Marranismo e inscripción

Marranismo e inscripción

Cross-posted to Infrapolitical Deconstruction

“The Secret of Secretiveness”

In the introduction to his book, Marranismo e inscripción, Alberto Moreiras tells us that “the sequence of writings that [he] offer[s us] is more than the history of a professional trajectory, and contains secrets that only appear in its trace and for the astute reader, if there are any.” This, of course, is a challenge: who would not want to be the reader astute enough to pry open the text and reveal its secrets? Who would not want to prove wrong the author’s suspicion that such readers are nowhere to be found? And perhaps Alberto would also want to be proved wrong. After all, he locates the book’s origins in what he calls “a period of profound personal disillusion that had as one of its effects the destruction for [him] of any notion of a public audience [público] for whom [he] might write.” Could now, ten years or more later, this new book appeal to a (new?) public of astute readers? Or perhaps the point is that the unknown, perhaps absent and unknowable, astute reader stands in for and replaces the terminally destroyed notion of public audience. Perhaps this is the book’s own marranismo: a publication or making public whose secret truth in fact only resides in its traces, to be read allusively and privately by a reader who we forever suspect may not even exist. Yet it seems, perhaps precisely for this reason, to invite inquisition.

For on the other hand, in many ways this is a very open book; it is a book in which its author “opens up” about his personal relationship to the academic and intellectual field in a way that is quite unusual. Indeed, also in the introduction, Alberto worries that he has said too much, too personally, too directly. He reports anxiously asking José Luis and the others who had interviewed him: “Didn’t I go too far [no me pasé], are you sure that I didn’t say anything indiscreet, is there something we should re-do?” For here, and for instance in the chapter entitled “My Life in Z,” any codes or attempts to obscure the true object of discussion are, at least on the face of it, all too readable. You do not have to be a particularly astute reader, after all, to know (or feel you know) where “Z” is or was. This is a “theoretical fiction” that may be all too transparent, all too close to the bone for some readers. For this book is also quite explicitly a settling of accounts: the disillusion of which it speaks has a history, and it is time for that history to be written–inscribed for all to see–for it to give up its secrets so we can all move on. Or better, it is time that we confront common knowledge that can only pass as secret because few dare to express it explicitly: “Yes, everybody knows, there are no secrets, we all hear over and over things that were never expected to come to our ears.”

Is there then a tension of some kind between the twin themes announced in the book’s title: between the subterfuge and unknowability of the marrano and the making public and putting on the record of the inscription? Perhaps, but another way of looking at it is that this is a book that declares an end not so much to secrets as to secretiveness. It wants to do away with the practices and rituals of academic life that promote only obscurantism and disguise only the bad faith of its participants. Rituals that everybody knows, but which are repeated and reproduced as the price of admission into the elect–even if one is admitted only subsequently to be churned up and abused, marginalized and disempowered. This is all too often, Alberto tells us, simply a formula for masochism: we accept the academy’s secretive code of (dis)honour so as to be close to institutional power, but that power holds us close only to ensure that we can never really threaten it. This, after all, is the (not so secret) reality of tenure, as well as so much else: a protracted euthanization as life itself is drained out of the institution’s over-eager young recruits. And Alberto’s project, in the end, is to reclaim life, and the possibility of a life well lived, from the twin threats of endless politicization (biopolitics) and bureaucratic obscurantism (unhappy consciousness).

Towards the end of the book, in response to a question from Alejandra Castillo about “autobiographical writing,” Alberto says that “the writing that interests me doesn’t seek constitution in the truth, rather it seeks truth and produces destitution. It seeks truth in the sense that in every case it seeks to traverse the fantasy, and it produces destitution in the sense that traversing the fantasy brings us close to the abyss of the real.” He points out, however, that this psychoanalytic language (borrowed from Lacan) can equally be expressed in terms of the secret. “For me, in reality,” he continues, “there is no other writing than the writing of the secret. Or rather there is, but it is not fit for purpose. The question that opens up then is that of the use of the writing of the secret, but that is a question that I don’t believe I am prepared to answer.” “Prepared,” here, has of course a double sense: it can mean that he is not ready to answer, that he cannot answer the question; or that he is not disposed to answer it, that he will not answer. The question of the use of the secret either cannot or should not be answered. At least, not yet.

