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Unexpected Resonance

26 Thursday Dec 2019

Posted by danielwalldammit in atheism, Native American Themes

≈ 2 Comments

Tags

atheism, Belief, College, Communication, Ghosts, Monsters, Navajo, Scary Stories, Skinwalkers

21414755_10214185447855233_3680864941074247224_o“You drive back home to Flagstaff every Friday night, right?”

A student asked me this one evening. Sitting as we were in Chinle, well inside the Navajo Nation, and a hundred and sixty or so miles away from Flagstaff, we both knew that he was describing a rather long drive late at night after a long week. Normally, I would be leaving just around 9pm and I could expect to get into town shortly before midnight. I’d been doing this for years, and I think most of my students knew about it. I wondered, why was this student asking me about it now?

“Do you ever see anything strange on that road?”

It seems, I learned that night, that a significant stretch of the road I was traveling was known for skinwalkers. From the reaction of his classmates, I gathered, this student wasn’t the only one curious about my experiences on that drive. I had only recently come to learn that the ghost of a small child was rumored to walk the halls of the school where I taught evening courses. Being stubborn enough to keep class the full time on most evenings, I was frequently the last person out of the building. I hadn’t seem this apparition either. Nor had I ever heard his footsteps in the hallway

It was an interesting moment, a conversation that reached across cultural boundaries, and did so in an unusually personal way. We weren’t discussing official Navajo Educational Philosophy or touching on any of the well known themes of Navajo ceremonialism, economics, etc. Were were discussing neither any part of Navajo culture nor any themes from western education in the abstract. This was a student who actually believed in skinwalkers asking me if I’d seen them myself, knowing full well that I didn’t. It wasn’t just that I was white. He knew, as most of my students knew, that I am an atheist and generally skeptical of all things purportedly supernatural. He knew this, and chose to raise the subject anyway.

This didn’t strike me as a confrontation so much as an expression of genuine curiosity, and an effort to communicate across cultural barriers and well-established differences of opinion. He wanted to hear about my own experiences on a road known for its share of scary stories. For my own part, I was as curious to see what stories were told of the road as he was to see if I had one.

But of course I didn’t have a story. None at all.

…which was a bit awkward.

Don’t get me wrong. Nobody’s world view came crashing down that evening. My students and I just sat there in an odd silence, each contemplating the next step in this conversation. I suppose some of them must have been trying to decide, as I was myself, just how much we wanted to get into this? We could have taken it in all sorts of different directions. Finally, a student offered the following; “Since you don’t believe in skinwalkers, they probably wouldn’t bother you.”

I think I started to put together an argument, even made the first couple sounds of a reply which would probably have involved questions about the meaning of his words or the nature of his reasoning, and then I hesitated. I couldn’t help smiling.

“You know. I think I can agree with that.”

Everyone laughed, and then it was time to say goodnight for the evening.

You never really know when you will find yourself in agreement with people whose thoughts differ so very much from your own.

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Triggers

27 Tuesday Sep 2016

Posted by danielwalldammit in Justice, Politics

≈ 10 Comments

Tags

College, Cruelty, Culture Wars, Right Wing Politics, Sensitivity, Social Justice, Social Jutice Warriors, Trigger Warnings, Triggers

The first time I recall reading a trigger warning it was in the off-topic sub-forum on a gaming discussion board. If I remember correctly, it was in the title for a thread about sexual abuse. That usage struck me then, as it does now, as a perfectly appropriate warning to some that the ensuing discussion was going to cover issues which some might find intensely stressful. I also understood the likely reason for this to be that some people might have had direct personal experience with the realities of such abuse. It has ever since struck me as a reasonable and positive thing to provide that warning in advance. It also serves as a good reminder to the rest of us that something we may regard as grist for the mill could have serious personal significance for others. I know that reminder has helped me to appreciate the weight of some issues. I can’t say that I’m always happy with my performance in dealing with these things, but I do think I handle these issues with more care now than I did in earlier days, and I credit that first encounter with a trigger warning with producing the difference.

Within a couple years on that same discussion the trigger warnings in the off-topic forum had multiplied beyond my wildest imagination. Countless variations of trigger warnings could be found in the title of one thread after another. I found it increasingly difficult to take them seriously, not because I couldn’t imagine someone getting upset at this or that topic, but because there comes a point where the likelihood that someone will become upset ceases to be a function of the topic and becomes an abstract possibility that is simply always there. People get upset, but it isn’t always because the discussion at hand is intrinsically dangerous subject matter. As I read the increasingly common little warning symbols, placed conveniently in square brackets, I couldn’t help but think the point was far more likely to be a statement about the values of the person employing the hashtag. Right wingers like to call this ‘virtue signaling’, and I don’t necessarily dispute the appropriateness of the label, though I do suspect the convenience of that buzz-term is a vice of its own. Whatever the purpose of the growing trigger-warning craze, I couldn’t help thinking then, as I do now, that the concept is subject to inflationary pressures.

As in, increased usage leads to decreased significance.

Where do you draw the line? I don’t know, but somewhere between a trigger warning fr sexual abuse and the many seemingly trivial uses I have seen over the years, the significance of these warnings does seem to change. Moreover, the expectation that someone ought to use trigger warnings, or that they must use them introduces a level of coercive authority into the equation. It wasn’t that long ago that a Dean at the University of Chicago denounced trigger warnings. In so doing, he clearly took them to be a mechanism for silencing those with whom one disagrees. But what about those who choose to use such warnings, some argued. Is that not permitted? And thus the renunciation of authority came  itself to be viewed as an assertion of authority, one itself worthy of denial. Who is oppressing whom and how is, it turns out, a bit more complicated than some would have it.

I guess I’m enough of an old fashioned liberal to want to have my free speech and use it too. I don’t like seeing efforts to silence speakers at public universities in the name of safe spaces, and that isn’t because I’m a fan of people like Milo Yiannopoulos. What I really don’t like is watching the careers people like that flourish as a direct result of the explosive outrage they specialize in …triggering. People like that have nothing to say, and they need the spectacle of outrage to provide the illusion of substance. I’d rather answer them. I would rather make the case against them, at least when that case can be made without fear and intimidation coming from the other side. I have seen right wingers drown out their critics, and I wouldn’t tolerate it. Lately though, a number of right wing sources have come to relish moments in which the left appears to be doing the same thing.

…is doing the same thing.

That too should not be tolerated, not the least of reasons being that it’s exactly what some of these hacks want from us.

This brings me back to the whole inflationary pressures thing. If the left wing over-uses trigger warnings, I think the same can be said of the right.

…well the ‘trigger’ part anyway, not so much the ‘warning’ part.

Time and again, I see folks respond to an argument for social justice by claiming its proponent has been triggered. Hell, I’ve gotten the response myself a time or ten, sometimes when I am more amused than agry. It’s fascinating to me, to see this cry of victory. As often as not, the signs of stress just aren’t there, or if they are, they are present to exactly the degree that one might expect from anyone else upon expressing disagreement. Yet, those proclaiming their opponents have been ‘triggered’ seem to hope those opponents are wallowing in distress, or at least they seem to enjoy pretending that is the case.

This is of course the hope of a troll, and it isn’t much worthy of anyone who claims to be advancing a serious point of view on any subject. But I suppose it does help to confound the issues, to ensure that no-one ever does take a trigger warning seriously. Still, I can’t help thinking for some it appears to be an end in itself, the prospect of making someone else feel bad.

If the notion of a trigger has lost some of its value in overuse by those on the left, it’s losing even more value as playground conservatives transform the term into a trophy of sorts. If they have their way, the public will be incapable of distinguishing between the psychological traumas experienced by some when dealing with sensitive issues and the irritation others feel upon realizing someone is wrong on the internet. This isn’t really conservatism, of course. There is nothing conservative about mocking women over their looks, disabled persons, victims of crime, or even minorities for pleading their own case in the public eye. Conservative politics may be resistant to a number of efforts at correcting social harms, but the growing orgy of right wing schadenfreude is an altogether different animal. Some people really do hope to inflict suffering on others.

To them a trigger warning is a symbol of hope.

It’s a hope I would see them denied.

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A Cheating Post

05 Friday Aug 2016

Posted by danielwalldammit in Education

≈ 6 Comments

Tags

Anecdotes, Assessment, Cheating, College, Education, Ethics, exams, Students, UNLV

unlv2In high school, I could hardly be bothered to cheat, mostly because I could hardly be bothered at all. The freshman class president once offered to do all my English assignments for me. All I had to do was turn them in. It just irritated her that I wouldn’t do anything at all in class. It irritated her more that I turned down the offer.

A year later, I did find it amusing to hand my finished weekly vocabulary assignment to the student behind me. After she’d copied them, she’d hand them to the guy behind her and so on. My goal was to have two full rows copy off me before the end of the period. I never quite made it, but I was damned close on several occasions. As this was the only homework I ever did in that class, I didn’t get much of a grade out of it, but it was fun to see how many could cheat off my paper.

