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Emptiness of Philosophy and Theology

Nearly twenty-five years ago, I had my career track all planned: a Ph.D. from Boston University in the philosophy of religion followed by a lifetime of teaching (hopefully at a small college where I could work in both the philosophy and religion departments) and writing. I was in a seminar about Friedrich Schleiermacher’s On Religion: Speeches to Its Cultural Despisers, and I couldn’t get out of my mind the homeless man who was bedding down in front of the building where we were all sitting, talking about a 200+ year old treatise about religion.

It all seemed so impractical, so useless: I dropped out after that semester.

I’m still pleased with that decision because my work now is so very practical: I teach kids how to read and write better. And as for my writing bug, there’s this site.

A few weeks ago, though, I thought I’d look up an acquaintance from my undergraduate years who was going to do graduate work in philosophy as well. I found him: he completed his doctorate, and now he teaches philosophy at a university and writes.

Reading an interview with him, I got a glimpse into what my life would be like if I’d continued at B.U. One thing I’d be doing is writing jargon-filled nonsense of little practical value.

Modern philosophers can’t seem to write without stuffing as much falsely impressive jargon into every inch of every sentence. Instead of asking an acquaintance, “Would you like to see a movie with me?” they say things like,

Ah, my dear interlocutor, I extend to thee an invitation to partake in a cinematic sojourn, wherein we shall immerse ourselves in the ineffable tapestry of visual narratives. Let us engage in a dialectical exploration of the celluloid realm, dissecting the ontological nuances and epistemological quandaries presented therein. As we traverse the cinematic landscape, let our minds intertwine in a hermeneutic dance, unraveling the semiotic layers that cloak the underlying existential motifs. Join me, and together we shall embark upon a transcendental odyssey through the silver screen, transcending the quotidian boundaries of perception. What sayest thou to this proposition?

Chat GPT in response to the prompt, “write a jargon-filled invitation to a date to the movies that a philosopher might say.”

I honestly wonder if this reliance on jargon has become second nature to them. When they live in the echo chamber of academic writing, this use of jargon likely becomes the norm.

Another similarity between all these writers is their unshakable conviction that what they’re doing is somehow brave. They speak of “opening up radically new forms of thinking and practices” and “the courage” to push “the limits and boundaries of traditional orthodox thinking so intrinsic to forms of American feminism, neo-conservatism, liberalism, religion, politics, aesthetics and so on that only serve as ideological masks behind which corporate power strangles academic and political freedom.”  This is an “insurrectionist movement [that] takes a stance against this political and academic tyranny by risking freedom.” These “wonderfully intrepid” philosophers are courageously creating an “indispensable provocation to thought,”

With all this talk of intrepid risk-taking, I can’t help but ask what exactly is the chance they’re taking? What are they risking? Is someone going to imprison them for questioning the “ideological masks behind which corporate power strangles academic and political freedom”? They must be the new models of bravery in our thought-driven First World. The next time I see a firefighter rush into a burning building, I’ll think, “I haven’t seen that kind of bravery since I saw some philosophers challenging the ‘boundaries of traditional orthodox thinking so intrinsic to forms of American’ thought!” A related series of questions arise from this thought: What exactly are those boundaries? Are they walls? Are they bars? How do they restrain us? Perhaps these great thinkers realize that their contribution to society is minimal at best, and they console themselves with the thought, “Well, at least we are brave and know how to string a lot of big words together.”

Finally, what they’re writing, even discounting the overwhelming obsession with jargon, makes no practical sense at all. They speak of a “concrete and materialist commitment to that surplus of a life lived to openness and joy and not the law and security,” and in fact, there’s nothing concrete, material, or applicable about it. What would this look like? What concrete actions could these writers take that we could look at and say, “Hey, I see in those actions a “commitment to that surplus of a life lived to openness and joy and not the law and security”? How can we recognize if our ideas are “married to an identity politics looking to preserve a certain predetermined zone of ‘desire,'” and what steps could we take to file for a divorce? What are the signs that “ideological structures of power have tried to denude natural powers into a deity” and how could we then determine whether those efforts “once again limits infinity by assigning them a personality, an ethnic history”? How can we identify “the need for intellectuals to organize around the core building blocks of life, air, water, and food” and how will that help us non-intellectuals?

