Derek's citation of an entry over at Paul Matsuda's blog tripped a bit of a switch for me this evening, and the result is probably going to be a sizable post. Buckle your seat belt.
What I want to take issue with, ever so slightly, is the tried and true bit of wisdom that entering academia is a matter of "joining the conversation." We're fond, in rhetcomp, of Kenneth Burke's passage from Philosophy of Literary Form, as a metaphor for disciplinarity:
Imagine that you enter a parlor. You come late. When you arrive, others have long preceded you, and they are engaged in a heated discussion, a discussion too heated for them to pause and tell you exactly what it is about. In fact, the discussion had already begun long before any of them got there, so that no one present is qualified to retrace for you all the steps that had gone before. You listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar. Someone answers; you answer him; another comes to your defense; another aligns himself against you, to either the embarrassment or gratification of your opponent, depending upon the quality of your ally's assistance. However, the discussion is interminable. The hour grows late, you must depart. And you do depart, with the discussion still vigorously in progress.
There are critiques of the Habermasian character of the Burkean parlor, but that's not my concern. My concern is with the ease with which "putting in one's oar" is translated into the nominalism of "publication." As in, I need a publication, or to get a publication, or I don't have enough publications. I'm being somewhat specific here: I'm objecting to "publication" as a thing you have as opposed to "publishing" as an activity you engage in. And thus my concern is also with how we translate "listen for a while," because I think that's key for publishing (and perhaps less of an emphasis in publication).
For the past couple of years, I've been handing out Paul Matsuda's chapter "Coming to Voice: Publishing as a Graduate Student," from Casanave and Vandrick's Writing for Scholarly Publication (Amazon). In fact, I wrote about it, almost exactly a year ago, in the context of a discussion about the ongoingness of blogging. So it was kind of cool to see Paul repeat some of that essay in a blog entry a couple of weeks back. And it reminded me about why I hand out his chapter in the first place.
I wrote a year ago that "What's important about the essay is that it narrates a process that's not about acquiring disciplinary content so much as it is learning about the conversations, about seeing publication as an ongoing process," but I want to amend that statement slightly. I'm now beginning to wonder if even the metaphor of "conversations" pushes us too quickly towards the "publication" end of things.
As I mentioned early on, over at Rhetwork, the idea of collection has been gathering steam for me for a while. And so I want to contrast collection with conversation as a guiding metaphor for academic/intellectual activity, particularly at its early stages, i.e., in graduate school.
I'll add some citations to this eventually, but this summer, at RSA, I gave a paper where I suggested that collection, as Walter Benjamin describes it in "Unpacking My Library," operates as a hinge between narrative and database, in part based upon our affective investment in it. I may look at my big wall of books and see all the various connections among texts, in terms of their content, chronology, and my own encounters with them. In short, I may perceive it as a big wall of conversations, of disciplinary narratives. Someone else may happen upon it, and simply see a library, a database of rhetoric, critical theory, technology studies, et al.
The value of the collection, of having all these books here, is that I'll never know what's going to be useful. I can't predict, when I begin an essay, what will find its way in and what won't. I have the luxury of being able to work my way through my collection, following up on dimly perceived connections, my own added marginalia, etc. And the wall enacts on a material scale what's going on in my head as I constantly add articles, books, ideas, etc., to the collection of disciplinary knowledge that occupies a certain portion of my mind.
It probably feels like I've wandered from my point. My point is that we tend to think of our disciplines largely in terms of the narratives we construct, stories of the field's progress from point A to B to C or as conversations among certain luminaries occurring in the pages of journals and books. To treat the discipline as a database (where, a la Manovich, it's just "an infinite flat surface where individual texts are placed in no particular order� ) is to foreclose, initially at least, on the narratives that we tell ourselves about our fields.
But of course, disciplines are neither one nor the other; they're both. From the outside, the publications in a given discipline comprise a growing mountain of discourse that no one person could possibly master. From the inside, even a single article may yield all sorts of narrative information about where the writer's from, with whom she studied, to whom she's responding. We become quite adept at reconstructing conversations from a single voice, and the occluded genres of footnotes, citations, and bibliographies can only help us do so.
And when faced with the conceptual metaphor of a discipline as a gathering of conversations, as a parlor, our response is to want to join it, to enter the conversation. The uber-competitive job market only fuels this desire, as if it needed feeding. When faced with a conversation, there aren't a lot of other options.
I want instead to think about collection as an alternative metaphor for what we do, or an earlier stage of a longer process. In part, I'm prompted by Brendan's Katamari Interface and by Jeff's comments about DJs as researchers. When I think of the tools that I use most often, I can see them in terms of collecting:
- blogs, collecting my thoughts and notes
- del.icio.us, collecting my bookmarks
- Library Thing, collecting my books
- Bloglines, collecting my feeds
and so on. In talking about
why it's important to "read it all," Paul explains:
I then scan through [the library] to explore the intertextuality--which sources get mentioned more frequently and how. I then collect more sources if I don't have them handy. Without this process, it wouldn't be possible to come up with viable research questions or to know what questions or concerns reviewers and readers might have.
This is exactly the kind of data mining that we become proficient at as academics, but it's awfully tough to accomplish unless you have that collection to begin with. As we gain experience, we learn how to read articles for their intertextuality, for the differences between primary and secondary sources, etc. But the conversations emerge from collection, not the other way around. And in fact, I want to suggest that the discipline as database also emerges from collection, but that's a different essay.
I'm most certainly not trying to sneak around the back way to saying that "grad students these days are too focused on publication blah blah blah," although there are probably hints of that here. To take a course is to engage in collection, as you read texts and add them either to your active memory or your shelves. It's something we all do, period. To read a journal is to add to your collection.
I'm doing a guest shot in our gateway course this week, and what I'll be talking about, what I'm interested in here, are the logics of thinking as a collector. There are all sorts of tools, not to mention plenty of great examples, for the process of managing your collection, but it's important, I think, to make the figural leap. That is, it's important to understand that what we do in graduate school is to collect.
When I was a kid, I collected baseball cards. And for the first couple of months, I would buy the random packs of cards, always with the assurance that there'd be at least a few cards that I didn't have. As that number began to shrink, I'd start trading my doubles for friends' doubles, of ones that I hadn't gotten yet. And it would get to the point where I'd need only a few to complete a team or even a season, and so I'd go and pay premium prices at the card shop for the one or three that I needed. As a collector, it was important to have the whole set, of course. Reading the journals in a field is a lot like buying store packs, and I don't mean that as an insult. But their output is constrained by their input. Some journals are like being able to buy a store pack with the guarantee that the cards are all from the same team. That's also what taking graduate courses are like, I think. At some point, though, you have to get really specific, and spend your time strategically, to find the key elements missing from your collection, and that means going beyond course work or journals, and tracing bibliographies, asking experts, etc. It means thinking like a collector.
On the one hand, thinking like a collector means just accumulating, rolling your brain/katamari over everything and anything it can pick up. But it also means thinking about how you're going to manage it, how you're going to be able to use, in two years, what you're reading now. I can tell you from experience, "Well of course I'll just remember it" won't work. Seriously. It was just about a year ago that I was coming off of a discussion of note-taking (I taught our gateway course last year), and wrote:
One of the things that I emphasized in class today was the need to develop systems that are sustainable, things you can do (and keep doing) after the initial motivation has passed and the glow has faded.
And that's what I'll end with this year. And probably this week in that course. Use folders, notebooks, blogs, whatever, but build sustainable collection practices that you can engage in tomorrow as well as two years from now. Collect, collect, collect.
Told you it'd be long. That's all.
technorati tags: teaching-carnival grad carnival