Ah well!

***

In college I was pleasantly surprised to find myself actually giving a damn. This led to an awkward moment in my first semester as I suddenly found myself unable to answer a question in psychology on a test I actually wanted to pass. The wanting part alone was new to me (and very weird). I found my eyes drifting slowly to the scantron sheet of a student two rows down. It was more a kind of wishful thinking than a decision to cheat. I hadn’t yet focused enough to read what he’d put down, but I wanted so desperately to find the answer somewhere. The thought did occur to me that I had no reason to believe he would know the answer anymore than I did, and then I felt guilty, and then I thought maybe I could get just a few answers from him, and then I thought about the cute girl nearby…

and then I looked up to find the teaching assistant staring at me.

Nothing came of it except a decision to play the rest of my college years straight, so to speak

***

The prospect of cheating didn’t enter my head again until one summer in my senior year. I retook the introduction to political science. By then I knew a fair bit of the material, but that didn’t change the C- I’d received one semester when I blew the class off out of disinterest. Getting rid of that lowlier would help my GPA substantially, so there I sat in an intro class on a topic I knew pretty well at that point and feeling really out of place. When a test came down for a chapter on the Judicial Branch of the U.S. Government, I suddenly felt especially stressed. I ought to know that subject damned well, I thought. Still I couldn’t shake the feeling that I wasn’t quite prepared, not like I should have been. So, I sat there, wanting desperately to cheat off the incoming freshman girl sitting beside me. Once again, I had no reason to believe her paper would be better than my own production, but once again, I wanted a magic solution. The sudden desire to look at her paper was overwhelming, and that alone felt damned disconcerting. I kept my eyes to my own paper, of course, but doing so took a surprising amount of effort. I got a ‘A’ on the test, but to this day I shudder at the feeling of uncertainty I felt staring down at the test that day and thinking I didn’t really know the answers.

***

Oh wait a minute! There was one other time I wanted to cheat. In logical theory, the professor used to walk out of the class, wait a few minutes, then burst through the doorway looking around to see if he could catch us cheating. I learned a lot from that guy, but sitting there killing the written portion of that test, I couldn’t help but think it might be nice to cheat somehow just to spite him.

***

I had another professor who used to hand out the tests and go to his office. Oddly enough, I don’t think any of us cheated on his exams. Our classmates would have handled it.

******

As a graduate student I began to see cheating from the other side. I recall once watching a student sit motionless for half an hour of a test before making himself one of the first students to hand it in. Half the exam had been multiple choice using a scantron sheet and half had been written. I was damned surprised to see the essay portion of his exam completed in full, especially since it was in black ink and he had filled out the front of the booklet in blue. Not to mention, he hadn’t written anything while I was watching. W

What surprised me most about this case was that we didn’t flunk him. Instead the department chair advised me to grade the assignment as though it were a graduate-level essay.

Oddly enough, that always seemed kind of unfair to me.

***

I was once one of four teaching assistants (TAs) in a large class on German history. Each of us ran our study groups once a week. At some point, I recall hearing that one or two of the other TAs were going over the questions for up-coming exams in their study groups. This was definitely contrary to our instructions from the professor. I wasn’t sure whether or not to believe it until a students approached me before the final exam to ask about the specific answer to a specific multiple choice question he knew would be on the test.

Yeah, that was just a little frustrating.

***

One of the most amusing examples of cheating I ever encountered began one day in an advanced course on constitutional history. We received take-home essay questions a week before coming in for an in-class exam. So, I walked into the last class session before the in-class exam to find a guy who’d been gone all semester. He offered to pay $50.00 to see my take-home essays. What bothered me most about this was the offer of money. It also bothered me that I didn’t know him. Taken together, these were not a good sign.

Had the guy been an active student, and had I known him, I wouldn’t have hesitated to share my essays with him. I did that with many friends on take-home assignments. We learned from each others’ work and wrote our own responses. But this was an unknown entity offering me money. I figured the $50.00 wasn’t for a casual look at my work; he would certainly be handing in those very essays. Before I could even reply, the man added insult to idiocy, commenting that the two girls sitting in class at that moment wouldn’t do it. Listening to him emphasize the word ‘girls’ I think I actually laughed a little. Obviously, I thought, as a man, I must be obligated to do the good buddy thing and help a bro out. So, I guess it was kind of a gender-bender moment when I turned him down.

I have to admit, it felt kinda good when the teacher caught him cheating on the in-class portion of the essay.

******

A friend of mine once told me he was taking his English teacher out to dinner in exchange for a passing grade. Another neighbor of mine once told me about a beautiful young woman who received an ‘A’ in his sociology class. I reckon, that’s the pay-off to cheating from the other side. For myself, I figure any pay-off I get would have to be worth the risk of losing an entire career. So, I always tell my students I can be bought, but they can’t afford the price.  If pressed, I clarify, that the pay-off would need to be sufficient to fund my retirement.

I’m almost certainly joking about that.

******

Since becoming a teacher, I’ve run into my share of efforts at cheating.

I once had a student tell me she was leaving town, so she asked if she could take the exam early. Her two friends turned in the same answers she did, which might have helped them had she given me the right answers to begin with. All tree received failing grades on that assignment, and for a time I began assigning the same penalty to exams taken early as I did to those taken late. I generally announce my essay topics ahead of time, so students have often tried to sneak pre-written essays into the classroom. This lead to a brief period in which I handed out colored paper with every exam. Like a lot of people, I think, I now ask students to hand their research papers in in stages, so that I can see the progress they make on them. A few students have been disappointed when producing a completed paper on a completely new topic earned them a choice between a zero and little extra time to redo the whole project.

I have yet to burst into class looking around in hopes of catching someone cheating.

***

I once had a married couple turn in virtually identical take-home essays. I gave them a do-over. When they turned in a second pair of essays with barely a few lines different between them, I sent in a couple Fs to the registrar.

***

Not surprisingly, the internet has proven itself to be my biggest cheat-hazard. I am continually surprised at the number of students who have copied Wikipedia entries and handed them in after making a few minor changes. I’m a little more surprised to see how often they will then cite Wikipedia as if naming the source resolved any questions about turning in a paper that was nearly identical to that source. Perhaps, the biggest surprise for me came when a high school teacher with a master’s degree did that very thing. I offered him a chance to rewrite the paper, which I thought a damned generous move on my part. So, I was REALLY surprised to find the fellow arguing over the matter with me. When he asked to speak to my supervisor, I recall giving him the contact information for the Dean, adding something along the lines of; “but let’s be clear about this. We are talking about plagiarism.” Ten minutes later, I received an email telling me he would send in a new paper that evening.

I really don’t can’t imagine what he was thinking.

******

What strikes me most about the cheating I’ve seen since making the transition from student to teacher is just how often cheating proves unhelpful, even from the standpoint of a grade. Simply put, the same student who needs to cheat is rarely a student capable of cheating the subject effectively. That may vary between different disciplines and pedagogical techniques, but as a general rule, when I catch someone cheating,  I generally catch them cheating badly. Of course, I have no doubt that a few have gotten past me. Perhaps, that blank spot in the data set contains all the information necessary to refute my little observation here.

If so, I reckon the refutation will one day make an appearance in a wiki entry somewhere.

I’ll learn it from a partially rewritten essay.

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Creeditize it! …or Don’t.

21 Saturday May 2016

Posted by danielwalldammit in atheism, Native American Themes, Politics, Religion

≈ 4 Comments

Tags

College, Creed, Dogma, Education, GOP, Islam, Moderation, religious freedom, U.S. Constitution

US-ConstitutionLast week a man named Trebor Gordon, Pastor for the Harris County GOP, tried to block a Muslim, Syed Ali, from serving as a precinct chair for the Republican Party in Harris County, Texas.  As reported in Gawker, Gordon objected on the  grounds that Islam is not consistent with the principles of Republican Party politics.

A video of Gordon’s efforts can also be found on Youtube. Gordon’s argument, as quoted in Gawker is as follows:

If you believe that a person can practice Islam and agree to the foundational principles of the Republican Party, it’s not right. It’s not true. It can’t happen. There are things on our platform that he and his beliefs are total opposite.

“There are things on our platform,” Gordon went on to say, that he (Syed Ali) is, he and his beliefs are in total opposite.”

You may suspect this is the beginning of a GOP-bashing rant. Well, not today. I actually found the response to Gordon’s efforts rather encouraging (especially that of Dave Smith). Granted, I would love to live in a world where people just don’t act like he does, but in the real world, I take it as a good sign that the Gordon was voted down, by other members of the local GOP mind you. It’s a welcome reminder that there are sane and responsible people in the GOP. On this count, at least, I think they done right.

