.
For me, separating sexuality into these three phases allows a much richer analysis of the past. I will discuss some of this in detail in a later post, so I don’t want to go into too much detail here, but let me just illustrate with pederasty of ancient Athens. Much of the debate in historical circles boils down to whether or not homosexuality even exists, because clearly the cultures of sexuality were so different in other times. If in Athens, homosexual contact was allowed [you'll notice I'm purposefully leaving "homosexual" undefined for the moment] between citizen men as a mentor-mentee relationship; and if citizen men could penetrate any other human legally that did not belong to another citizen; then homosexuality did not exist. [I'm being extremely gestural here to illustrate a point about theory of sexuality, not to make a detailed argument about Athens.]
But if we analyze Athenian sexuality in different terms, we may get another interpretation: separate out the acts in general terms of partner and genital use: e.g., age-differentiated males anal penetration, age-congruent males anal penetration, cross-class anal penetration, etc. Separate out possible desires in that context: e.g., age-congruent same-sex desire, age-differentiated same-sex desire, class-congruent opposite-sex desire, etc. Then separate out the meanings of sex acts and desires: e.g., sanctioned age-differentiated, class-congruent, same-sex desire and anal penetration of younger by older, etc. The historical case of Athens does not prove to us that there weren’t men who desired other adult men in Athens; it can only show us what the culture thought of particular sex acts and how the society organized them. It doesn’t tell us necessarily about the desires of those engaged in a particular act or practice. It tells us how a particular culture in a particular time and with a specific history sought to channel, organize, and control sexual acts and desires. This may seem rather painfully obvious, but in the historical literature and in much of the anthropological literature, the emphasis on difference is so strong and overpowering, that all categories of analysis get reduced to such tightly focused contexts, thereby limiting our perception of the phenomena to the terms of the people who produce them, which has the effect of erasing from view the human experience of having desires that need to be consummated in a given context, possible variations, misapprehension of normatives for empirical realities, and collapsing of possibilities.
(1) Following the brilliant critique of evolutionary psychology in Buller’s _Adapting Minds_, I’m referring here to the empirical and provisional work in the field, not the sweeping and highly problematic claims of the more popular Evolutionary Psychologists (Buller distinguishes them by the caps).
(2) I’m stopping this discussion here, but could go on about it. For example, only when we understand language as a tool and knowledge as emergent properties of brains, i.e., the Mind, can we understand empirically how and why knowledge changes over time in useful, adaptive ways. Evolutionary metaphors can be exceptionally helpful when theorizing the flux of knowledge over time in groups.
(3) This is where I really still see the brilliance of Foucault’s analysis in La volonté de savoir (Will to Know (a take on Nietzsche’s Will to Power (volonté de pouvoir, in French)), in the first volume of the _History of Sexuality_, where he traces the Victorian sexological process of an ever more granular categorization of the most miniscule and narrow experiences, feelings, desires, fancies, and behaviors of the genitals. I want to avoid falling into the Victorian pit, but it’s a delicate dance around the edge of the precipice to create useful categories.
(4) I tend to use the word “meaning” in the way that G.H. Mead via Dewey would use it, to indicate not a dictionary definition, but rather the language-symbol combined with an experience of the interconnection of social practice and behavior and affect with a given phenomenon. So the meaning of “tree” isn’t its place on the biological typography, but rather it is the symbol “tree” in conjunction with the lived-experience of treeness in a social context by the individual experiencer and in interaction with the cultural group giving “treeness” its meaning.
Dewey and Artistic Expression 29 November 2008Posted by Todd in American Pragmatism, Culture.
Tags: aesthetics, Art as Experience, expression theory, John Dewey
A reader emailed to ask me about the connection of Dewey’s Art as Experience and “expression theory” for her undergraduate aesthetic class. She is especially concerned with the connection of emotion (of the artist, I think) with Dewey’s emphasis on meaning. My own work with Dewey’s philosophy focuses on his social theory and his cognitive theory, and it’s been years since I read AaE, but I think what I offered her is a good place for her to start in thinking about Dewey’s approach to art. It also reminds me that I should go back and re-read the work.
