Today is May Day, the workers’ holiday and the Beltane counterpart to my own birthday, Samhain, and Tink and Zeugma’s birthday. They had tuna and catnip and are sleeping off their indulgence, my two nine-year-old girls whose attention has seen me through the estate lawsuits following my mom’s death, my dissertation completion and defense, my first academic job, my first and last military deployment, my year-long engagement and the first four months of my marriage to my wife, the Orientalist. We’ve talked some about the impulse toward orientalism — toward the alienation of difference — in the productive work that West Point asks cadets to perform in thinking and writing about other cultures.
I’m thinking tonight about work, about time, about value. I’ve recently critiqued what I’ve seen as the limitations of the current-traditionalist pedagogy that I’ve tried to revise and move forward, while trying to acknowledge at the same time the strengths I see in the faculty and in the students, who — more than anything else — carry this institution. The biggest difficulty I see, and one of the reasons I think I’ve been unsuccessful, is the perspective here that orients us toward seeing value only in the reified text-as-object. The work of writing (and the work of grading that writing) is to be deplored and ignored here: what matters is the texts-as-objects that students read and the texts-as-objects that students turn in. These texts-as-objects are largely imagined as timeless and beyond intervention: they exist to be assessed and praised and discussed and passed or failed, but are almost never imagined as nascent or possible. We imagine texts here as almost always existing in the perfect tense. As complete. Literary texts are beyond intervention, and are never imagined as under revision or composition.
I remember here a missed opportunity: I went up to the Franklin Delano Roosevelt museum in Hyde Park one rainy day, and saw the series of drafts — four different versions — of that famous speech about attention and value and recession-era economics into which the phrase “we have nothing to fear but fear itself” did not make its way until the final draft. I asked for access to the originals in the FDR library and made copies, intending to show them to my students as evidence, or to ask them to further revise FDR’s speech. The lesson never happened; a casualty of the semester’s obligations. And yet there are so many opportunities here to help students become a part of the Army’s ongoing aggregation and revision of texts, not the least of which seems to me to be the wikified Request For Comment on volumes upon volumes of Army Field Manuals and doctrine. What better real-world exercise, with real and enduring payoff to the Army, could one want? It’s even got its own self-contained assessment measure: what changes made by cadets might make it into the final published version?
I doubt such work would be valued here, though: too close to the real world, and too close to the writing cadets might actually do. It might make a difference, and that would be a problem, because there’s a pedagogy here that insists on its own preservation in a sort of harmless ahistorical amber. The Department will not soon produce anything rivaling the bionic foot that cadet engineers are working on developing for veterans: textual work here is consistently about understanding and appreciation, rather than production. (I’ve lately seen some impulses, incompletely theorized and executed, toward productive textual work that might properly be in the domain of MFAs in creative writing and related disciplines, if such expertise were respected here.) How does the work of writing get done here, on holidays or other days, with or without cats or friends or wives to whom we might read it as we work through it?
I’ve done some time-use studies. With a colleague, I’ve done some correlation studies. But for the most part, we don’t know, and I think we don’t really care to know.