Category Archives: popular culture

about movies, social media, gaming, sports, etc.

powerful representations of a culture

[this was drafted in August 2024 but could not be posted at the time]

« Un spectacle extraordinaire, unique au monde et dans l’histoire des Jeux qui, je crois, a rendu nos compatriotes extrêmement fiers. » Emmanuel Macron ne tarit pas d’éloges sur la cérémonie d’ouverture des Jeux olympiques de Paris 2024, qui s’est déroulée sur la Seine vendredi 26 juillet. Ce samedi, le président de la République s’est réjoui du « formidable spectacle […] que les artistes et les athlètes ont donné ».
(published in various French newspapers in late July 2024)

As many noticed, the opening ceremonies to the Olympic games in Paris have been the occasion for much commentary. They will probably remain one of the most remembered ceremonies. I did not notice any cultural anthropologist weighing in and so, as I prepare to teach my first introductory course in the discipline, I thought I would write something and, given some of my critics who say I am not concerned enough with “power,” I will start with the paradoxes of governmentality.

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Barbie and their people

[ORIGINALLY POSTED ON SEPTEMBER 3, 2023]

I would probably not have gone to see Barbie (the movie) if I had not read so much about it over the past few weeks. So, here is another take, including a take on the takes.

In brief, I was entertained by what might have been intended, by movie makers, their financiers, and above all Mattel as a little bit of fluff that would make careers and money. I knew that this was not a movie for most of my sections (the list would be long)—except perhaps for one: after all I am an anthropologist of America and this movie is an event in the history of the United States, a performance that triggered many other performances (particularly by my peers in the American intelligentsia). So, in the spirit of ethnography I will first focus on aspects of the film as object, and then ponder about what future anthropologists might do with this total social fact.

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What am I to do with “”memes”“

The double scare quote marks should index my puzzlement. I am not wondering about “memes” but about what my puzzlement should be about. Genetics? Popular culture? Some polity (with boundaries policed by various agencies)? These questions are also indexes to my ignorance, and actually to my discovering, again, that I am ignorant of something “every one else” appears to know. “Every one” includes all those who use the word “meme” without quote marks, as something that does not require explanation or teaching. I will assume that some of those are quite sure they know what “memes” are about (for example those who coded a “meme generator”), and, of course, those who do not know but, for one reason or another do not mention their ignorance, perhaps hoping that no one will notice and make fun. As for me, I started noticing the word in the New York Times. For a while I could not quite figure what they were talking about though it seemed to be about social media, the young and cool, … and the readers of the paper to whom the editors did not explain what a “meme” might be. I was irritated, and also amused by my irritation since the whole experience confirmed for me how the media educates: by shaming readers into accepting whatever new conventions the editors deem necessary for everyone to accept as proper.
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Dreaming of diverging

Movie posterFor any number of reasons, my wife Susan and I went to see Divergent last Friday.  We were, by far, the oldest people in the theater.  I was, about, the only male (except for a few fathers perhaps).  Everybody else was a 12(+-2)-year-old girl.

If you have no idea what I am talking about, then you are not into Hollywood generated mass popular culture, or middle-brow cultures concerned with “gender” either.  If “divergent” means to you something that it did not mean a few weeks ago then, as an intellectual adult (one of my readers, as I imagine them), I assume you also know that it is, among other things, the second (after The Hunger Games) of Hollywood responses to the accusation that there were no big budget, action adventure movies with girls as heroines.  So, in the kind of brief synopsis that start this kind of commentary, Divergent is about a 16-year-old girl who violently restores a threatened order and then moves on into the wilderness—and 12-year-old girls know about that.
Continue reading Dreaming of diverging

On the way home or, “When is m’I culture?”

Recently, I happened to watch Martin Scorcese’s documentary on Bob Dylan’s early career.  It is titled “No direction home” and starts with a soliloquy by Dylan wondering whether this would be an occasion for him to tell an odyssey of his return to the small town of his youth.  He concluded that it would not be because “I was born very far from where I am supposed to be.  So I am going home” in a future he had not reached when the documentary was made (in 2005).  In the same vein he also said at about the same time “You’re born, you know, the wrong names, wrong parents. I mean, that happens.”