What fascinates me about this incident is something about the particular argument Gordon used. Well, actually two things. First, I’m always fascinated by the use of architectural metaphors in ideological matters, particularly in the rhetoric of conservative Christians. They will often tell us that atheists lack a moral foundation for our behavior. They will also speak quite often of Christianity (or belief in God in general) as providing the foundations (or alternatively, the ‘foundational principles’) of our country. There are of course endless permutations to this theme, and they are all highly problematic.

On one level I get it. These metaphors do communicate a sense that the ‘foundational’ beliefs or values in question are in some sense more important than others, or that the other beliefs and practices are in some sense dependent on the foundational ones. If you like the First Amendment, this argument seems to suggest, that part of our government comes (in some way) from Christianity. I get that much at least, so the trope isn’t entirely opaque, but I do think it’s rather telling that so much of this rhetoric takes place within the scope of this particular metaphor. I also think it’s quite telling that people making such arguments are often ill-prepared to flesh out the metaphor in literal terms. The same person who is quite sure that Christian values and beliefs are the foundation of our republic is often at great pains to explain what those values are and just how they actually generate the rest of the features of the republic at large. Take a way the architectural metaphor, and an awful lot of these folks struggle mightily to flesh out the details of their argument.

…or even to deal with them in any way whatsoever!

Now Gordon isn’t talking about America as a whole in that speech. The foundation he references in that speech is something belonging to the Republican party. Still, I do think it worthwhile to note that he has fallen into the pattern of a much broader fashion of speaking about religious and political ideas. To say that he leans a bit heavily on the architectural metaphor is putting it mildly. It is Smith that references the relevant features of the U.S. Constitution (namely the proscription against religious tests). Gordon has only his talk of foundations. THAT is exactly what I am talking about. The rhetoric of foundations consistently helped people to side-steps relevant details rather than to illuminate them.

…which brings me to a second and (to me) much more important aspect of Gordon’s approach to the issue. He has effectively taken the GOP platform to function as a creed of sorts. It isn’t enough to actively support that platform, according to Gordon. One must not, so it seems, hold views in opposition (or even potentially in opposition) to that platform. All of which is a very interesting way to speak of a party platform.

By ‘interesting’, I might mean ‘ridiculous’.

A party platform is itself the outcome of a political process. It has winners and losers even within the party, and many of those who lose out on battles over the construction of that platform can be expected to go on and support the party anyway. That’s how the process works.One doesn’t normally turn around and use that platform as a plank-by-plank litmus test of acceptable beliefs for party members, even party leadership. Creeds are used in precisely that manner to define membership in a religious community. Party platforms are not.

A party platform may represent the goals of a party in its relation to the outside world, but one wouldn’t normally assume that it represents the precise views of each member. To be fair, Gordon isn’t simply suggesting that a Muslim will be in disagreement with one or two items on that menu. He seems to be suggesting that a Muslim must be in disagreement on some very important points. What are those points? Well that takes us back to the whole ‘foundation’ metaphor.

An additional problem here would lie in the abstract nature of the argument. Gordon isn’t asking whether or not this particular Muslim, Syed Ali, is opposed to the key tenets of the party platform. He is arguing that a Muslim must do so. It’s in their nature, so it seems, or perhaps it’s in the nature of their professed beliefs.

It’s a kind of theology by proxy, an all-too-common one at that. Folks often assume they can draw inferences for believers (or even non-believers) on the basis of an assumed premise or two. This type of argument parallels the reductio ad absurdum, but it fails insofar as it ignores the embedded nature of the beliefs in question. A reducto ad absurdum can show us the inconsistency of combining different beliefs, but it can’t tell us much about how any particular individual relates to the people and institutions around him. Gordon isn’t arguing against Islam in general. He is arguing against a specific Muslim, and that makes the specific views and behavior of that specific Muslim directly relevant to the issue at hand. But Gordon doesn’t addres what Ali actually thinks. It is enough to know that he is Muslim. To call this approach dehumanizing is putting it mildly.

***

…which illustrates another point. People tend to turn mission statements, party platforms, etc. into creeds precisely when they don’t like the people they assume to be unable to vouch for the creed in question. I used to see this when I was a participant at Christian Forums where the members were at times expected to vouch for the Nicene creed and/or the Apostles Creed if they were to be considered Christian. Among other things, being recognized as Christian provided access to large parts of the forum denied to non-believers (who were largely confined to ‘open debate’ sections of the forum). I never had much problem with this as I just say ‘no’ to gods, but I lost track of the number of liberal Christian friends who had to explain countless times how their actions or beliefs could be squared with the creed(s). That conservative Christians did accept the creed, even though their own actions and statements could as easily be taken to suggest otherwise seemed to go without question. In the case of Christian Forums, where a creed was an explicit part of the forum policy, that policy provided endless grounds for personal back-biting and mean-spirited bickering, almost always at the expense of those more socially vulnerable than theologically off-base. Seeing the number of people hurt by that process did a lot to confirm my suspicions about how ugly religion could get. It also helped me to see that the problem had less to do with what people believe than how questions about beliefs are handled with in a larger community.

***

I wish I could say that secular folk are immune to this kind of behavior, but I can’t. I once joined a secular forum in which I had to press a button vouching for the fact that I didn’t believe in a god. After some hesitation, I pressed the button. After all, I don’t believe in a god, but I always regarded the policy as remarkably petty and quite dogmatic in nature. It was an ironic dogma to be sure, but I reckon when you start deciding who is and who is out of the club on the basis of what they do or don’t believe, you are well into dogmatic territory whatever the content of the beliefs in question. I had similar views when the old Internet Infidels website decided to allow believers to act as moderators. (I was a low-level moderator on that website at the time.) Many objected to the move on the grounds that a believer couldn’t possibly agree with everything in the mission statement for the site. I found myself thinking, “neither do I.” Simply speaking, there were a couple items on the mission statement that I didn’t agree with. I joined because of teh ones I did agree with, and (more importantly) because I wanted to help facilitate the discussions then taking place on that forum. No-one had asked me if I agreed with each item on that mission statement, and no-one had done this for the rest of the staff either. So, the argument that a believer couldn’t serve as a moderator for the site always struck me as an odd misunderstanding of the nature of both forum moderation and mission statements. It also struck me as an ugly double standard.  Making these arguments in public debates on the matter didn’t exactly make me popular, but I always found it odd that so many critical thinkers were apparently quite comfortable with the assumption that everyone on staff had to agree with every point in the mission statement.

Textbook dogma!

***

In life offline, one of my more frustrating experiences with policy-driven dogma came while I worked at Diné College (a tribal college) on the Navajo Nation. Faculty were expected to adopt an educational model known as Diné Educational Philosophy (DEP). It was a fairly elaborate theory, requiring us to divide our lessons up into four steps (generally portrayed as four individual quadrants of a circle), each of which was thereby linked to some aspect of Navajo cosmology. It was easy enough to do this, of course, and some of the Navajo faculty could do this brilliantly (and authentically). The rest of us, were doing it by the numbers of course, and the students knew it. I still recall the day one of my more traditional students shrunk in his seat as I drew a circle on the board and raised the topic. “Please don’t!” was all he said. He was absolutely right to do so. The man had been enthusiastic just moments before, but moments before I had been talking American history. Now I was speaking about Navajo philosophy and that was a subject he didn’t need to hear about from a white guy. It might have been my job to address the issue, but that didn’t make the moment any less ridiculous.

One of the more frustrating things about DEP was that its proponents often described western educational theory as top down and western religion as dogmatic. It seemed to be a forgone conclusion that Navajo thinking wasn’t any of these things. There was certainly some justice to this. After all, it was the white people that brought missionaries to the reservation and at one time instituted educational policies amounting to little more than government enforced kidnapping. There were so many respects in which I could see Navajo approaches to education were more flexible and less dogmatic than mainstream approaches; they just weren’t respects that had much to do with the official policies of the college. An educational policy incorporating explicit ceremonial themes mandated by administration, taught to faculty (who were mostly outsiders) and then imposed on students in the classroom was by definition a top down approach, and when that policy (along with its ceremonial themes) becomes obligatory, it is a dogma. If I was ever prone to think otherwise, I lost any grounds for doubt one day in a meeting as two of the Navajo faculty argued over the specific implications of a corn stock metaphor in DEP. One of them, I thought quite sensibly suggested that there was room for different approaches to the subject. The other insisted that we all must be on the same page when it came to that theory. The rest of us, being white, had little to do but wait to see how the indigenous faculty sorted the matter out.

I don’t mean to suggest that all the classes at Diné College were taught according to a set dogma. I do mean to suggest that this was official policy, yes, but that’s one of the beauties of actual human behavior. Sometimes the practice is way better than the theory behind it. People pursued a wide variety of approaches in the classroom, and (at least when I was there) many of those approaches simply didn’t match the vision enshrined in that narrow policy. My own approach was a bit more Socratic. I adapted my lessons to the classroom by asking my students how things worked in their world; they told me, and I worked their answers into the lessons. My students’ mileage will vary, of course, but I at least found that process to be interesting and rewarding. The official policy of the college didn’t help much.