In short, for Marranismo e inscripción, what is holding us back is secretiveness, the bluster of those who (believe they) hold the keys to institutional power. But the real secret there is that there is no power to their power; that their chamber of secrets is long empty, and has been replaced by the meaningless transparency of neoliberal quantification in the sway of general equivalence. As the university increasingly becomes a business, ruled only by calculations of profit and loss, we have less and less reason to abide by its masochistic code of omertá. This book aims to break that code. On the other hand, there are indeed some true secrets, and searching for them can unleash destructive forces. The question remains: what do to with them? And perhaps even the most astute of readers is not yet in a position to decide about that.

Advertisements

Universities at War

Universities at War

Thomas Docherty is Professor of English and Comparative Literature at the University of Warwick. In January 2014, the University suspended him from this post, pending an investigation into charges that (allegedly) he had “undermin[ed] the authority” of his Head of Department by “sighing, projecting negative body language and making ‘ironic’ comments.” During the period of his suspension, he was essentially exiled from the university in toto: forbidden access to the campus, barred from attending events, prevented from using its library, from contacting colleagues or students, and even (apparently) from writing the preface for a book in a series that he himself edits. Ultimately, he was cleared of all charges and able to return to work, but only thanks to a costly tribunal, and while incurring significant legal bills himself.

In the meantime, however, Docherty wrote Universities at War. This book is obviously inspired and even shaped by his own experience: as he points out, unable to use the library he was forced to rely more on sources taken from the Internet (x); for other material, he comments in a footnote, he is indebted to the diligence of his lawyers (60). More generally, his argument about the authoritarianism of the managerial turn in higher education, and the bureaucratic injunction to “govern your tongue” (107), clearly speaks to his own predicament. But overall the case he is trying to make here is less to plead for individual faculty than to recover a sense of the university’s mission in the world.

For everyone, he claims, is shortchanged when the guiding principle and “key driver” of the institution is no longer thought, but money (ix). Faculty are silenced, yes, by the drive to conformity and homogeneity. But students are also cheated when they are treated simply as “human capital”: “When the university is reduced to the function of preparation for jobs and not for life, life itself gets lost under the jobs” (85). Most broadly and seriously of all, society as a whole suffers as the university abandons its traditional role as “that institution that has a responsibility to counter the incipient violence of natural force” (40). The fate of the university is bound up with the fate of democracy and citizenship at large. If society is to change, and injustice and inequality challenged, we need now more than ever an institution whose role is to be “’critical’ of the existing world state of affairs, dissident with respect to it” (6).

One might reasonably think that Docherty’s account of the university’s historic mission is somewhat idealistic. When exactly did the institution uphold this democratizing mission? Moreover, he himself outlines the ways in which higher education has been molded by forces external to it (for good, in the aftermath of the first and second world wars; for bad, under contemporary neoliberalism) more than it has itself managed to change them. On the whole, moreover, it has generally been a rather conservative institution. Still, it is worth setting the university’s ideals against its practice, and calling it to task for not living up to them. Docherty is perhaps on surer ground in arguing for the principle of the collegium, a “scholarly community [. . .] shaped by the interplay of forces among a collective” that has in recent times been “atomized and neutralized by the elimination of communal space and its dissolution into separate individualized cells” (23). For college life has indeed historically been seen and experienced as inhabiting a space apart, with its own logic, distinct from if not unaffected by social life as a whole. It is a significant change that universities are now treated as (and more or less proudly assert themselves to be) businesses or corporations like any other. Even here, however, he surely waxes over-lyrical when he claims that “the university [. . .] is the site where friendship, love and neighbourliness are all made possible” (74).

But ultimately the book argues that the real idealism lies with those administrators and self-proclaimed university “leaders” who champion the “official” view of the institution, for which everything is measurable from course credits to world rankings in the name of what (following Bill Readings) Docherty notes is “an essentially vacuous ‘excellence’” (120). This “Official University is effectively a fantasy” (125). By contrast, more concretely and less idealistically, the real work of teaching and learning continues, but “in a clandestine and unofficial manner.” The good news is that “the clandestine university [. . .] is where most of us do our daily work, and it’s usually [. . .] pretty good” (121).

