Tuesday, March 31, 2015

Art As Therapy: Georges Seurat, The Bathers (1883-4)

It is easy to be seduced by the surface of this painting. The flickering, pearly light glows on the skin of each figure. It diffuses a pleasant glow on everything as if the world radiated rather than reflected light.

There are smokestacks in the background. One of them (center) is dissusing smoke high into the air. Its darker blue seems to diffuse innocuously into the general mist of the foreground.

The river has many bathers on its modest, grassy suburban banks and beaches. This is urbanized nature, thanks in part to the not-so-distant smokestacks. The bathers have come to the river for a temporary break. The swimmers wear their underwear, or their swimsuits under their clothes, to save time. Others sit or lie on the bank in their summer suits. This does not seem to be a day at the beach but more likely a break in the work day. Ordinary life taps the bathers in their shoulders. They respond to this tapping in various ways.

The three young bathers in the foreground may have come here together. They are associated by their proximity in the composition and the bold reds and golds of their hair and bathing clothes. The boy sitting on the bank with his feet in the water seems to be the eldest. He slouches and looks out at the water from beneath shaggy ginger bangs. His flat hair suggests that he wore his hat to the beach, then removed it. If he notices the younger boy making farting noises with his hands and mouth directly in front of him, he doesn't let on. The eldest boy is stealing time from encroaching pressures and responsibilities, which might include looking after his younger companions. He no longer feels young enough to make impish farting noises or stare down wonderingly into the water (as the third, possibly youngest bather does). His visit to the river is desultory. He doesn't want to remember being that carefree or consider that loss.

But this teenaged bather is not the only one sitting in solitude on this busy beach at mid-day. The children are immersed in their own separate worlds of play, and the adults are in various states of solitary repose. One exception is the man whose proximity with his dog suggests intimacy. In this painting, human socializing is a spectator sport enacted by others across the water. Figures on skiffs or sailboats might be interacting, but the figures closest to us are not. Several of our sunbathers are doing similar things by lying or sitting and looking at the water; but even that focus is not unanimous among the bathers. One of them, in the background, lies on his stomach facing away from the river.

In a crowded place, peaceful solitude is an art. These are Parisians, people who know how to live and make the most of a meagre mid-day break. The adult figures in the painting (stacked vertically along our left) have learned that art. They have cultivated this repose over generations.

The casual triangle formed by the figures from top left to bottom right gives the scene remarkable stability and stillness. It is always the quiet stillness of midsummer noon in this painting. Modernity is looming, but humans can cultivate themselves in Nature's generosity, perhaps enough to figure out what to do about those smokestacks.

Sunday, March 29, 2015

Disaster Porn and the Divine: Matt Bahen's Pale Heaven and Sometimes Comes the Mother, Sometimes the Wolf




"Men should be caressed or else annihilated," said Machiavelli in his advice to a Medici prince. In the two paintings before us, pale sunlight intermittently caresses and blasts out the rich textures of ruined interiors. Viewed from across a room -- in this case, the daycare-style dungeon that is the cafeteria at the Art Gallery of Ontario, where I drink coffee from a paper cup -- these works by Matt Bahen resemble, at first, my favourite photographic subject: urban exploration of grand, ashen ruins such as Detroit, which happens to be my birthplace. Up close, however, the surfaces of the canvas dissolve and coalesce into luscious, pearly impasto. The subtle vibrations of palest greens and pinks illuminate these places, giving way to deep and rich browns spawned in rusted metal, blown leaves, and dried blood.  Here, everything -- exterior and interior; stone, brick, mortar, metal; plaster, wood, paint, fabric -- gives way in its own time to light, water, and wind, which break it down to its elements. From the niches of these haunted, imagined walls, maybe saints used to watch over the proceedings; but the saints left long before this scene. And what are we watching?

On each canvas, in the transept of each space, under what was once the dome but now resembles a Roman amphitheatre, two dogs (escapees from baroque paintings?) grapple, playing or fighting, on hind legs. No longer sworn to human masters, Fido has found and joined his own pack. What brought this pair of mutts here? If they are career fighting dogs, we viewers are the sole audience. No, watched or not, they are just two post-apocalyptic strays, whiling away the days (their play decidedly more menacing and combative in one of the panels) under the shattered dome of church or sky itself.