In my words, I exhort us, pre/post/never modern, intellectuals: do not explain Bob Dylan by calling on Robert Allen Zimmerman, Hibbing, Minnesota, or any other further “roots” in Judaism, Ukraine, Turkey—or even rock-n-roll, jazz, country, folk, “the 60’s,” … America.  An archaeology of Dylan’s songs will find them all there.  But to stop with the discoveries of a deconstruction is to blind oneself to humanity.  Robert Allen Zimmerman’s dispositions are not causes.  Hibbing … America are obviously Dylan’s resources, the raw material of what he is still cooking for ever renewed present (at the time of composition) constructions (that are now, of course, our enlarged resources for further construction—as for example this post).

I have said all this many times in recent years (20072011).  I’ll just sketch today another correlate by riffing on “home” and the direction there.  As I take him, Dylan makes of “home” a matter of eschatology, not history.

When I started thinking from Dylan’s statement, I was reminded of a paper by James Boon where he compared/contrasted  Lévi-Strauss and Geertz on what could be called the harmonics of the concept of culture (1982: 137-147).  Boon quotes Geertz “‘Without men, no culture, certainly; but equally, and more significantly, without culture, no men’ (1973:49).”  And then Boon continues:

If that bothers you, think how it would sound in French: Sans hommes, pas de culture [structure?], certainement; mais également, et d’une manière plus significative, sans culture, pas d’homme.  In English it sounds antiatomistic and almost optimistic (although Geertz himself—in this respect more Weberian than Parsonian—is pessimistic).  In French it sounds somehow pessimistic, even nihilistic. (1982:146-7).

{Note what may be a typo in Boon’s translation of the second “men” in Geertz’s quote: an ‘s’ is missing and Boon’s French would have to be translated back into English as “without culture no Man”—thereby directing us on other paths in classical musings about humanity vs. human beings}

In any event, Geertz’s quote evokes another classic statement I associate with Margaret Mead (but may be by someone else—I cannot locate it): “a child is born with the potential to live an infinite number of lives, and end up having lived only one, fully shaped by ‘his culture’.”  Every single human being is made by possible by “culture”—“without culture, no men” in a plural that would now be written, more corrrectly, as “without culture, no men or women.”

Whether this formula can be applied to say “without America, no Bob Dylan” would seem to be a question for anthropology (sociology, psychology, etc.) and it would seem to require a positive answer because, to simplify “Dylan is the product of America.”  This would be altogether “normal anthropology” on the relationship between history and career whether one is concerned with musical genres, political sensibilities, gender, age, religion, race, etc. Robert Zimmerman would be a white Jewish male born in … [add any aspects of his biography you wish].

But Bob Dylan challenges us to a different anthropology which I find quite congenial with what I have been trying to say these past few years.  One can start with the statement that “without Bob Dylan no America” (my initial America included Bob Dylan, along with big cars with fins, cowboys and Indians, Doris Day in “Pillow Talk,” and other miscellanea).  But there is more.  Bob Dylan, in his life, has kept producing a culture that was not quite there and about which we, his mass audiences, know altogether little.  Above all, his statements are universal: all human beings are born very far from where they are supposed to be, with wrong names and parents that are always in some ways wrong.

Dylan is often dismissed as being in some way a mystic whose insights are to be bracketed out by serious behavioral scientists.  Their task would be an incommensurable one and so, from Freud to Boasian anthropologists, from pragmatic philosophers to Parsonian sociologists (including, of course Bourdieu), the scientists of the past century or two, have explained adults careers in terms of what has happened, most particularly in the earliest years of one’s life, and most powerfully when one has forgotten what happened.  Merleau-Ponty, de Certeau, (Bob Dylan?), have tried to go in the other direction but exploring this direction systematically has been difficult—particularly given the difficulty of making the point that historically produced resources, and ongoing constraints, must be taken into account even as one follows the production process.