Why I Teach 25 January 2008Posted by Todd in American Pragmatism, Democratic Theory, Ethics, Teaching.
The new semester has begun, and as is my habit, I have come back to the question of why I do this. Is it for love or money? In many ways, at a so-called “state teaching university”, where I teach a heavy load in a program that basically services general education (that means: for all intents and purposes, no majors and no grad students), my professorial experience differs from many colleagues, even at my own university. My pre-hire expectations have taken a beating over the past couple years on the tenure-track, both in terms of what my own intellectual life means and what it means to be a teacher in higher education.
I read somewhat glumly PZ Meyer’s post this morning about why he teaches biology. It is interesting to note the different paths that he took as a biologist than I as a social scientist: In the social sciences, you necessarily see yourself as a teacher as well, whereas PZ didn’t see himself as a teacher until after he started his tenure-track job and was slammed into teaching. PZ’s post led me to a couple others, including the original meme on Free Exchange on Campus, which in turn led me to this brilliant post from Dr. Crazy, a community college literature professor.
Reading Dr. Crazy’s post, I was amazed at her (is she a her?) articulation of the main projects of teaching a broad range of students and what they can get out of studying literature, which most of them don’t care about. Although I’m a sociologist, I teach in an interdisciplinary program where I actually have to teach history and humanities in addition to sociology, including a massive freshman level, two-semester course on American culture. In some ways, I feel lucky that I get to branch out into the humanities, into poems and literature and even some music that I love, to get students to engage in questions of meaning that I may not get to in otherwise straight up social science course. In other ways, I regret not having sociology majors, people with at least a minimum level of interest in what I have to offer, people who are sort of junior scholars in my field, exploring the world that turned me on when I was in my early 20s.
So I teach more or less four classes a semester of students who aren’t engaged (in general; there are exceptions) or who don’t care about what I’m teaching. They are there for the basest of instrumental reasons: To fulfill a requirement. One of my jobs, then, is to convince them to care in some way, to entice them to engagement. On good days, I succeed; and it is really a rush. On mediocre days, we get some excitement going and I’m content. On bad days, we barely make it through still liking each other.
Over the first two years of my tenure track, I have slowly been developing a new, more grounded in my actual teaching experience, raison d’apprendre.
a) The Value of a Liberal Arts Education. I have found first that my personality still doesn’t allow me to give up my ideals about education or the material I’m teaching. That is, I discovered last fall that I just cannot give in to the instrumental culture of general education and what my students call “getting a job”. I don’t mean to say that I will spend my career “kicking against the pricks”, as the New Testament says; but rather that I still have to keep my grasp on why I do what I do, even if it doesn’t align with the reasons the students come into my class. I have discovered that I still believe in education as a means to improvement, that knowledge and learning really do afford the chance for students (and myself) to become better people. I still get massive pleasure out of learning, discovery, inquiry, and even argumentation. I still believe that functioning democracies sorely need educated citizens. So on the first day of class this semester, I started by telling the students about the values that drive me to teach, the values that bring me to them each day and why I do what I do. I hope to have started a discussion with my students that, in some way, will continue through the semester, about the value of a university education beyond “getting a job.” Idealist? Yes. But I’m not yet ready to leave behind those ideals. I was relieved that my students actually wanted to talk about this and then excited by the discussion; it seemed to reveal (and this could be wishful thinkingn on my part) that the “getting a job” rationale actually weighs on them and distracts them from learning.
