Rough Theory

ACTIVE THEME

LINKS

COPYRIGHT

Creative Commons License
Unless otherwise noted, N.Pepperell's work is licensed under a Creative Commons License.

ACKNOWLEDGEMENTS

Wordpress.org

Get Firefox!

Archive for February, 2007

Towards a Substantive Ethics of Communication
Posted by N Pepperell, 7:03pm 28/02/2007
Blogging, Conversations, Critical Theory

Sinthome has been writing some beautiful reflections at Larval Subjects recently, reflecting on the general theme of how communicative interventions can open political possibilities, and also asking how the kinds of relationships and discourses that arise around blogging might be understood, when thought in this light. My schedule right now is too frantic to chime in, but I wanted to put up a pointer to Sinthome’s posts, and also quote a passage from the most recent:

The formation of groups and movements, of multitudes, does not itself address the real of antagonism. However, without the formation of multitudes the real of antagonism has no fighting chance of being engaged at all. In this regard, I think there is an ethics of communication that isn’t simply an ethics of how we communicate with others. It is an ethics that treats it as imperative that we do speak and write because if we do not that speech will not have taken place and will leave no trace. It is an ethics in which one occupies the place of a radio tower, linking to those things which you have found of interest, and repeating what others have said that you find to be of importance. It is an ethics that we have the courage to think that perhaps others have not heard, that perhaps what seems so obvious to you isn’t known or obvious to others and therefore is worth inscribing, so that someone else might pick it up and put it to work. And finally it is an ethics that engages the themes of others, varying those themes, so they might continue to be vital and alive, creating other possibilities for others to vary them yet more. In this way I believe that communities of sentiment might be born, which might, through some improbable miracle, have a genuine impact at the level of practice, how institutions are organized, how problems are solved, and how power is organized.

Several elements from Sinthome’s vision resonate with themes in my own work (without holding Sinthome responsible for my own clumsy translations): the notion of the materiality of communication - of how we might transcend the perceived dichotomy between thought and practice; the push for a form of communicative ethics that moves beyond the procedural, and points toward a more substantive normative ideal; the reach for a substantive normative vision that is not prescriptive, but generative; the appeal to the potential for communities of sentiment. At some point, I want to pick up on these issues, in relation to a theme I’ve been meaning to write on from Adorno - the concept of critique as the embrace of a noncoercive moment within the search for truth, which grounds both a personal imperative for action, and also a recognition of others as subjects who must, in the end, act for themselves… But more on this when I feel a bit less like an object myself… ;-)

Readers Anonymous, Or, the Non-Utopian Approach to Text

It’s been so long since we’ve met to discuss actual readings, rather than just commiserating about our overworked lives, that L Magee recently referred to us as “Readers Anonymous” - but, as promised, with March approaching, we’ll be entering a tangent on the sociology of scientific knowledge - with works carefully chosen to be relevant to various dissertations (in states of greater or lesser virtuality…) floating around the group. The proposed list of readings has already been outlined. We’ll start with Mannheim’s Ideology and Utopia next week, and hopefully an online discussion of some sort will follow.

We did have a proto-discussion of the Mannheim today (limited by the fact that some of us have been rudely hording our copies of our shared text, leaving others text-deprived). Unmoored from any detailed textual analysis, our discussion wandered around the concept of “utopia”, and made its way eventually to the issue of locating ideals in any realised political system - whether in the present, or in history. LM asked how any existent system could provide a normative model; I seized the opportunity to discuss my fondness for counter-factuals - and LM expressed a certain downside to my approach:

Well, you know, it’s hard to explain in an everyday sense what it means to hold a non-realisable ideal. It’s just that you know automatically that, well, that’s just gonna take some time to explain…

Hey - do I look like someone who’s pressed for time? ;-P

Dancing with Myself
Posted by N Pepperell, 11:58am 26/02/2007
Blogging

So recently I’ve noticed that people who know me personally have started citing my blog back at me in theoretical discussions. Often in situations where they remember what I wrote far more clearly than I do… It’s a strangely effective argumentative move: I sit there wondering, “Did I really say that?”… And then: “If I did say that, was I right?” ;-P

The Theory Chapter Reloaded
Posted by N Pepperell, 3:42pm 24/02/2007
Methodology, Teaching

I know this is becoming a bit of a regular rant… but I was thinking again this afternoon about how common it is for methods courses and textbooks to start with some kind of introductory “theory chapter”, which generally informs students that, before they begin any kind of research design process, they must:

(1) know their epistemological and ontological stance; and

(2) be able to position themselves in relation to a wide range of theoretical debates.

This is so common that I’m beginning to get a bit worried about how counter-intuitive I find it to be. I mean, I love discussions of epistemology and ontology - probably a bit too much ;-P - and I’m quite happy to position myself away in theoretical debates of all sorts. But I think it’s fairly safe to say that I would never start a research design course or text with these issues. I think it’s also safe to say that these are not issues that arose - in this form, at least - early in my own engagement with either research or philosophy. Am I that much of an outlier?

Amusingly enough, my main objection to this approach is itself ontological: there’s something about formulating the issue in this way - as though the researcher is some kind of disembodied consciousness, floating around in The Matrix, saying, “I need Theory - lots of Theory!” - and then out roll the shelves of high-powered concepts from the aether, from which the disembodied consciousness then selects whatever approach makes it feel most secure. What about the relationship of the theory to the object of analysis? What about the relationship of all of this to some underlying question? How do students make sense of and understand their theoretical choices, when this is how theory is presented to them?