And most critically, how can we recognize that a given “theology tumbles kenotically, inexorably, into political economy, literature, climate science, postcoloniality, critical race theory, and nonequilibrium thermodynamics, forcing us to face the earth, sky, mortals, and gods as they are―and in all that they’re not―and only then as they might yet be”? What line in a given treatise about this revolutionary theology could we point to and say, “Here, this is theology tumbling kenotically into nonequilibrium thermodynamics”?

I seriously don’t know how anyone can take themselves seriously when they write this stuff.

Diagramming

As our last group of starters, we began some sentence diagramming today. Most classes spent about 15 minutes on it before moving to Great Expectations character presentations.

In school, I always felt a little like a freak because while everyone else was complaining about diagramming sentences in school, I enjoyed it. Taking a jumble of words and placing each one in its own slot to indicate its precise function in the sentence felt like drawing meaning and order out of what would otherwise be near chaos. Sentences are a jumble of words that we comprehend without giving it much thought (if we’re fluent), yet within that apparent jumble is a simplicity that we can demonstrate graphically, even if it is a bit tricky to find that order for some sentences. Other kids groaned and complained about it, but for me, each sentence I had to diagram was a little puzzle I could crawl inside with a tool belt and take the whole thing apart as if it were a toy the inner workings of which had entranced me for ages. I knew, though, that I could put the sentence all back together, and I didn’t have that kind of assurance when pulling apart toys.

Yet even today, there are a number of sentences that flummox my diagramming ability. Look at that last sentence, for example. Had I not originally written “when I was pulling apart toys” I wouldn’t have seen the subtle, almost-hidden clause in the revised “when pulling apart toys.”

It’s these little idiosyncrasies of language that I hope to help students discover by going over sentence diagramming with them as a starter these final days.

Categories

“Daddy, can I play on my iPod?” The Boy had called my old phone that he uses for games an iPod for as long as I can remember. Sometimes he just calls hit his phone. For a seven-year-old, some details are unimportant.

“What did Mama say before she left?” I asked. I’d just gotten home, and K had just left for a showing. We like to be consistent, to make sure kids don’t start playing one off the other. Not that our angels would ever do that.

“She said no YouTube and no television,” he confessed.

“Well, let’s generalize that to ‘no electronics’ and say ‘No,’ okay?”

“Okay.” A pause. I knew what was coming. “What’s ‘generalize’?”

“It’s when you take something specific, a detail, and make a broader category from it. Like if I were to say, ‘apple’ and ‘orange,’ what category would those both fit into?”

“Fruit!”

And there we had it.

“Daddy, can we do this for a long time? Can we play this game for a long time?”

I love how so many things become a game for him. We played the generalization game for a while, each taking turns listing two items and having the other figure out what category they fit into.

No bigger themes; no lessons learned. Just a fun little game that we might never remember to play again but got us both smiling for a few minutes today.

An Almost-Inside Joke

To get this, figure out the name of the piece of music and look up the imperative form of the Polish word for “to roll out dough.”

Sick Saturday with Old Friends

“Door” in Polish is a strange word. Like “pants” in English, it’s always plural — drzwi. It’s likely because it’s etymologically connected to “tree” and “wood,” and since old doors were made of planks, it makes sense to call them something like “planks” (though that’s not what drzwi translates to literally).

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This morning, the Boy went to tell K as she was getting ready for a shower that he’d heard a scratching at the door, that it was Bida, our cat, who was trying to get his attention so that he would let her in, that he heard it and wondered what it was, that he’d figured it out, and that he let her in. K stood patiently, towel wrapped around her, listening to this whole story patiently, then asked, in Polish, for privacy: “Could you please shut the door so that I could shower?”

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He replied, in English: “I’ll close them and lock them so no one will come in.” He applied Polish grammar to English, pluralizing a word that would be plural in Polish but is singular in English.

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Sunday

After Mass during the school year, there are a few obligatories: a fresh pot of coffee and something sweet. Feed the soul, then feed the spirit. Something like that. Perhaps accompany it with something to read, maybe a game of chess. But eventually, it’s time for the trial and treasure, for it’s something K loves and loathes doing. Polish lessons.