A fable unfolds.  As players or fighters, the dogs in this story make uncomfortable bipeds. They need each other to stand; but when they stand, they fight. Forgotten and forsaken, only they can end this conflict or game because the world that used to feed and house them is in ruins. Like the two paintings, the dogs are no matching set, but an incomplete triptych. The missing panel has to come from the mind and spirit of the viewer.

What could make everything "go to the dogs" so spectacularly? Well, for one thing, turning our backs on people or places or ideas that need us. When we abandon something entrusted to our care, it starves (get a load of the countable ribs on those dogs), then eventually dies. Machiavelli would have marveled at such economy of scale. He envisioned active, energetic cruelty; our modern masters have economized,  elevated neglect to the new torture, transformed failure to "caress" into the new annihilation. These lost, scavenging canine drifters remind us that Tinker Bell isn't the only casualty of an abandoned idea. American rust-belt cities such as Detroit and Pittsburgh and Buffalo are the Tinker Bells of this century. They are also canaries in the coal mines in which most of us work, economies that can --  have, will -- cut and run, leaving survivors to dig their own way back to the surface or not, according to their lights. And what will await the lucky survivors on that surface? Dazzling light, gorgeous ruins, and starving dogs. When shared by only a few, gentrification affords no renaissance. 

Naturally, everyone's perception of these or any works is as unique as DNA. Through the lens of faith rather than economics, an atheist, an agnostic, and a believer are three possible if over-simplified perspectives for viewing this diptych. 

In many ways, the atheist and the believer may have more in common with each other when looking at these works than they have with the agnostic. The hard-line faithless and faithful have definite, if opposing, perspectives. After all, one must take a position; failure to commit is nihilistic. Just as the decay of a neglected building annihilates interior and exterior, so agnosticism deconstructs the commitment to the divine and secular alike. What more are we without our convictions than dogs fighting in a ruined church?

Are humans wholly compatible with uninterrupted divine faith or atheism, or rather are faith and doubt natural iterations in our search for meaning? Holy texts call out most compellingly as the voices of questioners, their struggles dominating the rising action of story after story. These ancient texts represent most of our lives as states of existential flux. For the elect, the moment of agape is the climax or the punch-line.

Every ruined structure alludes to the divine. For me and many fellow urban explorers, ruined or abandoned spaces are more than spectacular windows on the grotesque; they are grand manifestations of the memento mori tradition. Sooner or later, entropy opens every building up to the heavens (the "vertical" impulse of the imagination, according to Northrop Frye), as well as sideways along the ground (the daily world of the "horizontal" in Frye's mandala). All public buildings, secular or divine, store in their bones the joys and punishments of the cathedral; in turn, the vaults of these great buildings are monuments to the forest canopy.

The idea that nature is a church smacks of soft-minded escapism. On its surface, the generic spirituality of the agnostic abandons the rigours of boredom , social anxiety, and sincere inquiry in favour of the picturesque. Perhaps the resentment from both polarities -- the devout and the denier -- comes from envy, or the suspicion that one has paid for something that was free all along.

In fact, this envy is misguided. Like most stories of the Bible, the middle road of agnosticism is a gruelling, often humiliating journey. The competent agnostic must test his or her ideas daily. Like Sartre's existentialism, agnosticism is a humanism, a rigorous examination of conscience. Moreover, the reward of certainty is unavailable to the agnostic. From this position, the apostolic and atheistic attitudes look like easy fixes. 

The world needs keepers of its grand memory to assess its present and project its future, and chiaroscuro seems to be the medium most fit to express essential truths. Black and white thinking has brought us to the edge of ruin. So these two paintings remind skeptics like me to stand firm alongside believers and unbelievers alike, readying ourselves for the day when the masters of these places will go out for cigarettes,  never to return; when hand-claps, too faint and too late, will fail to revive us. Meanwhile, our vocation is the purgatorial agony of seeing through a glass, darkly. This deeply personal, ever-changing, unformed vision which we carry inside us is the final panel of Bahen's generous triptych. 

I would love to liberate these paintings from their current home. Alas, I have the leisure to see them but not the means to buy them. In case you do, I have included the artist's link (without his prior approval). At very least, treat yourself to their luscious, playful, and jarring splendour over a quick joe in the AGO basement, where you can enjoy them without paying the price of gallery admission. 