***

So anyway, my point is that people often turn a range of bureaucratic communications into an obligatory set of doctrines. Mission statements, party platforms, educational procedures aren’t necessarily things that should call for total agreement from those working with them. They outline goals.  People in an organization can generally be expected to work toward the goals in such documents, but the notion that someone must agree with every point in such a document is an odd (if rather frequent) inference. Those taking such an approach often do a great deal of harm in so doing, and I generally make it a point to oppose them whenever and wherever possible.

***

Bringing the issue back to the relationship between Islam and American politics, I think Gordon’s approach touches on a particularly disturbing example of this sort of behavior. It has become relatively common to hear that Islam is not consistent with the U.S. Constitution. Ben Carson seems to have used this as an argument against allowing a Muslim to become president. Others have used this as an argument against allowing Muslim refugees into the country (or into western nations in general) and/or against the notion that Muslims are protected under the free exercise clause of the First Amendment. The thinking here seems to be that aspects of Islamic doctrine are inconsistent with basic principles of American government (including perhaps the establishment clause). Those pushing this argument will often produce texts from the Quran or related documents suggesting obligations contrary to American law and/or the Constitution itself. But of course that misses the point. The Constitution protects the right to believe any number of things, including those contrary to the constitution itself. It even protects a range of practices, at least those consistent with the constitution itself and the social arrangements made under its authority. That there are limits to these protections is clear enough, but those limits simply do NOT become an excuse to deny people protections altogether.

And of course once again, this approach amounts to a kind of fundamentalism by proxy. I have no count that there are Muslims who want to do things contrary to the law and the constitution. I also have no doubt there are Muslims who respect the law at least as much as the rest of us. How do you tell the difference? I reckon the answer to that question depend on what they say and do, not what a critic can spin off a cherry-picked line or two from the Quran for purpose of fielding an argument. In any event, the possibility that someone may believe (or want) something contrary to the Constitution simply isn’t an excuse for excluding them once and for all from the entire body of constitutional protections.

(Were it otherwise, Gordon might be in trouble!)

The notion that people must demonstrate consistency between their beliefs and the provisions of the U.S. Constitution is (once again) how people treat a creed, not a plan of government. The Constitution too, it would seem, is among the many things people tend to treat as a Creed even though they shouldn’t.

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Son of a Bullet Point Mind: Cold Reading the Textbook

04 Wednesday Nov 2015

Posted by danielwalldammit in Education, The Bullet Point Mind

≈ 5 Comments

Tags

bluffing, cold reading, College, con artists, Education, Learning, psychics, Reading, School

20151104_095016[1]It was a few years back. I had a couple students I had agreed to help with a reading. Since I didn’t think they were reading at all, I thought I would begin the session by simply giving them time to read. We would discuss the article after they had had a chance to read part way through it, or at least that was my plan. But there I was, not a full minute into the reading session and one of the students had already commented on the point of the article. He finished with rising tone, as if inviting me to confirm or deny the validity of his point. His overall demeanor seemed to suggest that he was ready to begin the discussion.

I asked this student to just read for a little while, explaining that we would discuss the article afterwards. If he had specific questions about the meaning of words in the text, I would be happy to answer those, but I wanted to save the general discussion until he had had a chance to read the material.

It wasn’t another minute before he asked me a question about the point of the article. And another before he made another point about a random line on the page. Each time, he seemed to be trying to kick off the full discussion. I decided to compromise and agreed to discuss the matter after he’d finished one page.

He never made it through that one page.

I should point out that this was a college student, and a rather bright one at that. But it was very clear to me that he didn’t read. I wouldn’t say that he couldn’t read, because I’m pretty sure that he could parse any reasonable sentence you threw at him, but perhaps the effort to concentrate on a full reading was too much. Anyway, the specific reasons for not reading in this case are beside the point. What interests me most about this example is what the student was doing INSTEAD of reading. He was working me, lifting a word or a phrase off the page and inviting me to elaborate on his own contributions. Whether phrased as a question or a comment, his every utterance was an effort to put the ball back in my court and get me started explaining the material. The one thing that was never going to happen that semester was him reading a text, but if he could pull it off, I would never realize he hadn’t done the reading at all. After all, he had so many thoughts about the reading.

…the reading he didn’t do.

On some level, this is simply a bluff. We’ve all done it, partly because we’ve all been caught with our pants down so to speak. At some point in our education, we’ve all been asked a question about readings we didn’t do. You can admit you didn’t do the reading or you can say something in an effort to sound like you know a thing or two about what you were supposed to have read. Most of us have probably tried the bluff a time or three. It’s not that unusual, at least not as a single instance. But what was unusual, or at least very striking to me in this case was the realization that this was standard operational procedure for the student in question.  Near as I could tell, this was how he handled all his teachers and all his readings. And why not? It worked.

Most of the time anyway.

What made that particular circumstance unusual, and awkward, was my own determination to get this student to read something on that day, even if it was just a single page. Had we not been meeting outside the classroom, and had I not made it a point to ask him to read then and there, the painful impossibility of my expectation that he actually read something might never have given us both cause to regret each others’ company that evening. I might have come away suspicious, but in this case it had become unusually clear that this student didn’t read, and that at least one of the reasons he didn’t read was that he never needed to. All he had to do was field an observation or two and let the imagination of his instructors fill in the gaps for him. It’s how he learned what was in all of his books.

This is exactly what psychics do, or at least one variety of them, the ones who do cold reading. Ostensibly ‘picking up a vibration’, or ‘getting an impression’, a psychic may ask you if there is someone important in your life, someone having trouble, and since of course all of us have someone like that in our lives, we will happily fill in the details and confirm that they are right. Soon we will be talking with the psychic about cousin Ernest and his heart problems. And if we’re not very careful, we may just think it an amazing thing that this psychic somehow knew about cousin Ernest without us ever telling her about him. We’ll come away from the experience thinking it’s amazing, and amazing of course is exactly what the psychic wants us to think about the whole experience.

Perhaps she wants to think that way about it herself.

Not the cold reading student though. The cold reading student doesn’t want their powers of divination to be noticed at all. He wants you to think his contributions to classroom discussion are perfectly normal, his errors understandable, and his proper calls exactly what one would expect of an individual working his way through the material. He may be hit or miss on tests and other assignments, but as long as he is talking about the classroom materials, he has an angle, and that angle is the imagination of the instructor. If he can land a comment in the ballpark, so to speak, he can rely on the instructor to pick that ball up and carry the game forward.

…perhaps without ever realizing that the student hasn’t a clue.

This is why some students specialize in so many one word answers. You can give them an essay by an abolitionist and ask them what the authors main point is in that essay and they will tell you it was ‘slavery’? What they are expecting you to do at that point is say something like; “yes, he is talking about slavery and what he has to say about…” If instead you insist on asking the student to explain what the author actually says about slavery, then the whole thing is just going to get very unpleasant. Since no-one wants to experience an unpleasant conversation, and since most instructors are dying to get to the interesting details of whatever they happen to teach, odds are quite good that the instructor isn’t going to be that fussy. So, students can just toss a word out and watch what happens, a bit like giving a broken machine a kick in the hopes it will restart.

***

I once had a one-on-one session with a student who had been asked to read an essay by John Stuart Mill. This was admittedly pushing the envelope for this student’s reading abilities, but it was actually one of the more user-friendly readings in the textbook my college (in its infinite wisdom) made me use that semester, so I figured I’d do my best and ask the students to do the same. So anyway…

I thought I would work through the first paragraph of the essay with her and see how things went. She looked at the first sentence and found the words ‘freedom’ and ‘will’ in there. She then looked up and thought about it a moment before explaining that we have freedom of the will. That’s what she thought Mill was saying. She had pulled two words off the page and thought her way to the connection between them. What she hadn’t done was to read the actual sentence in front of her.

We repeated this process for an hour, and she approached every sentence the exact same way, pulling a few keywords off the text, looking up, and imagining the connection between them. This approach yielded an interpretation nearly the polar opposite of the one Mill had been trying to convey. I carefully explained Mill’s actual position, watching her eyes widen as I did, and upon completing that lesson, I risked a comment on her reading strategies. I asked her to read each sentence in turn, each full sentence, and to do that for the full article. She looked at me like I was insane. That’s not how reading was done! She proved even more surprised to learn that this is what I wanted whenever I handed out readings in any of my classes.

And at last, I understood why she never got anything out of the other textbooks.

I can just imagine the number of readers now thinking of this or that tool or technqiue to help this student learn the necessary skills, or to motivate them to learn, and I myself wish the college where this occurred had more in the way of persistence and retention facilities, but all of that misses the problem. The problem in this instance is that this isn’t a problem, at least not to the student. It’s a problem to me, and to anyone who thinks reading is an important skill, and it would be easy to think that since this was a college class and I was the instructor that value ought to have controlled the situation, but that just isn’t the case. What this student was doing worked!

