Category Archives: learning/teaching

On an education into elevators (62 years into a life in modernity)

(Actually, I do not remember when I learned about elevators, or when I first operated one, so it may less than 62 years since I reached the point when I did not have to think about operational procedures—until last week)

One of the best experience of my visit to New Orleans for the annual anthropology meetings (except for wonderful papers by “my” students) occured each time I approached the elevators at my (Sheraton) hotel. On the first day, as I left the registration desk, located my elevator banked, rushed into an open elevator, turned around with hand raised to punch my floor …… I was stopped in my tracts: there were not buttons to push. Where the buttons would have been was a bolted cover. As the doors closed I made a panic exit and looked around. There, I saw a small sign (actually I noticed later that there was a large sign about “elevator upgrades” which I had ignored). It told me that operating the elevators was “as simple as 1, 2, 3″ (making me and, I believe, many others feel properly stupid). As Garfinkel told us, the problem with instructions is that there are to be instruction about the instructions. I had not gotten this instruction to look for instructions but now I had no choice. I did find the instruction and was told that, here and then, one had to punch one’s floor outside the elevator, listen to the voice telling us floor and elevator (“33, Car H”). It was not until my third or four trip that I noticed that a small panel up on the side of the door lit up to indicate the floors where the elevator would stop. Two days later all this had become routine: 1) punch your floor and listen to the instruction about the car to take; 2) locate this car and stand in front of it; 3) as the doors open check the side panel for confirmation and move confidently. I had learned!

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given arbitrariness, then instruction…

Fieldnote:

Professor fiddles with computer in full view of about 30 graduate students.  Complains audibly that he can’t get rid of something on the screen.  One student (or more) suggests clicking on what seems the offending screen overlay.  Professor clicks there, and then clicks somewhat wildly on various options.  Apparent success.  The overlay shrinks.  But now the cursor is wrong.  A(nother? Or more) student suggests something like “click on the ‘x’ in the upper right corner.  Professor complies and is satisfied with the result.  Professor then uses the sequence he has thereby ended as an example of “distributed cognition.”

And now I, the professor expands on this discussion in the context of the class discussion about arbitrariness and culture.  As we move from identifying the properties of a social field (culture, semiotic system, etc.) to acting within this field, the essential question then becomes: how do human beings deal with the arbitrariness of their world, including the ongoing evolution of new forms of arbitrariness.  This, for a social scientist is an empirical question.  For an anthropologist inspired by conversational analysis, this is also one that must be answered through examining closely instances when, arguably, people face arbitrariness in the midst of a collectivity.  Thus the exemplary usefulness of the above example.

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