Curious about the ways that pre-digital people write essays? See images of my agony below. I'm on the ninth draft. Maybe ten's a charm.











Sunday, October 5, 2014

Art As Therapy: Van Gogh, The Mulberry Tree in Autumn. October 1889.
There it is, smack-dab in the centre, all tentacles of fire. It seems to radiate light. Like most other objects in the painting, its leaves are moving, curling their fists against the soaring winds. Even the lowest-lying surface of the foreground (the field, a thick, creamy carpet) is buffeted by the ever-present wind. Their very existence in this setting is an exhilerating struggle.
This motion celebrates the Copernican universe; we spin and cling to the Earth. But wait. Is the tree reacting to the wind or creating it? The child-mind has painted the sky to soar and radiate from the tree itself. Who's got the time or patience to paint the sky first? BAM! CRASH! The tree is a caption at the climax of a comic strip.
The paint in the foreground is thick. This yellow impasto is generous; it is a harvest, coming your way at the speed of this spinning planet.
Only the densely green stands of trees near the horizon defy the laws of wind and light with stubborn immobility. They draw the eye like pyramids, landmarks of dark possibilities, places that we're aware of even as we rejoice in this ultimate capture of sunlight. There will always be time for darkness, they seem to say. It's just a short walk.
Resting up against the tree's curving trunk is the only evidence of human society (also the closest to a rectilinear rendering) in the painting: a storage box. After all, a farmer's field is a place of work, and autumn means that there is work to be done. That box and the dark forests are the only solid objects on the exploding surface of the canvas; thus, the anchors of the painting, the ideas that keep it from spinning into the realm of fantasy, are toil and darkness. The essence of all these objects, in motion or stasis, is their steadfastness. Persistently immovable or tirelessly moving, they persevere.
The little orange tree in the middle-ground taps us on the shoulder; reminds us of wonders -- some light-filled and fiery, others risky and scary -- that await us if we just keep walking.

Sunday, August 31, 2014

Art As Therapy: Georges Seurat, The Bathers, (1883-4)


The light in this painting is pearly. This pearly light glows on the skin of the subjects and flickers on the surface. It diffuses a pleasant glow on everything as if the world radiated rather than reflected light.

There are smokestacks in the background. One of them (center) is diffusing smoke high into the air. Its darker blue seems to diffuse innocuously into the general mist of the foreground.

The river has many bathers on its modest, grassy banks and beaches. This is urbanized nature, thanks in part to the not-so-distant smokestacks. The bathers have come to the river for a temporary break. The swimmers wear their underwear, or their swimsuits under their clothes, to save time. Others sit or lie on the bank in their summer suits.

This does not seem to be a day at the beach but more likely a break in the work day. Ordinary life taps the bathers in their shoulders. They respond to this tapping in various ways.

The three young bathers in the foreground may have come here together. They are associated by their proximity in the composition and the bold reds and golds of their hair and bathing clothes. The boy sitting on the bank with his feet in the water seems to be the eldest. He slouches and looks out at the water from beneath shaggy ginger bangs. His flat hair suggests that he wore his hat to the beach, then removed it. If he notices the younger boy making farting noises with his hands and mouth directly in front of him, he doesn't let on. The eldest boy is stealing time from encroaching pressures and responsibilities, which might include looking after his younger companions. He no longer feels young enough to make impish farting noises or stare down wonderingly into the water (as the third, possibly youngest bather does). His visit to the river is desultory. He doesn't want to remember being that carefree or consider that loss.
But this teenaged bather is not the only one sitting in solitude on this busy beach at mid-day. The children are immersed in their own separate worlds of play, and the adults are in various states of solitary repose. One exception is the man whose proximity with his dog suggests intimacy. In this painting, human socializing is a spectator sport enacted by others across the water. Figures on skiffs or sailboats might be interacting, but the figures closest to us are not. Several of our sunbathers are doing similar things by lying or sitting and looking at the water; but even that focus is not unanimous among the bathers. One of them, in the background, lies on his stomach facing away from the river.

In a crowded place, peaceful solitude is an art. These are Parisians, people who know how to live and make the most of a meagre mid-day break. The adult figures in the painting (stacked vertically along our left) have learned that art. They have cultivated this repose over generations.

