Further to yesterday’s post on Judith Butler and her opaque prose, I thought I’d add a few thoughts. One commenter, Dr Dawg, has argued that Butler is making a point, albeit badly:

I think this misses an important point. The issue, I think, hinges on whether you regard the opacity of Butler’s statement, and of many others I’ve highlighted, as a result of ineptitude or something more deliberate. Is it a mistake, a technical necessity, or a stylistic affectation and convenient camouflage? It seems to me that mere clumsiness doesn’t explain the prevalence and uniformity of those “mistakes” among leftwing PoMo academics. It seems much more likely that this habitual and remarkably uniform obscurantism is a determined effort – specifically, an attempt to hide the slightness of certain ideas and their various assumptions and contradictions.

The issue, as I see it, is one of bad faith. Hiding a small and tendentious idea, or no idea at all, inside Very Big Language is not a promising indicator of good character, honesty or wisdom. As I’ve argued elsewhere, one might suspect that the unintelligible nature of much postmodern ‘analysis’ is a convenient contrivance, if only because it’s difficult to determine exactly how wrong an unintelligible analysis is. In this respect, one might see the PoMo phenomenon as not so much a loose collection of often disreputable ideas, but more as a rhetorical tactic employed by narcissists, ideologues and academic shysters.

Thanks to a disaffected reader, Louis Proyect, I stumbled across the website of the philosopher and critic, Denis Dutton. If my recent pieces on Carolyn Guertin and Jacques Derrida were of interest, Dutton’s site is well worth exploring. There’s an amusing broadside aimed at Baudrillard and his admirers, and a shot at deconstruction. There’s also this piece on professional obscurantism and attempts to browbeat unsuspecting students: 

“The pretentiousness of the worst academic writing betrays it as a kind of intellectual kitsch, analogous to bad art that declares itself ‘profound’ or ‘moving’ not by displaying its own intrinsic value but by borrowing these values from elsewhere… These kitsch theorists mimic the effects of rigour and profundity without actually doing serious intellectual work. Their jargon-laden prose always suggests but never delivers genuine insight. Here is… Prof. Judith Butler*, from an article in the journal Diacritics:

‘The move from a structuralist account in which capital is understood to structure social relations in relatively homologous ways to a view of hegemony in which power relations are subject to repetition, convergence, and rearticulation brought the question of temporality into the thinking of structure, and marked a shift from a form of Althusserian theory that takes structural totalities as theoretical objects to one in which the insights into the contingent possibility of structure inaugurate a renewed conception of hegemony as bound up with the contingent sites and strategies of the rearticulation of power.’

To ask what this means is to miss the point. This sentence beats readers into submission and instructs them that they are in the presence of a great and deep mind. Actual communication has nothing to do with it.”

As Dutton argues elsewhere, the objective here is to induce anxiety and play the rube – to exploit the trust of people who stare at such things, find nothing of significance, and assume the fault is theirs. I realise the idea that such a thing can happen, and happen frequently, is taboo. To recognise bad faith of this magnitude requires an unseemly kind of honesty. But, as we’ve seen, these things happen nonetheless. And they continue to happen precisely because the very idea is unthinkable.

*Judith Butler is Professor of Comparative Literature and Rhetoric at the University of California, Berkeley. She is a “leading queer theorist” and has been described as “one of the superstars of 90s academia” and “probably one of the ten smartest people on the planet.” Related, this and this.

Further to this, here’s a little more from Keith Windschuttle’s lecture, History, Truth and Tribalism:

“One reason I chose to cite this passage from Bhabha* was because… it contains terminology such as ‘synchronic’ and ‘diachronic’, which no self-respecting, theoretically correct postmodernist would use today. For these are terms that derive from the now out-of-date theory of structuralism, which has since been completely superseded by the theory of poststructuralism. One index of the achievements of academic theory today can be gauged by its waste matter; that is, the range of concepts and methods jettisoned along the way to its present position. The great majority of these concepts were adopted not because of their intellectual weight or clarity but because they were mouthed by whoever was the then prevailing theoretical guru…

No-one bothers any more with once solemnly-made distinctions within the field of semiotics between the ‘signifier’ and the ‘signified’ or between ‘denotation’ and ‘connotation’. Indeed, whatever happened to semiotics? All these concepts are now museum pieces. Yet in the 1980s, each was taught as gospel by the same people who are now recommending a postmodernist or a cultural studies approach as the definitive word on their subject. One can only feel terribly sorry for the generations of humanities students once forced to dutifully learn and regurgitate these now dead and useless concepts.”

*Homi Bhabha, former professor of English at the University of Chicago and a “leading voice in post-colonial studies.”   

Further to my posts on the preposterous Carolyn Guertin and Jacques Derrida’s unhinged and fraudulent prose, this may be of interest. It’s from a lecture by Keith Windschuttle, author of The Killing of History: How Literary Critics and Social Theorists Are Murdering Our Past. It’s a longish extract, but bear with me. I think it’s worth your time and, perhaps, grimly amusing. Windschuttle points out how “unproblematic prose” and “clarity of presentation” are regarded by some – guess who – as the “conceptual tools of conservatism.” Thus, if you prefer arguments that are (a) comprehensible and (b) able to withstand scrutiny, you must be a conservative, i.e. The Enemy. On the other hand, if you denounce such bourgeois trifles, you’re “radical” and very, very sexy.