…at least as far as she was concerned.

This was not a young girl with a few Freshman skills to learn. This was a middle-aged woman with a white-collar job and a family, and this was how she read. Most importantly, her reading was NOT simply a function of her own inability; it was also an adaption of sorts, and one which she had been using successfully throughout her adult life. I reckon it suited her purposes for any number of tasks wherein a reader might be expected to have thoughts similar to those of an author. Her knowledge of the written documents in her life had thus been cobbled together from words and phrases off the texts and the verbal exchanges occurring around her.

Where this woman fell flat was in the encounter with an alternative point of view, one which happened to use a vocabulary familiar enough to suggest all the wrong things to her imagination. Did she care about such things? I doubt it. Today, she probably tells the story of her asshole teacher and that insane book that said all the wrong things about something important. Hell, her approach probably even handled quite a number of errors. If she misread a document, someone would correct her, perhaps without ever thinking twice about. Most of the time, I expect she was just fine.

But I do wonder what disasters might have followed when she wasn’t.

My point isn’t that these are mistakes. They are not. They are coping strategies, and they can be damned effective, at least insofar as these approaches can get a student through a discussion and perhaps even an essay. Students employing these strategies as a way of life may well accept that they will take a hit on exams and assignments, but when it comes to conversation, they will often be just fine. All they need is an instructor willing to fill in the details for them, to imagine that one word answers are the tip of a thoughtful iceberg, and to give a student the benefit of the doubt on ever so many moments of silence.

It really does work.

But of course the real question isn’t how this works in education. It’s how it works everywhere else?

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God, This Movie is Awfully Damned Trite!

22 Sunday Jun 2014

Posted by danielwalldammit in atheism, Religion

≈ 13 Comments

Tags

Apologetics, atheism, Christianity, College, Education, Film, God is Not Dead, Movies, religion

gods-not-dead-prof-and-studentThe most fascinating thing about the movie ‘God is Not Dead’ isn’t the conflict between atheism and Christianity; it’s the tension between narrative and argumentative styles of presentation. The premise for this film is simple enough; an atheist professor demands that his students sign a statement to the effect that God is dead. When a student refuses to do so, the professor commands him to prove that God exists in a series of 3 debates to be held in the first few weeks of class. Failure, it is clear from the outset, will mean an ‘F’ for the class, but the student’s only other option is to sign the statement. This a clash between Christianity and atheism to be sure, but its also a clash that takes the form of a debate, and the sort of reasoning that takes place in a debate changes a great deal when it is reframed in narrative form. In God is Not Dead, arguments become a story, and the premises and conclusions of those arguments become events in a storyline.

If the main characters appear as proponents in a debate between a College Professor (Jeffrey Raddison played by Kevin Sorbo) and a college student (Josh Wheaton played by Shane Harper), they are also antagonists in a life or death struggle quite familiar to movie-goers of all faiths and none. Josh is the underdog fighting for his faith; Radisson is a monster who torments his students without mercy. This is David and Goliath to be sure, but this time Goliath wields a grade-book, and David goes to the library. The David and Goliath aspects of the story are not an accident, and the film-makers were clearly trying to make a statement about the treatment of Christians in academia.

The opening scenes of God is Not Dead drive home just how important winning the debate will be to Josh Wheaton. In the event that he loses that debate, Josh will get an ‘F’ in the class, and (as his high-school sweetheart reminds him) that will be the end of long-term career plans. To make matters worse, she regards his willingness to risk his own future as a betrayal of the future they have planned together. She will thus leave him if he goes through with the effort. Josh’s pastor doesn’t help matters much by telling Josh his own actions may be the only exposure his classmates will have to Christianity. So, the stakes are awfully high. Just as David, Josh is fighting not only for his own future, but also for the good of his people (in this case, his classmates). This might seem like a heavy load to put on the shoulders of a college freshmen, but they would be quite familiar to many Christian apologists. This is not just debate over the the truth of a given claim; it is a battle for the souls of all involved.

So, this story about a classroom debate is really a sort of war-story. And of course it will be told in three acts. It should come as no surprise that the villain will be vanquished in the end, though it may come as a surprise just how completely vanquished (and yes, saved) this villain will be.

The first act of the story is largely about Josh’s decision to accept the debate in the first place. His preparations are unimportant, as is the actual argument he produces when the time comes. Josh begins this first round of battle with an argument to the effect that the Big Bang is consistent with, and even requires, the existence of a creator. Radisson simply tells him that according to Stephen Hawking it doesn’t, going on to ask if Josh thinks himself smarter than Hawking. Thus ends the first debate with an outcome that should surprise no-one. What kind of principle villain gets his ass kicked in the First Act of the story? Certainly not this mean-spirited professor!

Still, the first debate does establish a bit more than the fully expected set-back for our underdog Josh. Already, a few patterns begin to emerge from the vision of academic dialogue presented in this film. Both participants rely heavily on appeal to authority, even to the point of simple quote-mining. Both parties will also spend a significant amount of time on science, and in particular the science of cosmogony. The end result is a rather sophomoric vision of philosophy in which the battling heroes themselves pay homage to their own heroes in lieu of exploring the full arguments, all the while coming across as arm-chair scientists rather than participants in a philosophical exchange. To say that this is an impoverished vision of philosophy would be putting it mildly. To say that it is a vision common among Christian apologists would be putting it closer to the point.

In the second debate, Josh returns with a source describing Hawking’s own arguments on the origins of everything as circular. Pressed upon the matter, he reminds Professor Radisson that Hawking himself has suggested that philosophy is dead. Josh goes on to raise familiar concerns about abiogenesis in evolutionary theory.  Hawking was of course talking about precisely this sort of second-hand science discussion, but most importantly, playing the anti-philosophical card in this scene raises the dramatic significance of the debate. A humiliated Radisson has little to offer in response, opting instead to mock Wheaton after the other students have left the room. It is an angry confrontation, and in his anger Radisson reveals his greatest weakness. Asked by Josh, what happened to make him so angry, Radisson recounts the story of his own mother’s death and the prayers he offered as a twelve year old in the hopes she would live. This is an interesting speech, because it is one of the few times when the professor is allowed to be something other than a foolish caricature. He ties his own pain in the loss of a loved one to the outrage that some divine plan could ever account for it, and for just a brief moment Radisson seems both eloquent and human.

The final debate is all about the argument from evil, the notion that the existence of God as he is commonly envisioned in Christianity cannot be reconciled with the existence of suffering. Both parties advance arguments on the topic, but the most significant feature of this scene is the increasingly emotional tone of the discussion. Josh can feel the threat to his grade and his ambitions and Radisson can feel the growing threat to his own credibility. Their voices grow louder, and their demeanor more intense. As both parties become increasingly excited, Josh asks Radisson in front of the class to explain why he hates God so much knowing that science supports His existence. In the heat of the moment, Professor Radisson answers Josh in precisely those terms, proclaiming that God took everything from him.

One could chase ugly rabbits down so many holes in this film, but that single response from Professor Radisson really is the core message of the film. It is also the most disturbing thing about the film. For all it’s many simplicities and distortions, God is Not Dead is first and foremost a statement to the effect that atheism is really about hatred of God rather than disbelief.It is a statement that arguments against the existence of God (and counters to arguments in favor of His existence) are simply deceitful rationalizations. The argument from evil is, as this film would have it, less an argument about the (in)consistency of someone’s thoughts about God than an expression of hatred aimed directly at God himself.

In this plot twist, the very topic of debate simply vanishes in front of us, and the story sets all questions of god’s existence aside. Radisson is not really an unbeliever at all; he is a rebellious child (which might help to explain his childish antics). The storyline of the film thus overtakes any effort to address the issues at hand, presenting us with a narrative in which non-believers produce arguments only in the service of venting their own pain. One does not resolve their questions by rational rational argument so much as a kind of spiritual counseling. This counseling is presented still more clearly in one of the films many side-stories, that of a snarky atheist blogger who enjoys poking wholes in religious thought (…hey!). The script-writers must have found it quite amusing to pre-empt a decent portion of their future critics with this particular story-line, but to get back to the point, Amy Ryan (played by Trisha LaFache) learns that she is dying of cancer, a fact which throws quite a curve ball into her life of internet snarketry. When she finds her way backstage at a Christian concert, all of her arguments crumble quite completely as the drummer for the Newsboys suggests that she had actually come to their concert, not to mock them, but so so that they could help her find faith.

…and the subplot ends with a lovely group prayer.