The casual triangle formed by the figures from top left to bottom right gives the scene remarkable stability and stillness. It is always the quiet stillness of midsummer noon in this painting. Modernity is looming, but humans can cultivate themselves in Nature's generosity, perhaps enough to figure out what to do about those smokestacks.

Friday, June 6, 2014

Tim Hudak Wants Your Job

Hey, why do I keep seeing you in this aisle of the store? Do you work here or something? Sorry. We used to joke like that before Tim Hudak wanted your job.
     But what will he do with it? Turn it into something that gets extruded from a machine? Something nasty and cheap, like the mush that becomes Chicken McNuggets and weaves its curiously addictive odour among the off-gassing of better Wal-marts?
     After all, your job can get a lot nastier and cheaper than it is. Really, Hudak is just taking a pre-existing austerity plan to its absurd, dystopian conclusion. Already discrepancies are growing between you and your colleagues  because of a rebate on sick days for some people. You haven't used your quota of sick days; therefore, you're elegible for a rebate on one of your unpaid days. Meanwhile, a colleague, who, through no personal wrongdoing, has been ill this year -- not one of those "imaginary" psychiatric disorders that we so-called "liberals" complain about; rather, the kind of physical ailment whose symptoms include blood-filled cysts that cause nebulae of agony when they explode inside the abdominal cavity -- will earn a day's less pay than you. Arguably a sick person might need that day's pay more than you do to cover incidental, non-refundable expenses that arise from illness: non-prescription meds and supplies as well as services to keep lives running smoothly when we can't cook or clean or get around as effectively as we would when we are well. But not to worry; under Hudak's system, that person, who happens to be an athlete, can make it up with "merit pay" and get ahead of you in this free-market world of education.
     Anyway, Hudak isn't even in power yet; but thanks to low voter turn-out, that will be easy. Once he makes your job an essential service and outlaws your union (following the Wisconsin model, which he has been researching), he intends to hire you back for half your pay. In no time,  public education will become like a smooth-running chain of Wal-mart stores, the most relevant experience which he brings to the field. Like most Wal-mart employees, you've probably already finished paying for your spacious house and reliable car, unless you've been slacking off; after all, we reap what we sow. And in order to sow, you will need special skills that have only an arbitrary relationship to good pedagogy.
     Unless you play sports or a musical instrument or teach acting, you'll have a tough time qualifying for merit pay. And since we'll all be striving for that minimum 90 percent on standardized tests, it's probably best to teach from manuals and websites that extrude unit plans like bags of interesting-shaped pasta. After all, teaching isn't an art, right?
     So with half your pay, merit pay would sure come in handy if you could get it in your spare time. (By the way, those long hours that you work will only get longer because classes will get bigger once many of us are fired.) As for those of us with heavy marking loads, well, there's no merit in that work. Better take that barista course while you can still afford it. Maybe you can get much-needed free coffees during your shifts; after all, every little resource counts.
     Speaking of resources, let's talk about energy: yours.  Since you will be working longer (not counting your part-time job) and getting crankier from marking those bigger classes, you might have to budget for a cheap divorce or settle for more of a solitary life than you'd envisioned. Your early hours have never suited most other adults, but your longer work will make relationships even more difficult to start or sustain.  Oh, and if your productivity flags from the stress of personal loss or solitude, you'll probably get fired. After all, no one is irreplaceable.
      So Hudak gets your job back for a worthier person to do it. Society loses you but gains the next "enthusiastic, quality teacher", at least until that  one wears out and joins you in the line of unemployed to the crack of doom.
     However, losing your job shouldn't matter to you: you're middle class, right? And middle class means that you own a vineyard or something and go to work just to beef up your investments. If you actually had to work to pay your bills, you'd be working class, but that can't be true. You've been told all your adult life that you're  a middle class professional. I'm sure you'll be fine.
     What, are you still standing there? Don't you have shelves to stock or something? No, wait. That's next year. Better study up!