“Though all the great historians I just mentioned were wonderfully clear writers, postmodern academic fashions have declared clear writing to be ideologically contaminated. The editors of one recent collection of postmodernist essays inform us: ‘The ideal of a transparent, tempered and accommodated prose’ is ‘the approved mode of expression for the society and values of the newly empowered middle class.’ (Innovations of Antiquity, ed. Ralph Hexter and Daniel Selden, New York 1992). Another has declared ‘unproblematic prose and clarity of presentation’ to be ‘the conceptual tools of conservatism.’ (Mas’d Zavarzadeh, Journal of Aesthetics and Art Criticism, cited by John M. Ellis, Against Deconstructionism.) Since today’s typical postmodernist academic would rather be declared to have a communicable disease than labelled ‘middle class’ or ‘conservative’, let me give you an example of what now passes as acceptable prose style among the postmodernist fraternity (and sorority).

This is from a gentleman named Homi Bhabha, a former professor of English at the University of Chicago, who has now been appointed to Harvard. He is writing about nineteenth century attempts by Britain to establish governments in its colonies that mimicked the government of the imperial centre. Rather than examining the evidence of how these colonial governments actually worked in practice, Bhabha instead gives us a deconstruction of the concept of ‘mimicry’. He writes: ‘Within that conflictual economy of colonial discourse that Edward Said describes as the tension between the synchronic panoptical vision of domination – the demand for identity, stasis – and the counterpressure of the diachrony of history – change, difference – mimicry represents an ironic compromise. (To) adapt Samuel Weber’s formulation of the marginalising vision of castration, then, colonial mimicry is the desire for a reformed, recognisable Other, as a subject of a difference that is almost the same, but not quite. Which is to say…’ (From Tensions of Empire, ed. Frederick Cooper and Ann Laura Stoler, University of California Press, 1997)

I won’t try to translate these sentiments into English. How could anyone talk seriously about the vision of castration? Let me simply point out that they are representative of their kind, containing the usual quota of invented terminology and postmodernist clichés – ‘difference’, ‘irony’, ‘the Other’ – not to mention the obligatory reverent citation of approved gurus. Writing of this kind should remind us of George Orwell’s observation that muddled prose is usually an ‘instrument for concealing or preventing thought.’ Unfortunately, in academic life today, this kind of prose is routinely adopted by the most successful people in their fields. This happens to be a very effective tactic to adopt in academic circles where there is always an expectation that things are never simple and that anyone who writes clearly is thereby being shallow. Obscurity is often assumed to equal profundity, a quality that signals a superiority over the thinking of the uneducated herd. Moreover, those students who put in all the work needed to comprehend a dialogue of this kind very often become converts, partly to protect their investment in the large amount of time already committed, and partly because they are bound to feel they have thereby earned a ticket into an elite. Obscurity is thus a clever way to generate a following.”

The full lecture can be read here.

Further to recent posts on PC bigotry and the redefinition of racism, La Shawn Barber has highlighted another example of students being steered towards approved kinds of prejudice.

Seattle high school students have at public expense been sent to the annual White Privilege Conference, the stated aim of which is to provide “a yearly opportunity to examine and explore difficult issues related to white privilege, white supremacy and oppression.” Topics headlined for ‘exploration’ include “white man’s pornography”, “multiple systems of oppression” and “transforming whiteness in the classroom.” Given such tendentious subject matter, readers may be forgiven for questioning the extent to which realistic discussion will actually be encouraged, or indeed permitted, and for questioning whether the White Privilege Conference does in fact provide “a challenging, empowering and educational experience.”

Visitors are, however, assured that the WPC is “not about beating up on white folks,” but is instead about “working to dismantle systems of power, prejudice, privilege and oppression.” Whether those two statements prove compatible in practice is, alas, not entirely clear. Dr Peggy McIntosh, a “highly sought-after speaker” on multicultural teaching methods, describes white privilege as “an invisible package of unearned assets… like an invisible weightless knapsack of special provisions, maps, passports, code books, visas, clothes, tools, and blank checks.” If that explanation isn’t sufficiently clear or convincing, Dr McIntosh also provides a White Privilege Checklist, which defines white privilege as the ability to “be in the company of people of my race most of the time” and to “avoid spending time with people whom I was trained to mistrust and who have learned to mistrust my kind or me.” The ability to go shopping without being followed or harassed is, Dr McIntosh asserts, another indicator of heinous racial advantage, as is the ability to find publishers for articles on the “invisible, weightless” phenomenon upon which she happens to opine.

La Shawn Barber notes that racially-fixated ideology isn’t exactly unknown in Seattle’s educational system. Dr Caprice Hollins, the Director of Equity, Race & Learning Support for Seattle’s public schools, has previously criticised individualism, long-term planning (or “future time orientation”) and the speaking of grammatical English as “white values.” The expectation among teachers that all students should be responsible individuals and meet certain linguistic and organisational standards is, according to Dr Hollins, a form of “cultural racism.”

Behold your tax dollars at work, shaping young minds for a brighter tomorrow.

More here and here.