John Hopkins on Sat, 18 Apr 1998 08:23:48 +0200 (MET DST) |
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Re: <nettime> Digital Diploma Mills [part 2 of 2] |
Well, Diana, that was an interesting posting, a little depressing, but also clearly posited the development of yet another polarizing axis of the so-called liberal left against the OPPRESSOR (which happens at the same time to be the signatory of their monthly paycheck). Another axis along which leads to a frozen inaction against an opponent that has no real manifestation... Speaking as a free-agent teacher with over a decade of teaching experience in 20-plus Scandinavian, US, and European higher education institutions, I find much of the commentary in David Noble's to be in line with my experience on the ground, especially in the US, where the market has openly and without any real enemies assumed most social, cultural, (of course, political, and economic) roles... Europe is not far behind, although the economic war being waged at this very moment is not in their favor... I would make two observations, though, in response to this well-documented article aside from the compulsory *so, what else is new?*. (they are generalizations intended to open commentary, there are ALWAYS exceptions to these generalizations) The first is that the stance taken by the writer appears to be a retrenchment of a tired defense of academia/academic freedom as it was visualized in the 60's (and at other times) which simply is worn out, used up (by time and the historical process of institutionalization). I have never seen a more ineffective group of people who are definitely NOT in need of the protections afforded by academic tenure than the professors who now are enjoying unprecedented payscales in return for miniscule teaching efforts. Granted they are swimming in institutionalized and mediated interaction with each other at a level that is stultifying -- but THAT is the prime reason for a competitive economic upgrade to be necessary and unescapable. (i.e., the fastest growing (read, most profitable) university is the University of Phoenix, which has campuses in several states, boasts a student body of, I believe, over 100,000 students, and is a private corporation hiring teachers when they are needed (from the private sector mostly)... When was the last time you read about a professor who actually used the position of protected tenure to make an ethical stand or a political point? Many simply use the position of tenure to guarantee a secure and stable economic life, and to insure an insular form of cultural hegemony which extends no cultural limits, and transgresses no social laws. I am not promoting the welcoming of the oppressive academic techno-progress as outlined in the article, but in some sense, the academic establishment -- including the faculty, have been asking for change by dint of the very stagnation and cultural disconnection that has taken place in the last 15 years in academia. The second point -- in dwelling on the defense of the academic status-quo (which, granted, in the wholesale market-ization of the culture and education sector, is deplorable), there is embedded some of the knee-jerk reactionary attitudes of the 80's. During the 80's many artists (in the US) routinely made art about what Ronald Reagan & cohorts did. Nothing more reactionary than that! What about showing a new way of being; the artist/educator being an example not of puppet-twitch cultural thermometry, but the maker of a new way of being, the creator of a new social model. >From this point of view -- which is not a Utopian promotion -- teachers and students might construct new spaces for open dialogue (decidedly not discourse, but DIALOGUE) within the still-open realms of communications (technology). One can sit and bemoan technological institutionalization of academia, but why, when we have the chance to activate the educational process, must we dwell in the reactionary past? Why not occupy what spaces that are available (and there are ALWAYS some available, unless all speaking is banned). I find students in every school I teach in are eager to learn something that they can use in LIFE, which tells me that the educational system is disconnected and lacking AND NEED OF IMPROVEMENT! (If it is now impossible to do something new and to improve things, then what is the point of discourse? or of education? or of life?) And, in the end, we all know that, yes, technology can be used for oppressive control, but, really, is it THAT EFFECTIVE? Does the control really WORK? When there is so much control information coming in, what does the UNiversity Administration do about it? Hire more monkeys to file it? Which just further clogs up that machine, making it inoperable, and presenting free thinkers the option of starting up newer (and by nature, not just by engineering standards) more efficient systems of education and human interaction... It is possible, through dialogue, to stay many steps ahead of the oppressor, simply by not naming IT too much (wasting time by acting/speaking in opposition) and instead go on ones way with vigor... Again, I have found students in most (all!) schools are hungry and desparate to learn things that they can use in their LIVES, and this tells me that * relevance* in academia is not about something alive, but rather something that is codified and structured and just plain reified! When we as educators can provide living stories, and can listen to and hear the stories of the the students, then the polar roles of educator and educated take on new and highly variable forms. The ideas of Paolo Friere, in his excellent book Pedagogy of the Oppressed, map out some alternative structures or situations where the educator and educated each each and every participant in the process... And the possibilities offered by the existence of the internet/networking technology in general can be used to further this process (maybe no more or less than other mediums), but there IS POSSIBILITY... Is it possible to be positive? and to wield what tools are available. I think so, I believe so, and my students tell me so! CHeers (flaming) John ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ John Hopkins, Tech-no-mad artist and educator back on the road in Tornio, Finland -- teaching at the Southern Lapland College of Art and Media the travelog at http://members.iex.net/~hopkins/travel/recent.html email: <hopkins@iex.net> web space: http://members.iex.net/~hopkins/ CONTACT INFO: c/o Lansi-Lapin Ammattioppilaitos Urheilukatu 6, 95400 Tornio, Finland Tel:+358 16 451310 Fax:+358 16 480 648 --- # distributed via nettime-l : no commercial use without permission # <nettime> is a closed moderated mailinglist for net criticism, # collaborative text filtering and cultural politics of the nets # more info: majordomo@desk.nl and "info nettime-l" in the msg body # URL: http://www.desk.nl/~nettime/ contact: nettime-owner@desk.nl