The one exception to my generalization about the social sciences if, or course, an ethnomethodology that has been modified to take into account the ongoing production of new orders—however minimally “different” they may be from earlier orders, and however these differences are disappeared by further constructions that ignore the potentialities of the preceding (thereby treating as allophonic what could have become phonemic [but I am getting ahead of myself here]).

In other words, my home is in the future of my ‘I’ and (continuing a riff on G. H. Mead) my culture is really “m’I” culture, that is an act, a word, that cannot be captured without collapsing it into other people’s cultures.

[all this being potentially related to soon-to-happen events prefigured by the two contracts we have signed over the past three months: a contract to sell our apartment and a contract to buy a house.  The—aptly named—“closing” on the apartment is now scheduled for January 5th, 2011.  What should be named the “opening” on the house should happen in February.  Then, my wife and I will go home on our ways to still future homes…]

journalists are educators

[this was to have been published in April 2010]

Mostly, in my work, I celebrate what Linda Lin (forthcoming) felicitously labeled “untamed” education.  Sometimes, I also fear the untamed, particularly when I am asked to imagine “educational policy” as it might be built up with an acknowledgment of the limits of schooling.  And so I celebrated/feared Oprah as a later day Benjamin Franklin, and as a sometimes force for mis-education (from the point of view of the sober public intellectual).

All this came to me when reading another editorial in Newsweek, this time by Sharon Begley (March 29, 2010).  She titled it “Why scientists are losing the PR wars.” She criticizes “scientists” for not communicating well, and “Americans” who believe both in the absence of intermediaries between God and individual (no priests needed for salvation, no expert needed for knowledge) and in the wisdom of crowds.  Classically, she criticized the people of the United States for being both too individualistic and too conformist.  “No wonder so many Americans have decided that experts are idiots,” Begley concludes.

There is just one problem here.  After all scientists are not trained to be (public) “communicators.”  Actually it is trained out of them in graduate school and only a few may have the nerve, late in their career, to address those who are not their peers in a language they may be familiar with, or through the media they have access to.  As for the non-scientists (including scientists in other fields than their own), where do they get their information?  As far as I can tell from my own experience, and that of a rather extended network of kin and friends including several Ph.D.’s., MD’s, as well as office workers and laborers, over close to a century (since I include grand-parents I came to know well and who were born early in the 20th century), these two or three hundred people got all their scientific knowledge from journalists.

There are exceptions to that generalization.  My grandfather learned about growing tomatoes in Southern France from his father, and from long experience.  Cousins who are radiologists have a professional knowledge of radiation and the human body that do make them if not first level expert knowledge producers, but second level ones with direct entry into that level.  But they have no more direct entry into the world of climate scientists than I have.  Actually, I can say that my first lesson in climate science came to my grandmother who liked to repeat, each time the weather was not exactly what she expected that “ils nous ont détraqué le temps avec leurs bombes atomiques.”  Atomic bombs, she had learned, by exercising her intelligence with what she had read in the popular press, might have an impact on the weather.  Actually this was the time, in the mid-1950s when the movement to ban testing bombs in the atmosphere was starting to be discussed.  So, having ended her schooling at the 6th grade around 1910, and then working mostly at the edge of the unqualified working classes of Marseille, she was not far off.

Half-a-century later, her grandson, with his PhD, and appointment as Full Professor at Columbia University, is in the same position in relation to climate science (and about all other forms of science except the social sciences) as she was.  I do not read primary sources in climate science, and I suspect I would not know how to read them, or how to evaluate the evidence.

Science News Cycle
If this is the case for most of the human population, and every evidence suggests it is, then the major educators in the modern world are journalists, and we should take the cartoon by Jorge Cham that I have already mentioned, as a model for the network that, transforms what Latour might call a ????, within the world of science that produces Nobel prizes, into the personal knowledge of the scientist’s grandmother, and, more fatefully, the knowledge that the polity, and particularly a democratic one, will use as it deliberates its own evolution.