The Newsboys concert fills the final moments of the film with enough exposition to compete with the worst papers from a creative writing workshop. It includes an appearance from Duck Dynasty’s Willie Robertson who cheers on Josh and invites the concert audience to send out a text telling everyone they know that God is Not Dead. This is a message clearly intended to break through the fourth wall and reach into the lives of audience members in the theaters. So I suppose it is no small wonder that evangelical Christians of all shapes and sizes were indeed pushing this film for awhile. I lost track of the number of people who told me that I really should watch the film, assuring me that even non-believers would find it thoughtful and enjoyable. Most seemed quite prepared to concede the one-sidedness of the story-line, even to accept that Sorbo’s character was a bit over the top (it was in fact, well out of earth orbit). What many of those urging this film on others seem unaware of is just how demeaning the story really is for those of us who don’t believe in God. It isn’t just that this film portrays an atheist in an extraordinarily bad light, or even that portrays academia in general as a place filled with cruel and sadistic professors just looking for an excuse to hurt those of faith. What this film does is to empower a dismissiveness that undermines any subsequent dialogue. It encourages believers to think of atheists (and skeptics in general) as people who do not understand our own motivations. It encourages Christian apologists to think of our words as unworthy of consideration, mere diversions from a spiritual tragedy which they understand and we do not.

It is a deeply dehumanizing vision of atheists that this movie presents. For me at least that vision is a conversation-ender; it is not the opening stages of a promising dialogue. As with so much of what passes for Christian apologetics, what is so unfortunate about this film is the degree to which it poisons its own well. In the end, this film does little to engage those of us who don’t share the Christian faith. It never really takes us seriously to begin with, and it never takes seriously the possibilities of dialogue between believers and non-believers.

Its fans should not be surprised to find many of us will respond in kind.

 

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Sometimes the Story Tells You! A Few Comments on Narrative Scope and Survey Sedatives.

22 Friday Nov 2013

Posted by danielwalldammit in Education, History

≈ 15 Comments

Tags

American Indians, College, Dakota, Native Americans, Santee, Sioux Uprising, Story-Telling, Survey Texts, The Dakota Sioux Uprising

006When people introduce a given piece of information as “something you don’t learn in the history books” or “something they don’t teach in history class” I often find myself wondering if the individual in question really has read any history books lately?

I think these are comments that just roll off the tongue while someone thinks about what they are going to say next. When I hear what they do say next, as often as not I find myself thinking; “well I teach that,” or even “Hell, that’s right in my textbook!” Sometimes I even find myself thinking; “Every teacher I’ve ever had and every textbook I’ve ever used teach that very thing you numbskull!”

Just kidding; I don’t actually use the word ‘numbskull’ in my internal monologues.

The kind of history-bashing that I am talking about almost always involves old yarns long since unraveled by the majority of historians out there. Just to provide one example, most of the myths about Columbus fall under this heading. I don’t think I’ve ever had a teacher present the classic myth of Columbus discovering America or proving the world is round, at least not without including some form of ironic commentary. I can think of numerous instances where the critique didn’t go far enough, but even my second grade teacher in a conservative lily-white community way back in the 70s made a real effort to debunk some of the standard Columbian themes. My American history textbooks don’t present the classic Columbus myths and my world history textbook even has a small section about the invention of those very myths. Yet, I still hear people preface the standard critique of Columbus with the pretense that we are about to take on the entire history profession just by listening to them.

I get a little tired of it.

***

This isn’t to say that I don’t have my own complaints about the state of the art in teaching history, and especially about textbooks. It’s a rare day that an encounter with any given survey text doesn’t leave me in tears, or at least put me to sleep, and I regard it as poetic justice that I will forever be teaching introductory classes where these instruments of torture seem to be a staple crop.

The problems that plague survey texts are generally a bit more subtle than Sunday morning historians would have it, however, and those problems are often difficult to resolve without asking students to do more than most wish to. The inaccuracies of history texts aren’t always due to fundamental misunderstanding; they often seem to be the result of narrative choices, choices often dictated by the nature of survey-text sedatives.

Case in point?

I use a reader for my Native American History class, Major Problems in American Indian History. It contains both primary documents (those produced by actual participants and witnesses in various stages of history) and interpretive essays. One of those essays in this text, “The Dakota Sioux Uprising, 1862” by Gary Clayton Anderson, presents a wonderful glimpse into the internal conflicts associated with this event. In this article Anderson takes on a terrible event in the history of Indian-white relations, one in which a number of atrocities were committed against non-native civilians, including women and children. If one were of a mind to tell such stories, this event could easily be the classic ‘Indian massacre’ that haunts the background of virtually the entire western genre in both film and literature. The uprising certainly contains enough frightful particulars to transform any narrative into a genuine nightmare. In fact Stan Hoig makes a point to suggest fears of a similar outbreak helped to explain the actions of officials in Colorado during the events prior to Sand Creek.

Note: I said prior to Sand Creek; Chivington and his men are a special kind of evil, but that’s a rant for another day.

In Anderson’s view, the uprising is a complex story in which various factions within the Dakota (otherwise known as Santee Sioux) square off against various factions of outsiders. As hunting became impossible, and rations promised by the U.S. government failed to appear, the prospect of starvation became inextricably mixed with questions about ways of living (farming versus hunting) and relations with outsiders. Some Santee had taken up farming; others wanted to resume (or take up) hunting as a primary means of subsistence. Significantly, many of those who had taken up farming had established connections (even marital relations) with local whites. So, the Santee population included a substantial ‘mixed blood’ population, and the local whites included many who had established ties to the tribe, some of which rose to the level of fictive (adoptive) kin ties.

Without going too much further down this rabbit hole (interesting as it is), Anderson does an excellent job of putting the violence of the outbreak in the context of all these factions. He argues that those perpetuating the violence were trying to pull their own community towards hunting as a way of life while punishing those whites they regarded as responsible for their own situation. Mixed bloods and whites with clear ties to Santee were generally spared (with some Santee going to great lengths to protect such people), and significant factions of the Santee pressed to end the fighting. Rivalries between those pressing the fight (which included a conflict over the question of whether to attack civilians or focus on military targets) and those seeking to end the fighting rose to the scale of potential intra-tribal warfare. Indeed, the actions of Santee opposed to the fighting helped to bring an end to the fighting.

One read through this article, and the simple narratives for this uprising go right out the window.

***

So, what do the survey texts in American History classes have to say about all this? Well let’s look at a couple of them…

I used to use a textbook called Out of Many: A History of the American People by John Mack Faragher, et. al. The third edition of this book has the following to say about these events:

Elsewhere in the West, other groups of Indians found themselves caught up in a wider war. An uprising by the Santee Sioux in Minnesota occurred in August of 1862, just as McClellan conceded defeat in the Penninsular campaign in Virginia. Alarmed whites, certain that the uprising was a Confederate plot, ignored legitimate Sioux grievances and responded in kind to Sioux ferocity. In little more than a month 500-800 white settlers and an even greater number of Sioux were killed.  Thirty-eight Indians were hanged in a mass execution in Mankado on December 26, 1862, and subsequently all Sioux were expelled from Minnesota. In 1863, U.S. Army Colonel Kit Carson invaded Navajo country in Arizona…

Let’s look at another text called Liberty, Equality, Power: A History of the American People (Concise Fifth Edition) by John M. Murrin, et.al. This book has the following to say on the subject:

The civil war set in motion a generation of Indian warfare that was more violent and widespread than anything since the 17th century. Herded onto reservations along the Minnesota River by the Treaty of Traverse des Sioux in 1851, the Santee Sioux were angry in the summer of 1862 that annuity payments did not arrive, threatening them with starvation. Young warriors began to speak openly of reclaiming ancestral hunting grounds. Then on August 17, a robbery in which five white settlers were murdered opened the floodgates. The warriors persuaded Chief Little Crow to take them on the warpath, and over the next few weeks at least 500 white Minnesotans were massacred.

Hastily mobilized militia and army units finally suppressed the uprising. A military court convicted 319 Indians of murder and atrocities and sentenced 303 of them to death. Appalled, Lincoln personally reviewed the trial transcripts and reduced the number of executions to 38, the largest act of executive clemency in American history. The government evicted the remaining Sioux from Minnesota to Dakota Territory.

My current textbook, The American Promise: A Compact History, Fourth Edition by James L. Roarke, et. al. has the following passage on the uprising:

The Indian wars in the West marked the last resistance of a Native American population devastated by disease and demoralized by the removal policy pursued by the federal government. More accurately called ‘settlers’ wars’ (since they began with ‘peaceful settlers,’ often miners, overrunning Native American land, the wars flared up again only a few years after the signing of the Fort Laramie treaty. The Dakota Sioux in Minnesota went to war in 1862. For years, under the leadership of Chief Little Crow, the Dakota, also known as the Santee, had pursued a policy of accommodation, ceding land in return for the promise of annuities. But with his people on the verge of starvation (the local Indian agent told the hungry Dakota, ‘Go and eat grass’), Little Crow reluctantly led his angry warriors in a desperate campaign against the intruders, killing more than 1,000 settlers. American troops quelled what was called the Great Sioux Uprising (also called the Santee Uprising) and marched 1,700 Sioux to Fort Snelling where 400 Indians were put on trial for murder and 38 died in the largest mass execution in American history.