There is still space, in other words, for research and learning, if despite rather than because of the efforts of vice chancellors, line managers, and the like. But even the clandestine university is increasingly being squeezed and asphyxiated, thanks to the drive for conformity and discipline, enforced by cops on campus that are both literal and figural. Docherty is sharply critical of inanities such as the imposition of “aims, objectives and outcomes” on everyday teaching: “Anyone who predicts ‘outcomes’ cannot, ethically, be a teacher at all” (121). And “if we teach to an agenda in which we show that predicted outcomes are achieved, we are poor teachers, for we are thereby limiting the imaginative possibilities of collaborative acts of imagining” (124). Indeed in general this is a book has much more to say about teaching than about research, except for instance for the observation that today “it matters little, we know, what research is done; all that matters is that the research grant has been captured” (140). And as much as Docherty (rightly) condemns the myth of widening participation, and of the university as an instrument of social mobility–noting for instance that, in the UK, in 2009-2010 Oxford and Cambridge admitted exactly 40 (0.05%) of the 80,000 school-leavers who were poor enough to qualify for free school dinners–his own personal biography, as a working-class Scot both of whose parents left school at 15, indicates clearly that he is what Pierre Bourdieu called an “oblate,” someone whose social identity is indebted to the institution he criticizes. The collegium is where Docherty has chosen to live out his life. No wonder that his temporary suspension from it should have hit him so hard.

For a short book (140 pages), Universities at War is surprisingly sprawling and digressive. It takes in everything from a brief history of popular music to a fairly lengthy reading of Shakespeare’s Henry IV: Part One. It is motivated by anger and frustration, for instance at the ways in which “authoritarian governance” has taken on the task “to empty the universities of knowledge, and refill it with information and data. Then sell it” (125). But it is also written with what one can only describe as love. “There is a war on indeed for the future of the university,” Docherty tells us (115). And there is no doubt that he considers it to be a war worth fighting. All those who currently work in the clandestine university should join him.

Escape and the University

Position paper for panel on “Universidades”
Latin American Studies Association
New York, May 2016

“Escape and the University”

edupunk

“Now is a Terrible Time to Be Young,” declares the subtitle to Anya Kamenetz’s book, Generation Debt. A second, rather longer but more explanatory subtitle, explains why this is so: “Our Future Was Sold Out for Student Loans, Credit Cards, Bad Jobs, No Benefits, and Tax Cuts for Rich Geezers.” Who is to blame, then? Well, the “rich geezers,” of course, but more to Kamenetz’s point is the palpable sense of betrayal that she feels towards the university system. For it is the rising cost of tuition–“two or three times faster than inflation for three decades” and “four times more than median family income in the 1990s” (19)–that means that students have to take out loans. Upon graduation, burdened with an average of $24,000 in loan debt, not to mention thousands of dollars of less secure debt such as unpaid credit card balances (5), they discover that all the investment and sacrifice has apparently been in vain. The few jobs on offer are “bad jobs,” often in retail or services, with no long-term security and little in the way of benefits of any kind. Then, as Kamenetz puts it in staccato style: “Layoffs. Underemployment. Flat incomes. No health insurance, no retirement plan, no paid vacation. Unaffordable housing. Moving back in with Mom. Turning thirty with negative savings and no assets.” (xi). Young people, if Kamenetz is to be believed, feel locked into a track leading to inevitable failure and disillusion. Yet these are not slackers, but well-intentioned, hard-working young men and women who aspire simply to the modern benchmark that they should do at least as well as, if not better than, their parents. Moreover, they bear no particular animus towards those who do succeed or have succeeded in the past: they merely want their own chance at prosperity. Hence it is higher education that emerges as the villain of the piece: it is increasingly seen as mandatory (“over 90% of high school graduates of all backgrounds say [. . .] that they hope to go on to college” [5]), but provides ever-fewer rewards. With rising tuition and declining financial aid, students drop out or finally emerge saddled with an impossible debt burden and deep resentment for the university’s broken promises.