how to tame Oprah …

In the space of two days, I watched a PBS biography, of Benjamin Franklin and an journalistic discussion of Oprah Winfrey Show in Newsweek (June 8, 2009).  Of course, the scholars who discussed Franklin mentioned again and again his place in American history as one of the first and most powerful advocate and practitioner of self-education both through one’s own efforts and through the efforts of people like himself to teach in such a way as to make it easier for people to self-educate.  The journalists reporting on the Winfrey show emphasized the way she presents health issues with an emphasis on personal vs. expert knowledge.  Arguably, both Franklin and Winfrey belongs to the same American tradition that Franklin helped institutionalized.  Both establish their authority by calling on the common sense skepticism about the wisdom of legitimized authority.  It has been said that P. T. Barnum used similar rhetorical moves as he presented the displays for which he was famous as occasions to exercise the skepticism of the audience. One did not have to take Barnum at his word, but one should come in and check for oneself.  Winfrey uses the same argumentation in the statement she released to Newsweek when she was asked to respond to their story: “People are responsible for their actions.  The information presented on the show is … not an endorsement … My intention is for the viewers to … engage in a dialogue with their medical practitioners.”  In other words: “Do not believe me! Judge for yourself!”

Early in my career I would have stopped here with a quip like “only in America!” and possibly mentioned other famous current people who use similar forms. The symbolic successes of Sarah Palin can certainly be linked to the same broad cultural pattern; and so can the refusal to accept the usual narratives about U.S. history, or evolution; and so perhaps can much of what has made the Interned powerful as a tool for cultural production (education).  In the inner cities, the Bible Belt, and probably everywhere else as well, the call to trust common sense over expertise remains what it has been—and Hollywood is happy to profit from it.  As Franklin said of his Almanac: “I endeavored to make it both entertaining and useful and … I reaped considerable profit from it” (as quoted in Cremin, 1970: 374).

But today, I will not stop with an altogether admiring wonder at American quirks.  I am involved in an academic struggle with the definition of what is to count as educational (school reform) policy in the United States and, particularly, with the search for a method to control what experts have determined should be taught by American schools so that it is learned by all American children (so that no child, indeed, is left behind).  I have argued that this attempt is unlikely to work if it focuses solely on schools.  Actually I am not even sure that going beyond schooling to understand education would be enough.  This is where Winfrey comes in.  Provocatively, how might “we,” expert scientists from schools of education, tame Winfrey and come to control her health education curriculum?  Should “we”? And who are the “we” who claim the right to control this curriculum?

And so, I was reminded again of Rancière and the argument that education cannot be tamed.  I thank Dr. Linda Lin for thinking of the paradigm of the wild/domesticated/tamed as best capturing Rancière’s argument as it must be generalized.  Education cannot be tamed and all the efforts to tame it are in vain—and this is a very good thing for the production of new cultural forms.

But that leaves those of us who are quite sure of our expertise with a dilemma. How do we reach the settings where licensed teachers do not have direct authority, from families to the media, from street corners to churches or mosques? How do we tame Oprah?

References

Cremin, Lawrence American education: The Colonial Experience.  New York: Harper & Row. 1970

on ‘Lost’ as educator

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?

‘LOL’: on the construction of a cultural fact

Fieldnote:

Mar 11, 2009 09:20:41 AM, WIFE wrote on an email:

What does “lol” or “l.o.l.” mean?


[DAUGHTER-in_Law responds]
Laugh
Out
Loud

Rolling
On the
Floor
Laughing

Laughing
My
A**
Off

Those are the 3 most common ways to say you think something is drop dead funny

The questioning message was prompted by an exchange between Professor and Wife as they disputed what ‘LOL’ stood for. For wife, this was obvious: “‘LOL’ stands for ‘Lots of Love’.” Professor was quite sure that it stood for “Laugh out Loud.” So Daughter-in-Law was asked for instruction.

Her answer is unambiguous, but a professor cannot let matters stand. Who says that ‘LOL’ stands for ‘Laugh Out Loud’? Does Daughter-in-Law settle the matter? Or is it ‘everybody’ these days? Was wife ‘ignorant’? Or simply not very powerful on this matter? And what is ‘LOL’ made up of, in any event? What are the contexts in which it appeared and in which the dominant mode of interpretation appeared?

Continue reading ‘LOL’: on the construction of a cultural fact