Friday, July 5, 2013

Proust Questionnaire #2

Seeing gender as a continuum rather than polarities all my life, I hesitated to address the second topic in the Proust Questionnaire: "my favourite qualities in a man." But Proust's own playful response - "womanly charms" - gave me courage to proceed. My favourite qualities in a man are confidence, fairness, and sincerity, in order of increasing importance.
     We seek out qualities that we lack. I have trouble accomplishing some things without another's courage; and since courageous women disdain one another's cowardice, I seek out the help of courageous men when I need it.  Therefore, I value courage in a man because I lack it.
     I suspect, mostly from clips of movies starring John Wayne (a notorious real-life coward), that courageous men disdain cowards of their own gender as much as brave women abhor cowardice within ours. Therefore, a wise man might be more capable of fairness in the concerns of women than the affairs of men, as a wise woman (like Shakespeare's Portia) may be superior at settling scores among men but overly-involved in or indifferent to her own. At this specific moment in history, a classically cultivated Western gentleman considers others' conflicts thoughtfully and humanely, tempering "strict justice" with the tacit empathy of noblesse oblige (there I go again). In this, his final, brief incarnation, the modern gentleman's "quality of mercy is not strained", at least not in his treatment of women, as a nod to our otherness if nothing else. And since ever fewer men and women entertain the dream of becoming "gentle" in the traditional sense of land ownership, inherited wealth, and leisurely time to cultivate oneself, the concept of a gentleman must adapt or die. But regardless of economic fluctuations, as long as men and women eschew the competition that comes most naturally of similarity but instead grow in our mutual otherness, we will deal each other justly.
     Finally, and most importantly, I value sincerity in a man. I recoil from the word honesty, having experienced this excellent quality in the service of cruelty on numerous occasions. I appreciate genuine intentions. Similarly, I like to know that a person's expectation of reward does not outweigh his desire to give of himself. Since such exchanges are inherent in human relations, I prefer tacit acknowledgement of mutual debt to blatant accounting. When I give to a friend, I expect no compensation, certainly not in kind. Only in the spirit of giving - that is, a generosity of spirit - do I crave mutual rather than complementary values. And generosity happens to be the topic that I chose in response to Proust's previous question: What is your favourite virtue? But alas, that entry is so specific and vitriolic that it will remain in the private realm until I figure out what to do with it.

Saturday, October 20, 2012

Id+Ego=Jihad

So Premier Dalton McGuinty created a crisis, then  prorogued legislature and resigned. It's hard not to frame this triple-hit as avoidance fueled by cynical confidence in public forgetfulness. Under these conditions, rightists have only to iterate jobs-taxpayers-jobs-union fatcats-jobs into the void. And when Ontario's right wing -- friend to Canada's masters of proroguerie -- cries foul and calls for an election, the left wing will face the charge of political cynicism for standing by the current minority government or running with the rightist opposition. Thus, what would be a source of power for other political parties -- the leverage to support or bring down a minority government -- becomes a political liability for Ontario's left-centrist party.
     How is it that other parties, despite traditions of greed and corruption, don't suffer such derision? Because just as a healthy person needs a balance of id, ego, and superego, so a three-party liberal democracy cannot function without a strong left wing. Regardless of political bent, everyone intuits that the left embodies his or her conscience. No matter how often we choose to ignore it, everyone needs assurance of that "eternal jewel", ready, ultimately, to be cashed in.
     Even the most avaricious and narcissistic need assurance of their own neglected humanity. So the act of reviling the faintest whiff of practicality in any leftist party's decision is an act of fear: fear, regardless of political stripe, for our very soul; our innate call, beyond sectarianism, to enlightenment, epiphany, jihad.
     Late in 2001, a student described in her journal the true nature of jihad (a word tainted from that time, some say indefinitely, by right-extremists) as the daily struggle of the soul to seek and express itself, a deeply private revolution that drives every decision that everyone makes every second of life: to have or forgo the cookie, exacerbate or relieve gridlock, vote or not vote. There is even a jihad of reading inherent in Northrop Frye's description of any literary work as an "apocalypse", reading as "the last judgement of mankind." In other words, every moment is an opportunity to evolve. And the left, the political arm of that impulse, is the voice of civilization. By railing against the left every time it does (or might do) something pragmatic, all people, regardless of belief or opinion, acknowledge that inner voice.

Wednesday, April 11, 2012

Like vs As

"like, as, as if, as though Like is a preposition and introduces a prepositional phrase. As, as if, and as though usually function as subordinating conjunctions and introduce dependent clauses. In college and business writing, do not use like as a subordinating conjunction. The sky looks as if [not like] the end of the world is near."
Edward A. Dornan and Charles Dawe, The Brief English Handbook Third Edition (USA: HarperCollins Publishers, 1990), 459.

