Via Open Culture, a YouTube channel showcasing short animated films of US Poet Laureate and CUNY Faculty Member Billy Collins‘ poems. Gotta love YouTube. Here’s a taste:
Archive for the 'Liberal Arts' Category
A while ago, I made my first trip to Comerica Park, the stadium where my beloved Detroit Tigers play their home games. I say “play their home games” because to me, Tiger Stadium will always be their true home, even if in the future it’s left only partially standing. I grew up about an hour from the corner of Michigan and Trumbull, and my trips to that grimy cathedral were always something special. The place was beautifully disgusting, crusted with the cheers (and spit) of generations of faithful. Above all, it had character so palpable that it didn’t matter if half your view of the field was obstructed.

Tiger Stadium
photo credit: hassgocubs
I hadn’t been to a game in Detroit since I left Michigan after college. Since then, the Tigers have changed ballparks, lost 119 games in a season (one short of the record), and dramatically turned things around to win a pennant in 2006. They’re hovering a few games under .500 right now, but have enough firepower and pitching to make a run in the second half of the season.
So I was excited to go to Comerica, which I’d heard was a great place to watch a game. It’s a beautiful structure, framing the skyline of old Detroit in a way that obscures the deep economic and political troubles that plague the city.

Comerica Park
photo credit: kw111786
As we settled into our seats along the first base line, I was as giddy as I had been as an 8 year-old. I even called the lifelong buddy who I used to go to games with back then, just to let him know where I was.
Watching the game was a different experience from those trips in the past. I still had a blast, enjoying the company of my siblings-in-law, and appreciating the talent on the field (even as the Tigers lost to the Angels). I was struck, though, by the intensity of the messages flying around the ballpark. If I wasn’t paying attention to the action, an advertisement was unavoidably forced upon my gaze. I’m not sure if I felt more like PIerre Bourdieu or Hunter S. Thompson; either way, I felt like I was captive in Vegas.
Every line of sight offered something different. A giant fountain, sponsored by General Motors, dangled two shiny sedans beyond the outfield. Vendors, hawking $7 beers and $5 pretzels, were easy to spot throughout the stadium, marked by fluorescent yellow shirts. Even bases on balls — of which the Tigers issued too many — were sponsored: as the batter trotted down to first base, an ad blared through the speakers and in the slim screens that lined the upper deck inviting ticket holders to “walk down” to a local establishment for a haircut.
The most astonishing structure in the stadium, more striking even than the ferris wheel in the concourse and the giant tiger statues out front, is the gargantuan Comerica Park scoreboard. Roughly ten stories tall, the scoreboard serves over a dozen distinct advertisements, as well as two giant screens that play commercials when not showing player photos and statistics. In the center of all of this chaos is the actual score and game information, which take up no more than a quarter of the scoreboard’s mass.