Anyway, that’s three texts. I have a couple more that don’t even mention this event, which is a little disturbing.

***

So, what do we get out of all this?

Well, first, you gotta love the way one book describes the event as the largest use of executive clemency in history and another describes it as the largest mass execution in American history. There is probably an interesting lesson in fact selection there, but the most interesting thing about that little point may well be that both facts seem to be part of the same story. In one text, that is a story of great mercy, and in the other it’s a story of slaughter, and neither story is contradicted by the facts (at least not at this level of detail).

Ah well, moving on…

The first thing that I would say here is that none of these texts paints the natives in an overtly negative light. These were not written with the intention of slandering the Santee and pleading the cause of manifest destiny after the fact, so to speak. Such narratives do exist, but I didn’t find them in my stack of survey sedatives. If anything, each of these narratives seems almost painfully to be pleading the Sioux’s case and working hard to ensure the reader understand they had their reasons, so to speak.

The distortions here are a little more subtle; most of them being a function of basic story telling technique. Simply put, the question here is one of peopling the story-line. Where Anderson talks about multiple factions in and around the Santee community, each of these authors is telling a story about whites and natives. When they choose to break that down a little, we get references to ‘warriors’ and to Chief Little crow. Gone is the conflict within the tribe between pro-war and pro-peace factions, the entire existence of mixed bloods, arguments about who should and who should not be killed, and especially the active opposition of some villages to participation in the fighting. The decision to spare some whites while killing others is nowhere on the horizon here. And of course the notion that Little Crow simply led his people ‘on the warpath’ (reluctantly or otherwise) simplifies the nature of his leadership as well as the politics of the uprising itself. None of these sub-themes can be worked into the narrative (or even envisioned within it), because the characters are not even in the cast. There is simply no place for them.

So, what do I expect? Pretty much this, actually. These are survey texts, and the authors are struggling here to get a complex story into a paragraph or two. This means simplification, even oversimplification. It seems to me that in each of these cases, the author has made choices based at least partly on the larger narratives in which this story fits. Where Anderson is telling the story of a specific event, each of the survey text authors is treating this as a moment in a larger narrative about Indian-white relations in the west. They identify the participants in the Santee Sioux uprising based on the characters already filling that larger narrative.

Of course one of the central ironies here is that having put an insufficient number of players on the stage, so to speak, each of the survey authors is then at pains to make understandable the actions of the fictional Santee tribe which has become responsible for these events. Unable to assign specific actions to specific agents in the story, these authors must then work to keep us from walking away with a great big anti-Santee bottom line. But that bottom line is precisely a function of the narrative decisions they have already made. If we knew more about who was doing what and why, that impression would have no place to creep into the story, but we don’t. In the end, I suspect that anti-Santee bottom line will be the take-away for so many students, no matter how many sympathetic comments an author works into the text. In the larger story of American growth, the Santee can’t help but appear as an obstacle to that growth. You can make them sympathetic, but the only way to make them something other than an antagonist is to change the larger story altogether. Nothing done within the space of a couple paragraphs is going to work.

But a couple paragraphs are all the Santee uprising are going to get in the average textbook.

Now, just imagine that same kind of trade-off in every paragraph of virtually every page (side-bars excepted) of every history text out there. So, you see, this isn’t a problem of what is and isn’t taught; it’s a problem of how it’s taught. Many of these stories are just begging to be forgotten. You can see it in the way they are written.

Enjoy your reading kids!

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Also Apropos of Nothing, the Worst Thing I Ever Saw a Teacher do to a Student

22 Friday Mar 2013

Posted by danielwalldammit in Education

≈ 9 Comments

Tags

College, Cruelty, Education, Ethics, Grading, Intimidation, Jerk, Test-taking

coreSo, I am sitting down for the final exam in an upper division course. This was the last of 5 courses on the history of philosophy that I took as an undergraduate; its graded assignments consisted of two essay exams and a research project. My project has already been turned in. All I had to do was manage a few decent essays on this particular phase of intellectual history, and then I could go home and sleep.

I remember the scene rather well actually.

We are sitting around a conference table in a room adjoining the professor’s office, about half a dozen of us, furiously scribbling at our blue-books when the instructor walks into his office. He later emerges with a green apple and a single research paper in one of those plastic binders that teachers hate. (Seriously, I didn’t understand this until I started grading myself. Those are nothing but a pain in the ass.) Anyway, the professor frees the essay from its plastic binder with a slight sneer and takes a bite of the apple.

It is the beginning of a long and dramatic performance.

As I and the others were trying to wax brilliant on this and that subject, I think each of us gradually became aware of a couple things about the professor’s activities at the authoritative end of the table. The first thing I noticed was how thoroughly the professor was eating that apple. The man was truly voracious! I want to say that he ate the core, but that may be 20 years of memory rounding the corners of my original experience. What I can definitely say is that he came damned close to it. Drove me nuts, watching that; I wanted to tell him to stop and give the poor thing a break. It had long since done its duty by normal standards and what was left deserved a good Christian burial in the garbage can. He didn’t even look like he was enjoying the apple goodness all that much. It was just there, and that was apparently an unforgivable crime. I don’t think I have ever felt sorry for a piece of fruit before, but that poor apple had my sympathies.

And the paper?

Well let’s just say the professor couldn’t have put more red ink on that paper if he had opened up the pen and poured it out all over the he pages. I honestly think the prof. was putting down as much material as we were. He did this with grand gestures. You could see him drawing broad circles around some offending bit of text before proceeding with a straight line toward the margins where he then proceeded to write essays of his own, all no doubt about the utter stupidity of the poor paper’s author. That sneer got worse and worse. He shook he head as he wounded the pages of that poor term paper, and I could almost make out some of the cursing under his breath. Contempt oozed off of the prof. and slowly filled the room with a strange and rotten feeling as we struggled to produce our own candidates for the red ink of death.

I forced myself to concentrate on my own essay as I took in the drama happening just off to my left, and I wondered what poor Freshman from his intro class would soon be crying in his red cup full of already-watery beer. What the poor victim had done to earn his feedback-beating, I couldn’t imagine, but I told myself I would be fine. Just keep writing!

Finally, the instructor put down the paper, shook his head, stood up and gave a heavy sigh before walking back into his office and then out into the hall. One of my classmates put down his pen, and sat there a moment, obviously stressed. The guy looked around the room a bit. And we all looked back at him.

“Well, I gotta look.”

After learning he had just received a D- on his research paper, the graduating law-school candidate struggled a bit with his blue-book and eventually turned in his unfinished exam.

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Apropos of Nothing, The Worst Lecture Ever to be Inflicted on My Delicate Ears

07 Wednesday Nov 2012

Posted by danielwalldammit in Education

≈ 11 Comments

Tags

College, Education, Euphemism, Homosexuality, Language, Linguistics, Race, Rhetoric, Semantics, Sophistry

I’m lucky.

I have very few classroom horror stories from my college days. Of course I remember a lot of petty behavior, some arguable decisions, and I witnessed at least one case of genuine abuse to a classmate, …okay two. But it was pretty rare that I personally felt any significant discomfort as a result of anything the teachers did in the classroom.

My statistics textbook took a Hell of a beating, but that’s a different issue. I liked that teacher. I just hated statistics.

But there was one really awful lecture that I remember in detail. Lucky you, dear reader, because I am going to share the misery.

It was my last semester in college and I was finishing up the credits for a second major, linguistics. In those days, the linguistics program at the University of Nevada, Las Vegas was interdisciplinary. So, I had taken plenty of classes in linguistic anthropology, sociolingistics, psycholinguistics, logic, philosophy of language, etc. …all really great stuff! I enjoyed every minute of it. But that did leave one really huge gap in the knowledge that a guy graduating with a degree in linguistics ought to have. I hadn’t yet taken a full course in grammar. I didn’t even need it to graduate, at least according to the degree requirements, but that didn’t sit right with me. How could I graduate with a degree in this subject without the benefit of a full course in grammar? I’d heard good things about the lady who taught grammar in the English Department, and so I signed up and prepared to get down and dirty in the realm of syntax.

I knew something was wrong when I found a middle-aged man standing at the head of the classroom on the first day. I do remember his name, but let’s just call him Mr. H. Mr. H. passed out index cards and asked all of us to fill in some personal information while he explained that the usual instructor was on sabbatical that semester. He would be teaching the grammar classes.

Okay.

For the next few minutes everything seemed pretty standard. No red flags went up as Mr. H. reviewed the syllabus, and I felt pretty confident I was going to learn a lot in his class. I grew even more pleased when he explained that he would sometimes venture outside the narrow bounds of grammar to discuss other aspects of language use.

It was as though he had promised to have strippers pass candy out during class.

I couldn’t wait for some of those discussions. Luckily I didn’t have to, as Mr. H. proudly announced his first slightly-off-topic lecture for the semester. He wanted to talk about euphemisms.

I was a happy guy.