Sunday, March 4, 2012

Ce Que Tu Manges

Henri Brillat-Savarin said, « Dis-moi ce que tu manges, je te dirai ce que tu es » or « Tell me what you eat and I will tell you what you are. “ Recently, our school adopted Peel’s Healthy Living Policy, banning the sale of junk food in schools. This reform means that our school's cafeteria now serves food that is similar to what people should eat at home. Implied also in the phrase “healthy living” is an overall focus on the well-being of the whole person, not just what he or she eats. At its very best, our school models this goal. Overall, it is a good system.
     But some intangibles distract schools from this social contract. In the midst of this erstwhile push toward healthier living, we risk over-processing and adulterating what we put into people’s minds. Enter the initiative of professional learning communities for teachers, which can reward or punish critical thinking, depending on school tone. On days set aside for professional learning, students are released early, leaving teachers to think and talk about new methods and technology rather than ideas or content of learning. Indeed, content has become the village idiot of professional learning communities.
     Even if we perceive education as a “service industry” (like Starbucks or Taco Bell) rather than a helping profession (like nursing or social work), students are ill-served by early dismissal if it takes a toll on instructional quality and time (the “value-added piece”, if you will). So how do we maximize the value of early release time? How do we “cut the fat” or ban the junk, as our cafeterias do?
    As lifelong learners, teachers are hard-wired for self-improvement, personal or professional (if one can even draw such lines), as long as it is authentic. On the other hand, using clickers to answer indecipherable multiple choice questions about methods-based projects (“dis-moi ce que tu manges”, encore) is a colossal waste of resources, both tangible (salaries paid to create and administer silly surveys; thousands of dollars per “mobie” kit) and intangible (the time, education, and compassion of teaching professionals and their charges). Indeed, the very premise of mobie technology – namely, that the end-user lives in an environment of such raw, unmediated brutality that a simple show of hands is dangerous – barbarizes rather than civilizes. Loud and clear, the Board seems to be saying, “Je te dis ce que tu es.
     Without critical thinking skills, content, or general knowledge, students become passive recipients of life; taxpayers and indiscriminate consumers rather than responsible citizens. And if even the Ministry of Education – arguably the institution that has the most to gain from fostering passivity – wants something better for young people, so too should educators. Making people merely “marketable” (a goal promoted by resource and other teachers) leaves them “stuffed and starved”, to borrow a phrase from Raj Patel, a Fellow at the Institute for Food and Development Policy. Our life becomes filler without substance.
     On the other hand, the solution costs nothing and saves thousands of dollars per school; nay, tens of thousands when we figure in refunds on redundant mobie technology and decreased absenteeism of the compassion-fatigued. It involves a simple paradigm shift, if you will, to the real reason that teachers and students occupy the same space in the first place.
     As hostile as administrators may be to “content-based learning”, every single, solitary course guideline suggests that the Government of Ontario thinks otherwise. Therefore, for those who care about education, professional learning communities should implement methods in the service of content, not the other way around. For instance, a community designs or revises a unit of study (or even an outline for a course that has been wiped ad hoc off the school’s calendar because of its alleged lack of relevance to employment: read media studies and film arts) to invite a greater variety of ways for students to demonstrate and expand their critical thinking. Of course, these communities take time to develop, time better spent in planning curriculum rather than clicking on questionnaires. Given actual time to design meaningful PLC projects, teachers can incorporate innovative (read: relevant) methods into their deliver of ministry-mandated content. Those who favour method over content can (grudgingly) accept knowledge and thinking as mere “super-sizing” of education.
     Meaningful professional learning is a labour of love: love for the power or information, the necessity of critical thinking, and the compassion and responsibility required to live fully in a liberal democracy. And that’s super-sizing the good stuff rather than the junk, following our consciences, and modeling the future we want.

Wednesday, February 23, 2011

Beastly

In 2008, American hedge fund manager Andrew Lahde’s farewell letter to his shareholders contained an interesting message about the naked avarice that threatened to collapse the world’s economy.