Now, Kamenetz’s is far from the first generation of young people who feel let down by their elders and cheated by their institutions. Where it differs is in its response to this perennial problem of contemporary youth. Rather than (say) turning on, tuning in, and dropping out, or rather than starting a punk band (the Sex Pistols, after all, were keen to tell us there was “No Future” back in 1977), the advice offered in Kamenetz’s subsequent book, DIY U, is to continue to pursue an education, but at the institution’s margins. As much self-help as critique, DIY U follows its analysis of the lamentable state of the university sector with a final chapter that is a “Resource Guide for a Do-It-Yourself Education.” The key, it turns out, is to come up with a “personal learning plan” (137) and then to scour the Internet to make that plan a reality. So Kamenetz directs her readers to a multitude of sites from the Internet Archive to YouTubeEDU, TED Talks to Peer2Peer University. If you want more structure to your DIY education, she even suggests an online degree from somewhere like Western Governor’s University or Excelsior College. Moreover, true to her philosophy that an education can and should be provided online, Kamenetz has created her own website, “The Edupunks’ Guide” (http://www.edupunksguide.org; right now apparently offline, but also available as a free download, “copyright Bill and Melinda Gates Foundation”), which provides links to everything from “personality tests and quizzes” to a list of “college credit services” that allow you to complete an otherwise abandoned formal degree program. Both in the book and on the website, Kamenetz’s tone is enthusiastic and upbeat: her aim is to transform disillusion into enthusiasm for alternative means to fulfill for yourself precisely the promises that she feels the university system has broken. Hence, her website tells us, “It’s never been a more exciting time to be a learner” as the Internet offers “new methods of content delivery, new platforms for socialization, and new forms of accreditation.” Or as she puts it in her book: “Do-It-Yourself University means the expansion of education beyond classroom walls: free, open-source, vocational, experiential, and self-directed learning” (x). At times it sounds as though she has swallowed all the management jargon of university administrators–but taken it against the grain, as a prompt to exit the institution.

Kamenetz’s concerns echo, without fully overlapping with, those expressed by a series of tenured faculty who have their own reasons for disillusion with the university system. Thomas Docherty, for instance, argues in Universities at War that “money has systematically replaced thought as the key driver and raison d’être of the institution’s official existence” (ix). Ellen Schrecker, meanwhile, in The Lost Soul of Higher Education (subtitle: “Corporatization, the Assault on Academic Freedom, and the End of the American University”), traces the history by which (she argues) universities have been “evolving into ever more bureaucratized organizations with an increasingly market-oriented set of priorities that reinforced the university’s long-standing hierarchical structures while weakening its traditional intellectual and educational commitments” (154). And it is for similar reasons that, in a recent essay, Alberto Moreiras argues for an exodus from the institution. “The space of the university,” he tells us, “is today politically unproductive and is blocked or kidnapped in favour of an Empire of money alone.” Speaking from what he calls “the autumn of life,” and a sense of tiredness or indeed “terminal boredom,” Moreiras declares that he “want[s] now to think about other things. Ex universitate.”

All this is another way of saying that the university is posthegemonic: it no longer has the same grip on the imagination of student or teacher alike. Its economic role comes to trump any ideological function that it may once have had. And yet precisely for this reason it looms larger than ever: more and more institutions are designated universities; increasing numbers of students enroll in them; far from being the remote “ivory towers” or cloistered communities of yore, they take up more and more space in our social, economic, and political landscape. The university becomes, perhaps to Kamenetz and Moreiras’s dismay, ever more inescapable. The mistake, however, would be to imagine that it was ever other than posthegemonic. As Ivan Illich put it in his critique at what was surely the height of the university’s prestige (after several waves of post-war expansion, yet while the institution’s relative autonomy was apparently unimpeachable), the school system as a whole has always been less about any hegemonic project and more about the inculcation of particular habits, the fostering of a limited range of affects, and the construction of a determinate mass subjectivity governed by its relationship to transcendental hierarchy. “Once young people have allowed their imaginations to be formed by curricular instruction,” he claims, “they are conditioned to institutional planning of every sort. ‘Instruction’ smothers the horizon of their imaginations. They cannot be betrayed, but only short-changed, because they have been taught to substitute expectations for hope” (Deschooling Society 39). The only difference, perhaps, between then and now concerns the ubiquity of the university, the near-compulsory extension of schooling a further three or four years, and the full acceptance even by critics such as Kamenetz of the injunction to training and instruction (self-improvement, self-advancement) even in our so-called leisure time and at our own expense.