b) Describing the World as It Is, Part One: Complexity. Here I dovetail with Dr. Crazy and, I’m sure, many other professors. One of my chief goals as a professor is to teach a set of thinking skills. I hear a lot of professors talk about “critical thinking”, but in some ways I have found the way we talk about this as professors to have been detrimental to other aspects of teaching. I have colleagues who argue that as long as their students can “think” at the end of the coruse, they have succeeded. What concerns me is that the process of critical thinking requires to actually have something to think about. The skill does not exist without substance. So first on my list is teaching the students to observe the world and to be able to describe it, as best they can, as it is. This involves teaching them to think stochastically, especially in the social sciences, where any social question is so intricately connected to tens, hundreds, even thousands of other phenomena, that explanation requires a suppleness of perception and agility of language. This is, for me, complexity. I want my students to learn to see multiple causalities and multiple and contradictory effects of any given phenomenon and to be able to explain them.
c) Describing the World as It Is, Part Two: Truth. If you’ll excuse a gross oversimplification, my students come to me either with deeply embedded naive relativism or a deeply embedded sense of Eternal Truth. Both sides of this (false) dichotomy are a challenge to teach. Those who believe in Eternal Truth also usually believe that they already know it. That results in a sometimes intractable teaching situation, where there is no way into the student’s head. On the other hand, those with the Kumbaya naive relativism have two problems that contradict each other but to which they are blind: on one hand, they refuse to judge other cultures, societies or individuals, because everyone is “equal”; on the other hand, they are deeply moralizing and constantly judge people who aren’t like them. It’s an odd contradiction. Ironically, the naive relativists actually treat their world view like an Eternal Truth, so at the end of the day, they all have that same problem. My task is to crack through their assumptions about whatever values they are bringing to the classroom vis-à-vis truth and to get them to start to see truth in a completely different way. This is a task that I never complete in a given semester, and for most of my students, I think it is a process that will take them well into their adulthood to fully grasp. In some ways, real-life experience will unconsciously lead them here if they’re open to it. But hopefully something we do in class together will move them toward seeing truth as being both still important and real, but also being always contingent and a process. William James said that truth was a verb, not a noun; it’s something that unfolds in time through experience, through learning and interacting; it is not something that can be possessed and held onto once and for all. The reason this is so difficult is because I’m trying to teach them a seemingly contradictory thing: first, the truth is contingent and highly situated and that it emerges out of interaction with the umbworld (the social and cultural environments); but second, that the truth as we know it at any given time is inextricably connected to how we live our lives, especially how we formulate our values and how we act in the world. Just because we may learn something tomorrow that changes truth does not mean that we do not or cannot act today on what we know right now. Indeed, the realities of life necessitate action, and action is always driven by values, and values are already based on the current state of the truth. At the same time, they have to understand that what they think of as true today, might change tomorrow; that what is true for them, may not be true for anotehr human in another time and/or place. My hope is that learning that truth is situated will bring a humility and a care to their declarations of knowledge and to their value formations; and that seeing that they nonetheless have to act in the world will bring an urgency to getting the best truth possible in any given situation.
d) Value propositions. Arising out of a redefinition of truth comes an awareness of where human values come from and in turn a consciousness of the valuation process. I want to teach students to be aware of their values, and to be able to see where exactly they come from, then to take their best knowledge of the truth at any moment and formulate the best possible value propositions. In otherwords, what I’m trying to teach them is that values are not things-in-themselves, but are always propositions. As such, they are always open to evaluation and scrutiny.
e) Argumentation. Part of what I’m trying to teach is how to make solid arguments in the most basic format: Claim, Reason, Evidence. This goes for all kinds of arguments, from substantive (what, facts, data), to critical (how, why), to interpretative (what does it mean) to evaluative (what is it worth). My hope in the classroom is that building from complexity and truth, as I defined them above, students will be able to make lucid, grounded arguments and at the same time that they will be able to analyze and evaluate the arguments of others.
f) Social. In the end, I have to admit that one of the key reasons why I teach is because I love the students. (With the exception of a few bad eggs and a couple of assholes here and there, that is). I love that time of life when the world is before you and you are free to explore. The trick of my job, however, is that I teach a student body that is driven mostly by the instrumental rationale I discussed above, so I have to awaken that curiosity and openness, that I see as their right to enjoy, in them. It isn’t easy; it can be frustrating; and I fail as many days as I succeed.