I would like to make a modest proposal. First, I point out the obvious flaws, whereby legislation was repeatedly brought forth to Congress over the past eight years, which would have reigned in [sic] the predatory lending practices of now mostly defunct institutions. These institutions regularly filled the coffers of both parties in return for voting down all of this legislation designed to protect the common citizen. This is an outrage, yet no one seems to know or care about it. Since Thomas Jefferson and Adam Smith [sic] passed, I would argue that there has been a dearth of worthy philosophers in this country, at least ones focused on improving government.


     This message (reproduced, warts and all, in a book by Chris Hedges) resonates with a teacher of a marginalized subject (such as, say, English). It is also a warning to educational systems that continue to neglect my subject in particular and the humanities in general. Simply put, the arts and social sciences are called the humanities for a reason: without them, civilizations have in the past collapsed and will again collapse into brutality.
     Over my twenty-four years of teaching, I have been told, among other incidental, staff room-exiling affronts to my subject, that English teachers are “a dime a dozen” (by a recruiting TDSB principal), and that the humanities are the “spokes in the wheel” of a sci-tech school (by successive principals at my current school). And what happens to the wheel when spokes get damaged?
     Here’s one thing that happens. In my wing of the school, classroom computers were removed. Now students must (gasp!) leave the classroom to do incidental research that could have been completed in moments. In order to use the library’s computers (often booked anyway), they require a signed note from a teacher, which eats up more class time. Some teachers even go as far as to allow students (double-gasp!) to turn on their smartphones and google the information in class! Yes, I know it’s wrong to do that. Why? Because it’s against the rules? Maybe. No, wait; because it makes information most accessible to students who are wealthy enough to own smartphones with data packages, further unravelling the myth of equity in public education? That’s more like it. (Shakespeare, who had to leave school after grade 7 over financial woes stemming from his father’s graft, overcame his challenges without the glories of public education or modern antibiotics, but he was a bit of an anomaly. More about him later.)
     It’s not about the money. Well, maybe a little, since money has become the language of emotion. The smallest child who cries out against inequities of treats, gifts, what-have-you, isn’t lamenting the lack of stuff, but the naked evidence of indifference. For this reason, 3C students ask at least once per semester, “Why don’t we study Shakespeare?” while some administrators ask us why we study it at all. BTW, we study it to understand the power of universal insights that transcend time and circumstance; but we teach it exclusively to those whose circumstances point toward university. Students pick up on this atmosphere of neglect. And they are astute enough to know that neglect is a form of abuse. Not yet sensitized to the responsibility of the bystander, however, they vaccilate between railing against inequity and dogpiling on its victims.
     Those of us fortunate enough to study at the post-graduate level know that all academic disciplines converge eventually. The arts, social sciences, sciences and mathematics all form the base of a pyramid whose topmost point is philosophy. And what happens if you knock down one side of a pyramid? The same thing that happens if you take out a spoke of a wheel. Or, for that matter, amputate a whole branch of learning. Let’s close with a rhetorical question from renowned “artsy” (and politician, and Nobel laureate) William Butler Yeats:
     And what rough beast, its hour come round at last,
     Slouches towards Bethlehem to be born?

Monday, November 22, 2010

Empire of Illusion


The over-riding theme of Chris Hedges's collection - condemning the commodification of life - hits hard from all angles. Hedges is writing in the tradition of copia, the practice of approaching an important idea in different ways in order to reach as many readers as possible. For this reason, these essays may seem uneven from piece to piece. However, the breadth of Hedges's thesis calls for this treatment.
The final essay, The Illusion of America, must fall flat by necessity because his hope lies in a simple choice: love over commodity, the dialectic that has dominated great minds of all disciplines throughout civilization. Why make a simple, universal value more complex than it is? to cater to our contemporary craving for a stunning climax, even in non-fiction? The first essay holds possible keys to this disappointment; WWE fans aren't the only victims of commodified entertainment. We all are. It's the air we breathe.
The ideas in this book are far-reaching and immediately useful. They cry out for action, which every reader is able to employ. Democracy is a tool that we must teach ourselves to use, and this book is part of my personal toolkit.