The question, it seems to me, is this: not whether we can escape the university, but what escapes its current configuration, and the extent to which we can further facilitate and encourage such escapes either within or without the classroom. In the first instance, that means working with, rather than against, students’ own sensation of frustration and dissatisfaction, their own feeling that they have been short-changed that parallels (even if it does not repeat) our own. Perhaps here we’ll find the inkling of a desire to constitute something new, something beyond the usual complaints, something that would go further than the rather limited aims outlined by Kamenetz. Perhaps here there’s the hint of some kind of constituent power. For ultimately, students have been cheated of their chance to be students, rather than merely consumers, cogs in the machine, or fodder for the employment markets. As Docherty observes, the commercialization of knowledge “attacks the student as student, replacing her with the student-as-consumer who is indebted financially but not ethically” (59). For all the money they put into the system, students have been denied the right to think, to be treated as people who can think for themselves, inside or outside the institution. But as they register their discomfort and unease, they also start to exercise their power. They are bored, too, even by all the university’s attempts to appease and (merely) entertain them. It’s time for them (and us) to create something new.

works cited

  • Docherty, Thomas. Universities at War. London: Sage, 2015.
  • Illich, Ivan. Deschooling Society. London: Marion Boyars, 1996.
  • Kamenetz, Anya. Generation Debt: How Our Future Was Sold Out for Student Loans, Credit Cards, Bad Jobs, No Benefits, and Tax Cuts for Rich Geezers–And How to Fight Back. New York: Riverhead, 2006.
  • —–. DIY U: Edupunks, Edupreneurs, and the Coming Transformation of Higher Education. White River Junction, VT: Chelsea Green, 2010.
  • Moreiras, Alberto. “Maquinación ex universitate.” https://infrapolitica.wordpress.com/2016/04/21/ponencia-para-coloquio-la-universidad-posible-santiago-de-chile-18-21-abril-2016-por-alberto-moreiras/
  • Schrecker, Ellen. The Lost Soul of Higher Education: Corporatization, the Assault on Academic Freedom, and the End of the American University. New York: The New Press, 2010.

Meltdown at Wikipedia?

Knifed-Wikipedia-Logo

Things do not look good at the online encyclopedia. I addressed some of the relevant issues, at a very broad level, in a paper I gave at Wikimania in July. But things have gone very badly wrong very fast in the past ten days or so.

Rather than go into details myself, I’ll just link to a blog post by long-term Wikimedian Liam Wyatt: “Strategy and Controversy”. As he puts it, “there is a battle going on at the top for its soul.”

For more, see for instance Pete Forsyth’s blog and his posts “Wikimedia Foundation Ousts Community-Elected Trustee” and “Grants and Transparency: Wikimedia Foundation Should Follow Standards it Sets”. Or look at two stories from the Wikipedia Signpost (the site’s own internal newspaper): “WMF Board Dismisses Community-Elected Trustee” and (especially) “The WMF’s Age of Discontent”.

Then if you really want to go down the rabbit hole of Wikipedia politics, check out the wikimedia-l mailing list for December (start here or here and follow the threads) and for January (start here, here, and perhaps above all here). Then look at Jimmy Wales’s talk page on Wikipedia (this is how it looks right now), this article on one of the new WMF Board members, or this talk page on Wikimedia’s “meta” wiki, about the “WMF Transparency Gap.”

I said back in July that the WMF (an educational charity, after all) “now finds itself in an climate dominated by for-profit corporations that claim to be able to offer the same or similar services as it provides, but more efficiently and effectively. It doesn’t know whether to remodel itself along the lines of these commercial competitors or keep closer to its historic roots.” The conflict between these two tendencies is today well and truly out in the open. The only question is whether the battle has already been lost.

Update: The best and most accessible summary of things to date comes from William Beutler’s post, “The Crisis at New Montgomery Street”.

Wikipedia and Higher Education

wikimania

Jon Beasley-Murray
University of British Columbia
jon.beasley-murray@ubc.ca

Presented at Wikimania, July 2015, Mexico City

“Two Solitudes: Wikipedia and Higher Education”

