. . . . . . . Supervalent Thought

“We are starving, how about a potato?” (Passivity 2)

The number of things you can not pay attention to now is diminishing. Pluming beneath the visible water draws out attention the way an earthquake makes the ordinary sway not just before your eyes but in the surround, ungrounding and expanding the senses.  The sheer increase in accurate metaphors for marking disintegration is one way to track it: the sticky surface of the metaphor-that-works helps to keep in focus the expanding archive of the splintered, the broken, the frayed and the fraying stressed out structure of involvement. Language can hold things loosely clustered together in a kind of technical way and one can navigate the present by playing pick-up-sticks with the accumulated phrases.

First, the surging number of  natural disasters and atmospheric tendencies induced the sense that the weather, after all, might be industry’s fault: and this problem looked like it had a remedy, too, if only the stentorian paralysis of the political world would be interrupted by a rush of sovereign courage; or if only the administrative branch could sneakily make regulations according to a realism that it’s difficult for lawmakers to admit in its revelation of how bad the lived real had been allowed to get.

Then the crumbling physical infrastructure of the built environment from Bhopal and Chernoble and Three Mile Island seemed linked to the massive proliferation of potholes, sinkholes, train wrecks, exploding pipes, and collapsing bridges across the industrial world. In these the present became increasingly apparent in the serial shock of always yet one more crisis of a connectivity dream so extensively realized that its upkeep seemed unnecessary and could, in any case, be deferred.  After the era of expanding public works, the public infrastructures came affectively to resemble  bodies whose health seemed solid and could be taken for granted. You know the internal monologue: I was healthy until I got sick, my mouth was fine until I awoke with that toothache, if only there had been a convincing sign, I would have dodged x disaster–but no, I had the bad luck not to have things go my way, and it’s my own damn fault, but really, things don’t always happen, and worrying about this thing too was just too much on top of everything else.

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A Teaching (IV)

1.  Uncanny Hollows

Not at home in a discipline, I have my own, daily trading sleep for the hope that some time before the day starts might be spent on some thing besides immediate production. During the school year, though, class prep eats virtually all of that time, as even familiar material feels underprocessed in the scene of ongoing teaching.

This year the precarious time between sleep and performance has become an uncanny hollow.  My study is a study in clutter and windows. Usually, I ease into its quiet distributions like a coat thrown onto a chair. But now, the space is fraught. Cries start hurtling through the walls at around 6 and punch the day out randomly but regularly. The sadness hurts my heart–I want to say literally–and starts me hiving off into reveries, just so I can breathe. At first I assumed that the sounds were breakthrough dreaming, a thing I get when I am in sleep arrears.  But then I realized that the beats came from an external source–Lorraine, the woman living above me, unraveling from Alzheimer’s.

Isn’t dementia always precocious?

Her guardian tells me that Lorraine is like a baby now, but unteachable:  laughing and cooing when she isn’t howling or sleeping, with nothing but an emotional present to live in, no memory, no affect management, just variation between the high notes and the low according to impulse.  She hates transitions.  As the day is full of them, it’s not good.  She’s an exposed nerve registering the minor and ephemeral variations that, for people not in dementia, add up to nothing, or sometimes, a mood.  If I’m going to work at home there is no place to turn that is free from the noise of her personality shifting around. I could say the same thing for myself, though. My literal eavesdropping forces me to italicize as though there is no writing but a pushy kind to convey that pressure on my sternum.

This howling has provided the soundtrack for A Teaching all the way through, and its streaming right now makes me lose my focus and confuses me about what I should be listening to, my noise or hers. For example, I can’t access the affect that made me want to write about the two teaching films I have seen in the last month–Daniels’ Precious and Cantet’s Entre les Murs (The Class).  My notes tell me that these two neocolonial films seemed worth commenting on v. education as a desirous and antagonistic scene of multiple sovereignty-dissolving encounters. I wanted to think aloud about the breaking and remaking of schooled subjects into subjects who deserve to be precious.

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A Teaching (II)

1.  I have been teaching this term two courses that I meant to be identical but at different levels of intensity and abstraction, but my intentions (I typed intensions, which is more correct, since my intentions have stretched) (and I told my students that there are no asides in the classroom) (which is the same thing as saying there is no no in the unconscious) have little to do with what has happened, absolute divergence. As I described in the last post, teaching classes is for me like writing: if, in advance, I overprepare, then become blank and excited before I set out the prospective shape of things, and if, during the time of extension, I find it all absorbing and difficult, and if, afterwards, I can’t exactly remember what happened, not even the affect, and if I have to excavate the encounter as though it involves material from a therapeutic hour, that’s when I know that something has happened.