Saturday, February 27, 2010

some february trains

red enough

Friday, February 19, 2010

chicken quest

Yeah, this is a strange thing to write about on the heels of vegan biscotti. Anyway, after a trip to Sanagan's Meat Locker, arguably the best butchers in town, I persevered in my lifelong quest for the holy grail of evenly-roasted chicken. Here is the triumphant result.
Preheat the oven to 450F. Move an oven-rack about 4 ins from the bottom.
Wash and dry a fresh chicken.
Lay down a thin layer of 1/4 c coarse salt lined up approximately with the contact points of your chicken's breast, wings and legs on a cookie sheet. Lay the chicken loosely (to allow heat circulation), breast-side down, on the salt, following Nigella's wisdom about the back-fat self-basting a bird that looks as though it's taking a dive. Rub exposed parts with crushed garlic. Lay sprigs of rosemary or other herbs across the back, in the creases between legs and body, and in body cavity itself. Crack some black pepper on top. Roast halfway at 25 minutes per pound.
Remove the bird from the oven to flip it. Then flip it onto its back. (There will still be enough salt on the cookie sheet to hold up the chicken. With a knife, gently flake off excess salt from the browned breast, wings, and legs.
Lower oven heat to 350F. Continue roasting until the juices between thigh and breast run clear.
Let stand about 5 minutes before carving.

Tuesday, February 16, 2010

vegan biscotti

For people who don't want egginess. Contains whiskey, which cooks out during the dual baking process and leaves airspace where the alcohol was.
1. Hazelnut:
Preheat oven to 300F.
Combine until it comes together into a firm dough>
2c ground hazelnuts
1c AP flour
1/2 tsp salt
1c rice or agave or barley syrup
2T vanilla
1T baking powder
1/4 cup whiskey or enough to moisten
Shape into 2 flattened, square-ended logs. Bake for 45 mins. Cool on a rack.
Slice 1/2in thick. Stand slices up on the same cookie sheet, leaving 1/2in airspace between.
Bake for another hour@275F. Turn oven off. Leave in oven to cool to tooth-shattering crunchiness.

2. Maple walnut with black pepper:
Preheat oven to 300F.
Combine until it comes together into a firm dough>
1c chopped walnuts
2c AP flour
1/2 tsp salt
1c maple syrup
1 tsp black or white pepper
2T vanilla
1T baking powder
1/4 cup whiskey or enough to moisten
Shape into 2 flattened, square-ended logs. Bake for 45 mins. Cool on a rack.
Slice 1/2in thick. Stand slices up on the same cookie sheet, leaving 1/2in airspace between.
Bake for another hour@275F. Turn oven off. Leave in oven to cool.

3. Poppyseed:
Preheat oven to 300F.
Combine until it comes together into a firm dough>
2c poppyseeds
2c AP flour
1/2 tsp salt
1c barley, agave, or rice syrup or honey
1 tsp black or white pepper
2T vanilla
4 tsp baking powder
1/3 cup whiskey or enough to moisten
Shape into 2 flattened, square-ended logs. Bake for an hour. Cool on a rack.
Slice 1/2in thick. Stand slices up on the same cookie sheet, leaving 1/2in airspace between.
Bake for another hour@275F. Turn oven off. Leave in oven to cool.

Friday, February 12, 2010

apricot cookies

These are good breakfast cookies... in threes.
Preheat the oven to 300F.
Cover in water and boil until water is absorbed:
1 c dried apricots
Drain.
Empty into a bowl.
Add
1/4 c honey
1/2 tsp salt
1/4 c sunflower butter
1/4 c sunflower seeds
Blend with an immersion blender until smooth.
Use a wooden spoon to combine:
2 c quick oats
Shape into 1" balls. Place on lightly oiled cookie sheet. Flatten to puck-like proportions with a fork. Bake for 20 minutes. Turn oven off and cool in oven. Store covered in fridge.

Wednesday, February 10, 2010

Granolas

Preheat oven to 250F.
Combine with fingers or a powerful mixer until pleasingly clumpy:
3 c rolled oats
1 c soft pitted dates or softened dried apricots
1/2 c peanut, sunflower or nut/seed butter of your choice
1/2 c brown sugar OR 1/3 c agave, barley, maple, brown rice syrup or honey
2T cocoa (optional)
1/2 tsp salt
Lay out on lightly oiled cookie sheet. Bake for 40 minutes, stirring halfway through baking. Watch during last 10 minutes, especially (but not only) if using brown sugar instead of a syrup or honey: as soon as water content depletes, sugars caramelize so quickly that the mixture can burn in 3-5 minutes. Leave in turned-off oven and cool to room temperature.

Wednesday, January 27, 2010

December train