There is a part of me that is half-ashamed in the pleasure I take in such shows as the TV series Lost. It is of course gratifying to know that many people do. More interesting is the discovery of what so many of these people are doing with the show. Let me join them.
I will leave to a student the task of tracing the full extent of what people are actually doing with Lost. Given its success, I am sure someone has started doing this. So I will give this student one more issue to trace: Lost can also be explored as a site for education. I build here on a journalistic piece written for the web site of Christianity Today. I will do so to highlight the educational aspect of the show and how its fits with what I have been writing about in recent years (2008, 2009).
This piece (posted 5/18/2009) is written by Tyler Charles, a freelance writer. He mentions some of what people are doing with Lost as they investigate the scientific, literary, philosophical and religious hints the show gives. Charles lists the books and philosophers mentioned, the major philosophical issued revealed, as well as other matters. He does not mention anyone exploring the political aspects of the show and yet, particularly in the first season, a major issue was the nature of leadership and the organization of government (“Who made you the leader, Jack?”, “A leader can’t lead until he knows where he is going.” – Episode 5). Actually, this issue has been reopened with the (divine?) appointing of Locke as leader by “the island.” I suspect some people are also exploring this since it can open conversations about the very grounding of democracy.
Charles reports that people are following these leads. They seek to find out more about the physics of time travel and electromagnetism, or what might make John Locke or David Hume important enough persons to have characters named after them. Of course, there is a wiki site where one can start exploring all this: lostpedia.wikia.com.
The French philosopher Jacques Rancière (who still does not have a character named after him on Lost…) brought out of obscurity a, until now, minor figure of the French Revolution, Joseph Jacotot. Rancière recounts how Jacotot demonstrated, to his satisfaction at least, that any one, particularly someone who did NOT know the subject matter, could “teach” this matter. Even more challenging he argued that all the material they needed was one book, Télémaque written by Fénelon. It was not because the book was a source of universal wisdom but because, to say all this more carefully:
anyone (not quite a teacher) can produce a situation
…… where someone else (not quite a student) can learn
………. what this person must have the will to learn, and that,
given this will,
…… anything (and not necessarily Télémaque)
………. can start this person on the way to find out for herself what she wants to know.
This actually might be the basis for a Lost episode. Unless it is the point of the whole show where everyone has to figure out, again, what to do next given what has happened to them in the past.
In that perspective, Lost (like probably Star Trek, Star Wars, etc.) is becoming a Télémaque for a generation of people using it as a departure to teach themselves about physics, religion, human relationships, etc., not to mention of course many aspects of what used to be called “literary criticism,” and would now fall under the purview of “popular culture studies.”
The question, for a faculty at Teachers College, of Columbia University, is: when someone teaches herself anything, does she “learn” it? Does one know something if no one has certified that she does?