He began by telling the story of his first job, working in a mom&pop grocery store somewhere in Texas. Mr. H. talked about the time some yankee had come in and asked for some jalapenos, (pronouncing the ‘j’ about like you would ‘jam’). His reply, as Mr. H. explained it was; “Sir I believe the Spanish call them jalapenos (pronouncing the ‘j’ like the ‘h’ in ham).” He then proceeded to explain that this was a terrible thing to do and that no-one should ever make fun of the way anyone else speaks, ever.

I wasn’t entirely sure that he had described an act of mockery, but that was a detail I could easily overlook. On the main point,  the man was preaching to the choir as far as I was concerned. I was really glad I had signed up for the class.

And that’s when things took a bad turn.

Within just a couple minutes of announcing this principle that one shouldn’t make fun of other people’s speech, Mr. H. began to tell us all about the decline of the English language as a result of recent trends. Mr. H. was quite concerned that folks had begun to water the English language down with a variety of euphemisms. It was a terrible situation as our great medium of communication had been harmed a great deal by this trend.

Mr. H. had quite a few examples, but the first one that I can remember was the term ‘African-American’. Mind you, this was 1990 and the battles over political correctness were picking up steam fast. This topic had not yet run its full course in the public sphere; it hadn’t yet bored everyone to tears. My classmates sat on the edge of their seats while Mr. H. proceeded to explain that he had nothing but love for all God’s people, but he didn’t believe in calling people by the wrong word. You had to call people what they were, not what they weren’t. I sat back just a little disappointed and waited for Mr. H. to explain that ‘black’ was the proper name for the people in question.

Instead he proceeded to tell the class that ‘negro’ was what ‘they’ were and that was what folks ought to call them. I sat back up. He had at least surprised me. I had to give him that, but did I hear the man right?

Had I heard correctly? Was he actually skipping right past the common usage I expected of conservatives and moderates to rescue a sordid vocabulary choice out of a distant era?  I listened on as Mr. H. insisted that he meant no disrespect by this term and that it had no insulting implications. ‘Negro” was the right word and nothing else would do. Those using the term ‘African-American’ were engaged in a full-scale assault on the English language, and she suffered terribly at their abusive treatment.

The rest of the class ate this message up. I mean they loved it! For my own part, I dropped right out of that choir he was preaching to.

My concern wasn’t entirely with the politics at hand. I was never fully on board with the PC approach to vocabulary, and I could think of reasonable concerns about a lot of the verbal practices at hand. But Mr. H. wasn’t producing reasonable arguments. In fact, he was demonstrating a level naïveté that I didn’t expect from someone who was about to teach a class in descriptive linguistics. Objections were crowding their way into my thoughts in such numbers I feared my mind might burst if I listened anymore.

– Mr. H’s assertion that there was a right word for this or any other topic and that anything else was poor use stood out like a sore thumb. By ‘sore thumb’, I mean a completely unsupported premise. Worse than that; this assumption flew in the face of pretty much everything lexicographers had to say about the subject. Words had multiple meanings, and topics could be referred to in a variety of different ways. Languages changes! You could argue pros and cons of different word choices, but Mr. H. just insisted there was a right word and the public wasn’t using it anymore. This was a bit like discovering your geography teacher was a flat earther.

– ‘Negro’? Seriously, ‘Negro’?

– Details aside, declensionist narratives about the state of a given language are tired and damned lame. Untold prophets have warned about the decline of English, each with a different sin on their minds, and each cherry-picking the evidence with all the shame of a child stealing fruit from a neighbors tree. In this case, there was the additional absurdity that Mr. H. wanted us to feel for the abuse of the English language even as he minimized concerns about the abuse of actual people. This was personification with an agenda, and that agenda had little room for concerns about folks who really could feel the effects of abuse.

– I really couldn’t square the entire theme of the lecture with the lesson Mr. H. had drawn from his first example. Were we not making fun of the way some folks talked? I suppose he was suggesting that advocates of politically correct speech were making fun of others, but he had gone well past correcting that and right into the realm of mocking their own vocabulary preferences.

– A bit depends on the presentation, but the notion that words like ‘African American’ are euphemisms contains at least one really ugly implication. If a euphemism is a word that makes something ugly sound better than it is, and that did seem to be the way Mr. H. defined it, then what did that say about his thoughts about the people this term was applied to? Was he not suggesting that the right word really did convey something bad. He denied this of course, but that really seemed to be the station to which his particular train of thought had been headed.

All of these thoughts and others crowded into my head and screamed for me to let them out. I couldn’t believe I was hearing this crap from a guy who studied language for a living.

I looked around and I saw over 20 students falling in love with this man.

It’s okay, I thought. I’m here for the lessons on grammar. This doesn’t have to matter. Who knows. Maybe, Mr. H. will respond well to challenging opinions. Should I say something now and see how he responds? But where to start? I thought about whether or not to field an objection as I just sat there and took in the horror show.

The straw that broke this camels back came when Mr. H. took up the use of the term ‘gay’.

Yep. He was against it.

Mr. H. told us that he would never use that word. He went on to explain that he would never condemn a man for being what God made him, but he believed in calling people what they really were. I thought surely that he was going to tell us the proper term was ‘homosexuals’.

But no.

What these people were, Mr. H. informed us was ‘faggots’.

No other word would do.

And Mr. H.’s fan club fell over themselves to show their appreciation for this point. It was quite the surreal experience for me, watching my classmates nod and stare lovingly at this performance. I thought surely I would soon be sick.

At this point, I felt like Mr. H. had enough rope. If I couldn’t hang him with it, I should at least be able to reign in the message a bit. And anyway, I really needed to see how he would respond to disagreement. So, up went my hand. Mr. H. called on me. And I proceeded to ask him if he didn’t think it more appropriate to consider ‘faggot’ a dysphemism (in retrospect, I should have just said ‘insult’). I went on to ask if he didn’t think the English language was growing new insults at about the same pace that it was growing euphemisms, or if he had specific reasons for thinking the one trend was outpacing the other. I think I managed to keep a respectful tone, but I definitely expressed my disagreement.

And the class grew silent.

The man literally scowled at me. In falling tones, Mr. H. asked me for my name. He then proceeded to dig the pile of index cards from the beginning of class out of his shirt pocket and slowly flip through the until he found mine. He then studied my card for a minute or two, all of this in utter silence. No-one said anything.

With a heavy sigh, Mr. H. finally placed the cards back in his pocket and looked back at me. “What I am trying to say is…” He then proceeded to restate his general thesis that English had been watered down through excessive euphemisms. He did this without responding to any of my points at all. It was amazing. There was no reference to anything I had just said, no answers whatsoever to my questions. No counterarguments. Nothing!

Mr. H. then asked me if that message was okay with me.

After a brief pause, I said ‘yes’.

By ‘yes’ I meant that I would be graduating without the benefit of a full course in grammar.

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A Mild Bout of Southiness; Don’t Worry I am Recovering Well

16 Sunday Sep 2012

Posted by danielwalldammit in Bad Photography

≈ 3 Comments

Tags

Art, College, Colorado, Denver, Photography, Photos, Saint Cajetan's, Street Art

Giant Dancers Inhabit Downtown Denver
…eek!

I recently spent a couple days in Denver, which was a lot of fun while attending a conference at the Community College of Denver on  the Auraria campus. CCD shares this campus with two other institutions, Metropolitan State College of Denver and the University of Colorado, Denver. Its a rather unique arrangement which seems to work well for the students.

Highlights of the trip included time spent at the old St. Cajetan’s church, a wonderful presentation by Carlos Fresquez, a Friday evening in Downtown Denver, and seeing the infamous mustang statue at the Denver airport. Sadly, I did not get a picture of this last one, but you just gotta love a statue so Demonic that it killed its maker. …okay maybe not, but it makes a good story anyway.

I can’t believe I didn’t get a picture of that!

So, here I sit in Hotel in Anchorage, waiting to go back home. It can be quite an ordeal getting into or out of the North Slope. I once spent 36 hours in the hands of the airlines, just getting to Santa Fe. A trip to San Antonio once took 24 hours. But the worst experience for me was a 30 hour trip from Vegas to the North Slope with 3 cats in tow. This time, the business office was merciful, and I have a nice layover in a good place …notwithstanding the storm.

I soon shall recover my full Northosity!

(If you click on the pics, they will embiggen.)

Mount Rainier (had another layover in Seattle)
St. Cajetans, founded in 1925
Arts and Crafts stands

Random Artwork
Part of a mural on campus (I literally couldn’t get far enough back to catch the whole thing in my lens.)
More Campus Artwork

Still More Campus Artwork
The view from inside the Student Union (which was at one time a brewery)
…it just looked cool.

Series of Paintings inside the Art Building
Very Cool! (also inside the art building)
More Artsy Coolness!

Buffalo grazing the pavement (talk about adapting to the environment)
Street Mural in Downtown Denver
Giant Dancers Inhabit Downtown Denver …eek!

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