It is an institution on the verge of crisis, though not everyone is prepared to admit it. With a bloated bureaucracy that’s increasingly brought in from outside and ever-more out of touch with the rank and file that do most of the work, it seems to have lost its sense of purpose. Founded with noble goals, dedicated to the public good and enlightenment ideals of knowledge and global understanding, it now finds itself in an climate dominated by for-profit corporations that claim to be able to offer the same or similar services as it provides, but more efficiently and effectively. It doesn’t know whether to remodel itself along the lines of these commercial competitors or keep closer to its historic roots. The situation is hardly helped by periodic scandals that erupt and are seized on by adversaries in the media, who accuse it of corruption and bias. Its heavy-handed response to these scandals hardly aids its cause, and issues around civility, freedom of expression, or gender and other disparities are a flashpoint for conflict and discontent. Low morale and petty but energy-sapping disputes are just one outcome of a crisis in governance. It has tried to deal with these problems through technical fixes and better metrics, more accountability and accessibility. It is increasingly concerned about its public face and does what it can to allow its users to bypass its often arcane practices and have a smoother, more enjoyable experience. But ultimately these are short-term solutions that if anything only hide the real problems. Pushed this way and that, much misunderstood and maligned, but still performing a vital role upon which almost everyone depends, this is an organization that desperately needs to take stock and put its house in order.

Read more… (pdf file)

From Here

A revised (mostly shortened) version of a paper that I gave at UBC in October. This version was presented at the Modern Languages Association, here in Vancouver a couple of days ago, for a panel on “Rhetoric of Crisis and the Politics of Cuts”.

“From Here: ‘Flexible Learning,’ the Specter of MOOCs,
and the University’s ‘New Business Model,’”

A few years ago my university rebranded itself, adopting the slogans “From Here” and “A Place of Mind.” The marketing whizzkids came out with a series of posters that consisted of full-colour photos of scenes from Vancouver and around the British Columbian mainland with the tag-line “From Here.” Few of these images illustrate the university campus or indeed any other recognizable academic premises. So, for instance, one poster depicts a solitary young woman in the middle of what is apparently verdant wilderness, looking out towards mountain peaks in the mid-distance. Printed prominently above her is the declaration “Human Rights Defended From Here.”

From Here

I used to pass this poster every Monday evening as I taught a class on “Human and Civil Rights in Latin America” at the university’s downtown campus, not in some solitary idyll but with a full complement of garrulous students. Each week, the purpose of the poster would bewilder me more. My students equally had no idea. If anything, it seemed (and seems) a bizarrely ethereal conception of the university as a place that (despite the slogan) has no actual physical location, and thus no need of material resources. Who needs buildings? Or even teachers? Or fellow students? A “place of mind” is not, apparently, a place in the real world of human interaction and sociability, even if is a vantage point from which (supposedly) pressing social issues such as human rights might be somehow addressed. A “place of mind” is an idea of the university emptied out. It is the endpoint of the process presciently described by Bill Readings in The University in Ruins when he argues that the university is now organized around a conception of “excellence” that “no longer has a specific content” (17). As Readings puts it, “what is crucial about terms like ‘culture’ and ‘excellence’ (and even ‘University’ at times)”–I would add, today especially “University”–“is that they no longer have specific referents; they no longer refer to a specific set of things or ideas” (17). Hence we are now have a “posthistorical University, the university without an idea” (118). And while it is worth criticizing this in itself–for what, in the end, is a university without ideas?–Readings also argues that this is part and parcel of the institution’s corporatization and its succumbing to the logic of the market. It is further worth pointing out that (for all its aspirations and claims) the university makes for a notably poor and inefficient corporation. Google or Facebook, let alone Ford or General Motors, have a much better sense of what they are about. The university as means without ends, means without meanings, is in no fit shape to compete with them.

from_here9

Enter the MOOC, or the “Massive Online Open Course,” which strangely mimics the ethereal nature of the “From Here” brand. The MOOC, a set of distributed classes independent of institutions, takes literally the suggestion that learning can take place anywhere. It says: who needs universities, anyway? In response, UBC’s provost, in his gushing introduction to a presentation by Daphne Koller, co-founder of MOOC provider Coursera, declared that “this fundamentally challenges the university’s business model.” Which is revealing not simply because it is above all business that occupies the provost’s mind. But because it is a recognition that in converting itself into a business, the university has done it wrong. No wonder that, despite the gush, the provost could be described as “spooked” by the coming of the MOOCs. And then perhaps on the principle (if indeed principles are at issue) of better the enemy you know than the enemy you don’t, the university quickly and enthusiastically, and with little in the way of consultation, signed up for a partnership with Coursera, this venture-capital upstart, and started throwing resources at what it calls “flexible learning” while withdrawing them from, for instance, the Faculty of Arts. Since then, however, like the most fickle of lovers, we learn (but not why) that we are ditching Coursera for EdX. But whoever the partner may be, MOOCs or something like them, we are breathlessly told, are the future. And the university, which for all its talk of innovation and “from here” is desperate to copy whatever Stanford or Harvard, McGraw-Hill or Pearson, are perceived as doing, and so to welcome what emphatically comes “from there,” has therefore jumped on this bandwagon with a vengeance.