2.  John Forrester claims that the analysand can only lie, as all the story she has is noise that fills the space of what she knows but cannot know yet, or bear to know. That is true about teaching, too. It is impossible to know who one is as a teacher. The relation between what one intended and what one did–even if one’s own sense of things were to govern the evaluation of efficacy–can’t be determined solipsistically, not only because we teach other people as singularities and as groups, not only because teaching them is so very different than reaching them, not only because the feedback loops are so varied and out of synch (when they’re not out of commission altogether), but also because the relation between information transmission and all of the other activities within the scene of teaching is mostly unconscious, seat of the pants, in the normative ether, and atmospheric, rather than eventilized. I cannot imagine myself as a student encountering myself as a teacher.
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Do You Intend to Die (IV)?

I know that only some of the writing on this blog is accessible and useful.  Research is like that, sometimes providing big clarities that open things up memorably, sometimes stacking more material between you and having a minimal handle on a problem. This is the last note for this series, because I have other writing to do, and other problems of approach and address to layer into this detachment project, still very much in its nascence. Explanation does not dissolve what’s incomprehensible about a thing.  At least for me, writing makes a vestibular system, a scene around which to move to get the contours of what’s hard about a thing.  Maybe a given instance achieves genuinely transformative recontextualization, and the problem looks significantly different after the analysis; usually it just outlines the body.

I’ve been thinking about aspects of this series seriously since last summer, when I heard a story that just blew me away.  But a friend told me emphatically that it didn’t belong on this blog, and instead should find a home in an autobiography that I have no plans to write. 

Now it is possible to fold it in. Because of intensifications in the crisis ordinary that have happened in the meanwhile, it now appears propped up among many cases, at the same time as I mean for its airing here to transform the taxonomy within which those cases have gained some clarity in the past few posts. Continue reading

Do You Intend to Die (III)?

1.  The Campaign Against Living Miserably

Every day digs me deeper into the bumpy surface of this situation. Today, just for fun, I was reading a wonderful Open Democracy post on the women of Greenham Common and then the post turned suddenly from a discussion of women’s emancipated political agency to a discussion of the global suicide epidemic among young men.  The interviewee, an activist called Jane Powell, is now working in Manchester UK with a project called–heartbreakingly, really–“the Campaign Against Living Miserably (CALM).” Sit there with that for a bit.

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Do You Intend to Die? (I)

Oh oh oh oh oh.


It’s time for financial crisis suicide watch, motivated for me neither by schadenfreude nor easy (narcissistic or empathic) identification. Nor is it a return of the pathological public sphere in which the public measures itself as life against traumas too proximate to block. It’s about punctuating crisis time and the leakage of the recent past and near future into an elongated present in which people lose confidence, and become very quiet waiting to see how things turn out next, and next, and next.  People wander around in a heightened attentiveness to what’s out of control, gathering up happenings and seeing how they unfold, how to adjust. These dramas of adjustment, well, I’m enacting one now, aren’t I?


It is hard to appreciate the dead.  I obsessed over the short obituaries for the 9-11 dead, even though my eyes kept draining down the page as I tried to focus and remember something. I may teach them next year: the students will end with them, and begin the course reading their ancestor, The Key to Uncle Tom’s Cabin.  No book in history is read less well than The KeyThe Key is unbearable.

You begin quickly to want Stowe to shut up and stop moralizing. The Key is a defensive book, which explains some of its difficulty: because white people didn’t believe Stowe about something (that slaves had souls, or that slaves were tortured so systematically and extremely).  So she had to name names, places, times, clothes, houses, streets, smells, signs, sources. Lots of the record was already public, lots word of mouth: but the facts of all white people’s white supremacy could not be taken in by the people who were benefiting from feeling distant from their immediacy.

Ordinary, not very powerful, whites needed defenses against the ethical bleed that happens when they discover that their saturation in the details of the now, the reproduction of life in the present, does not tell the whole story about enjoyment and inequality. People love inequality, really, the perpetuation of privilege by some system over there. Adam Phillips even argues that people on the sour end of inequality are attached to it too, in that they like knowing where they are in a pecking order. Bob Altemeyer makes a similar claim. But few would avow this, because it would make them seem like bad people.

Stowe catalogues the damage to life that few whites honored–slave courage that didn’t produce events that kept producing events, African survival that was a wonder but had not yet added up to interfering with all of the kinds of white profit that slavery generated. Yet when I assign The Key no one remembers a thing that they read. It’s an amnesia machine. Students remember an atmosphere, and they bring their numbness to class.

Why am I talking about this?

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