Comerica Park Scoreboard
photo credit: McPhloyd
One of the beautiful things about baseball is the way that one can read the story of a game through a box score. A young fan develops that particular literacy and carries it forward through life, forever able to regard a score line and imagine the events that led to it. At a ballpark, the scoreboard tells you in familiar code where you are, what’s happened to get you there, and how much space is left for your team to rally or survive. A scoreboard centers the fan within the experience of watching a game.
At Comerica, with competing flashing lights grabbing for my vision, separating out the scores from the messages on the board took dizzying effort. At Tiger Stadium, there had mostly been the game and the camaraderie in the stands, and it was a purer experience: fan meets game. Of course there were hawkers and ads and plenty of consumption; but they were nowhere near as loud or as intrusive as they’ve become.
Yes, there are economics behind all of this, and a straight line from the $7 beer and intense advertising to the giant contract that locked Miguel Cabrera up as a Tiger for the next eight years. If I’m bemoaning anything, then, it’s how the experience of going to a ballgame has changed, and the license that the powers that be feel to barrage the senses of a captive audience with an endless series of pitches. I felt assaulted, and so cheaply. I had to seek ways to tune out the barrage and actively create the experience that I wanted when I bought those $40 box seats.
At the 8th Annual Symposium, many of us discussed how we have been forced by new and more intensive modes of communication to “filter” the information that comes our way. This style of engagement with information requires a certain media literacy that, I believe, needs to be cultivated by colleges in order to better equip our students to navigate the messages, both literal and figurative, that bombard them in public spaces– and, increasingly, in private ones too.
The successful development of that literacy impacts matters large, like being an informed citizen, and small(er), like trying to enjoy a ballgame. New technologies, such as digital video recorders and RSS feeds, empower us to shape and filter the information and messages that come at us. At times, these tools feel like weapons in a battle that’s intensifying, and which increasingly threatens the purity of certain experiences. That’s too bad.
I attended a particularly informative and inspiring session at the 4th Annual CUNY General Education Conference held last week at Baruch College. David Eastzer, a science teacher at City College, discussed his innovative anatomy syllabus (Beyond Anatomy and Physiology: Engaging Non-Majors by Incorporating Diversity and Social Science Perspectives on the Body). He approaches the material from a somewhat constructivist-historical perspective, actively encouraging students to think of science in terms of ideas to be reflected upon, rather than a set of facts to be memorized. His syllabus included texts which I would like use in my Sociology of the Body courses. I left his session realizing how important the humanities and social sciences are to the development of the critical thinking skills we try to develop in students. These disciplines contextualize the sciences and reveal them as products of human activity. This point of entry requires students to consider “hard” facts from different perspectives, and to think in terms of a variety of consequences and potential scenarios. In short, active learning. Of course, as a sociologist I’m quite biased in this matter…
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In the Uses of Literature, Italo Calvino writes that “[t]he preliminary condition of any work of literature is that the person who is writing has to invent that first character, who is the author of the work.” Literature classrooms present an interesting paradox: although the work under discussion is literature, students are asked to produce critical works, not literature. Yet, when asked to discuss or write about a work of literature, students are often happier, indeed more comfortable, with relating the work to their lives (in a sense creating a type of literature?) instead of looking at the work with a critical eye.
I think that we can apply Calvino’s “preliminary condition” in the classroom. It may be easier to think of Calvino’s “preliminary condition” alongside something that Nancy Sommers writes about in “Revision Strategies of Student Writers and Experienced Adult Writers.” She writes that “experienced writers imagine a reader (reading their product) whose existence and whose expectations influence their revision process. They have abstracted the standards of a reader and this reader seems to be partially a reflection of themselves and functions as a critical and productive collaborator–a collaborator who has yet to love their work.” Just as a writer of literature must first invent an “I” who is, according to Calvino, the author of the work, a successful writer, according to Sommers, imagines (or invents) a critical “I” to shape the work into an effective piece of writing.
Students in literature courses will inevitably encounter religious texts and be asked to write on them or do some comparative work. They are often hesitant to engage in this work, so close are they to their personal selves, the personal “I.”
I once had a student in an out-of-class workshop say that she couldn’t write on religious texts; she was afraid that her writing might be deemed offensive, that she might say “the wrong thing.” One student in an in-class workshop said that he hoped he wouldn’t have to do a presentation on a piece of writing as controversial as a 17th-century sermon. His impulses were to blame the sermon for outcomes in history rather than reading the sermon as a piece of literature.
Instead of having our students write unimaginative and often weak theses, I’m wondering if we should instead be trying to help them invent an “I,” a critical collaborator with which to think through and write, an “I” that can help them to author critical essays without the personal “I” impressing itself needlessly into the work. Perhaps the “preliminary condition” of any literature course should be the invention of this “I.”
I teach THE 1041C (Intro to Theatre) at Baruch, which fosters oral as well as written communication, and I love doing it. I think theatre, as a discipline, is particularly well suited to meeting CAC objectives. But I’d like to play the devil’s advocate for a moment and discuss the tension between skills-development and content in CIC courses.
I recently read Carol Geary Schneider and Debra Humphreys’s article “Putting Liberal Education on the Radar Screen”in the Chronicle of Higher Ed (23 Sept 05). The authors describe a ten-year project by the Association of American Colleges and Universities (AACU) called “Liberal Education and America’s Promise: Excellence for Everyone as a Nation Goes to College.” The initiative aims to increase awareness of the importance of liberal arts education to a generation of students (and their parents) who tend to believe a college degree is “just a ticket to be punched on the way to their first job.”
I imagine most college teachers will not be surprised by the findings of the AACU study, which suggest that students today consider “values and ethics, an appreciation of cultural diversity, global awareness, and civic responsibility” to be the least important outcomes of a college education. Indeed, most view college as “a private rather than a public good,” a way to develop professional skills. The data also suggest that “colleges are not conveying the importance of liberal education to their students,” and Schneider and Humphreys argue that this is part of the problem.
As someone who is personally, politically, and professionally invested in the objectives associated with liberal arts education, I found this article disturbing. It also makes me wonder whether or not CAC feeds the fires of the consumerist mentality described in the AACU study. I am a bit embarrassed to admit that I sometimes find myself “selling” CIC objectives to my students, since most of them are non-majors with little interest in the subject: “Two courses in one! More bang for your buck! Learn not only how to talk intelligently about ‘Hamlet’ at cocktail parties, but be scintillating while you do it!” I genuinely believe that communication is intimately connected to critical thinking, cultural awareness, and ethical conduct. But typically, CAC is about skills development, not these other things. Schneider and Humphreys insist that educators and administrators not only need to talk about the value of liberal arts among themselves, but also find ways to articulate their value to students. But will CAC programs, as they expand and proliferate, legitimize students’ tendency to view college as little more than a springboard to a high-paying job? How can CAC teachers and administrators strike a balance between the often-competing objectives of higher education: to shape the next generation of leaders and thinkers professionally, ethically, culturally, intellectually?




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