The problem is this: MOOCs and the like can only be framed as the future by means of a shocking ignorance or amnesia about the past. For almost everything that this so-called revolution in learning claims to offer was promised, and indeed anxiously anticipated, by an earlier generation of theorists and critics of higher education, such as Ivan Illich and Paulo Freire. We should, after all, hardly fear a challenge to the education system. The university has historically been challenged, and rightly so, on a whole series of counts. Massive Open education has been a radical dream for at least half a century. What is new with the MOOC is only its cooptation by capital, and the supine and superficial reaction it has provoked in university leaders who have forgotten the true purpose of education. Educational technologists Brian Lamb and Jim Groom argue that we have to “reclaim innovation,” for there is nothing innovative about “bringing things to market.” There is nothing innovative about selling things. Innovation has to be reclaimed from this banal reduction to the norms of the market. Similarly, we have to reclaim the MOOC. Rather than the lack of ambition inherent in the notion of responding to McGraw-Hill, our aim should be to continue the best traditions of the university, even and especially when they involve long-standing critiques of the university. And we can, and should, do it (really) “from here.”

Read this as a PDF document.

From Here: MOOCs and Higher Education

What follows is my contribution to a debate organized as part of “Open UBC,” itself the university’s contribution to “Open Access Week”. In the discussion that followed, another contributor to the debate characterized my talk as a series of “ad hominems” lacking substance and “besmirching” those who “stay up late to balance the university’s budget” and so ensure I am paid. I leave it to the reader to decide whether any of the argument is ad hominem, what substance it may have, and whether anyone is “besmirched.” But I do find it worrisome that disagreement and debate should be stifled in the name of civility or respect for senior administration.

UBC From Here

“From Here: MOOCs and Higher Education”

Let me begin by setting one thing straight. In the publicity for this debate, I am described as “a vocal critic of the current model of learning and assessment common in Massive Open Online Courses (MOOCs), especially for the Humanities.” But I want to emphasize that I have nothing against MOOCs per se. More particularly, I have nothing against courses that are massive, open, and/or online. Most of the courses that I myself teach are both open and have a large online component, and some of them are also massive: Arts One Open, for instance, a course that I helped to pioneer (along with Christina Hendricks and others) has had over 65,000 views of its videos on YouTube alone. And we have achieved that kind of reach, let me add, without spending a single dollar of the many hundreds of thousands that UBC has lavished on MOOCs and the like as part of its so-called “flexible learning initiative.” We have shown, indeed, that something very much like a MOOC can be built and achieve enormous success by leveraging the talents and commitments of ordinary faculty even in the face of official indifference or outright discouragement.

So I am not someone who fears MOOCs. In fact, quite the reverse. This is true even when it comes to the mostly corporate, often for-profit ventures such as Coursera, EdX that have hi-jacked both the concept and the name of the MOOC from its home-grown, democratic, and open origins. While I have no doubts that the university (this university, the North American university, the university in general) has a thousand and one problems, as far as I am concerned the MOOC phenomenon doesn’t register even in the top hundred. Here of course (but not only here) is where I part company from much of this university’s senior administration. A year or so ago, as part of an extraordinarily fulsome introduction to a presentation by Daphe Koller, co-founder of Coursera, UBC Provost David Farrar declared that “this fundamentally challenges the university’s business model.” Again, the university can, and should, be challenged in many ways. But in itself the challenge of the MOOC is relatively insignificant. So why, then, talk and think about MOOCs at all? Well, in the first place, because any challenge to the university and its business model is welcome, even if the point of the challenge that I myself would want to make is quite different from that presented by Koller and her venture-capitalist partners. And second, because the university’s reaction to the MOOCs is so very revealing. It shows us how much is rotten in the institution and how far we still have to go before we achieve the vision of a truly open education.

Read more… (.pdf document)