Then there’s the pedagogical issue: maybe I overcompensate, but I tend to assume that most students - most peers, for that matter - won’t be as interested in abstract theoretical discussions as I am… Unless forced to start with these issues because the students are confronting them in assigned texts, I tend to sidle my way up to terms like “epistemology” and “ontology”, because I think it takes a bit of intellectual grounding for students to be able to understand why someone would care about what appear, on their face, to be rather abstract concerns. My experience has been that students find the concepts terrifyingly fuzzy - and that their fear isn’t assuaged by the tendency of “theory chapters” in methodology texts to rush past a definition of these concepts, and into long lists of competing ontological and epistemological stances one could conceivably adopt - all lined up in a row, in neat boxes - sometimes with light bulbs flashing beside them - as though people make a common practice of dealing with significant ontological and epistemological questions by trundling their conceptual carts down the theoretical aisles in some vast grocery store of human knowledge…

I know I’ve said this before - recently enough that I shouldn’t still be ranting about this topic - but my impulse is to start with something much more grounded - much more solidly within students’ experiential frame: with what students are curious about, where their passions lie. From here, they can begin to ask questions - and those questions will then, eventually, give them the basis for finding ontological and epistemological questions meaningful - and for translating their interests into something that might fall within the boundaries of academic research.

I realise that textbooks don’t have the flexibility I have in the classroom, to build a discussion around students’ questions and dreams… But still… Wouldn’t it be possible, at least in principle, for a text to talk about curiosity as the origin point for a research process? To sketch some examples (which surely wouldn’t be any more misleading that the text box versions of theoretical positions these texts already supply) of how particular researchers found their way to problems, which then teased and thwarted them into methodological strategies - and then to unpack the concepts of epistemology and ontology from there?

Melbourne Midnights
Posted by N Pepperell, 11:56pm 23/02/2007
Overheard

I’ve been coming back into the office in the late evenings most of this week, trying to convince myself that I’m prepared for the term.

Images of Redemption

I’ve been wanting for the past several days to pick up on Sinthome’s wonderful post Of the Law as a Veil. In this post, Sinthome reflects on tensions between the Lacanian notion of lack as perhaps constitutive of our experience of intersubjectivity, and critical theoretic appeals to ideals that view lack as historically constituted - as something that can be overcome through social transformation. Sinthome builds toward a fantastic series of questions, left hanging and unresolved:

On the one hand, to what degree is it legitimate to see lack as constitutive in this way? Could this particular form of lack be the result of a historical emergence or development? And if so, how would we go about demonstrating this, without falling into narratives of the fall? On the other hand, supposing that Lacan is right, what would a Marxist informed politics look like that takes this into account.

These questions condense an enormous amount of complex content, and touch on issues that are very much “live” and unresolved for me, to the extent that I don’t actually feel that I have enough distance to comment meaningfully at this point. I’ll tuck a few scattered (and I really, really need to emphasise the “scattered” qualifier here) below the fold - but otherwise just point readers to Sinthome’s far more coherent and productive reflections.

Street Corner Virtual Society
Posted by N Pepperell, 7:18am 22/02/2007
Blogging, Overheard

Going to the train station around midnight last night, I passed a frustrated man talking to someone on a public telephone on a major street. “Blog!” he was insisting, “No: blog! B - L - O - G! Blog! Look… it’s a kind of online diary, okay?!”

Comment Delays
Posted by N Pepperell, 7:44am 21/02/2007
Admin

Just a quick apology - and warning - that comments from “regulars” seem to be sitting around in the moderation queue for me to approve, rather than going through automatically as they should. I assume this problem is iatrogenic: an update yesterday, which was intended to help reduce the massive spam surge that has hit the site over the past couple of weeks, seems to have generated this undesired side effect.

So: even if you have posted here before, I may still need to approve the next comment you make. After that, I think you’ll be able to comment normally. Apologies for the inconvenience, particularly for Joe and Rich, who are writing wonderful, thoughtful comments, and who have both found their work held up in the moderation queue for hours… This of course would happen at a point in the year when I can’t check in very often to clear things out of moderation…

If the update has caused any other artefacts - comments never showing up, other problems with the site - please do let me know. Many thanks for your patience.

How to Work Out What Theory to Swim In
Posted by N Pepperell, 3:24pm 20/02/2007
Professional Life, Teaching

Thoughts like water drain from the pages of the text...Some weeks back, I agreed to take the “theory lecture” for a particular course (nice sideline theoretical outsourcing business I seem to have going here - L Magee was talking about Hegelians for Hire a few weeks back: maybe there’s a market in this sort of thing after all…). At the time I agreed, though, I hadn’t realised that part of the deal was that someone else would write the title for the lecture I would give. Now, let me ask you, does the title to this post sound like something I would call one of my lectures? Maybe I don’t want to know…

Difference
Posted by N Pepperell, 12:34pm 19/02/2007
Professional Life

Pinocchio under wraps.So now that I’m meant to be a real person, I’ve been invited to speak briefly with the incoming students at an orientation session. Or maybe I shouldn’t be quite so hasty to conclude that I’m real person just yet. The request went something like, “You know - we just want you to speak for a couple of minutes. Just to let them know, you know… that you’re… something, you know… a little bit… different…”

Indeed…