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The love is easy: it’s her language, her culture, that she’s sharing with her beloved daughter. The loathe comes from the frustration that sometimes accompanies it. Perhaps “loathe” is not the right word — perhaps it was just too alliterative to pass up. “It’s something that K loves and that frustrates her” doesn’t quite make it. Always searching for the right word, never able to find it, which is what makes the Polish lessons so frustrating for the Girl. Her passive vocabulary, like everyone’s, is much larger than her active vocabulary. She can understand more than she can say, like me in Polish.

E, on the other hand, has of late only a passive vocabulary for the most part. The production has ceased. However, we’re seeing that language and such is perhaps just not his strength. He can watch a cartoon about how airplanes fly and remember it long afterward. (Language, though? K was trying to teach him a Polish prayer the other evening, and he replied, “You must be kidding me! I can’t remember that!”)

In the evening, it’s time to feed the soul once again — a quiet bonfire in the backyard. The temperatures have cooled, the mosquitoes have disappeared, and we’ve entered our favorite time of the year.

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We’ve been waiting all summer for this. The kitchen is mostly done, our routines have returned, the weather has cooled, and it’s time to start everything again. So what better way to end than with a song by Antoine Dufour, a Quebecois guitarist, who wrote a song for his yet-unborn son, a song about waiting, a song I’ve listened to at least a dozen times this weekend. Perhaps the most beautiful acoustic guitar song I’ve ever heard.

Two Conversations

One

Mama, why does Daddy have bronchitis?

I don’t know.

Is he going to die?

No, honey.

Two

Daddy, hear that? (Slightly congested cough.)

Yes. Are you okay?

We were out for that spacer [walk] yesterday, and there was cold air, and I had it in my mouth, and I swallowed it.

Did you get some medicine?

Yes, Mama posmarować-ed [smeared] me with special olej [oil]. I’ll be okay in a few minutes.

Diagram

L and I were sitting by her bed, reading the graphic-novel version of Shakespeare that she brought from the school library when she came across a sentence that stumped her: the king sent to men “to consult with the oracle of Delphi, in Greece.” I explained to her what “consult” means and then began working to help her figure out what “oracle” might mean.

“If ‘consult’ means something like ‘ask advice from’ and the men went to consult with the oracle, what did they ask advice from?” Much to my surprise, she couldn’t figure it out. I explained that the verb was “consult,” the action is “consulting.” “So who’s doing the action, who is consulting?”

“The king?”

It was clear a new strategy was necessary.

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That’s right, I started teacher her how to diagram sentences. There are few skills that are so incredibly useful for getting students to see the inner working of a sentence, the clockworks of the sentence. Of course it’s no longer taught today except by eccentric English teachers who have free reign with their curriculum design — in other words, it’s not taught anymore. Still, I’ve begun wondering if I could somehow incorporate it into my own teaching

My, Our, and The

It’s a sign of the times that I haven’t been in a bank in probably well over a year. Since almost everything can be done online or at an ATM, why bother? But a substantial withdraw before heading on vacation requires a visit in person, so I dropped off at our local branch and realized immediately upon entering that they’d created a new position since I’d last been inside. Standing at the entrance was essentially a traffic director: a young lady who looked to in her early twenties, fresh out of college, asked all entering customers what they needed and then directed them to the appropriate part of the bank. So essentially it was waiting in line before being told to go wait in this or that line. I knew which line I needed, but I waited patiently while the young lady helped the lady in front of me determine where she needed to go. Finally, it was my turn, and I was brief: “I just need to make a withdraw.”

“Well, if it’s less than $300, you can get it from the ATM,” she smiled, “but if it’s more, you’ll have to see one of my tellers.”

Such a loaded construction: “one of my tellers.” I stood in the second line, thinking of the young lady’s other options. She could have said, “You’ll have to see one of the tellers.” Alternatively, she could have said, “You’ll have to see one of our tellers.” But she chose “one of my tellers.”

I found myself wondering if this was scripted (i.e., the bank manager told her to phrase it that way) or if she made that decision herself. And the more I thought about it, the more I hoped it was the former and not the latter, for if I were a teller at that bank, I would think it would grate on my nerves all day long to hear this young lady refer to me as “one my tellers” when in fact she’s probably just as low on the totem pole as I am. Certainly she could be the manager, but that seems unlikely: too young, and why would the manager be doing such a job?

If it’s the latter, if she’s choosing to say “one of my tellers,” why? It undoubtedly sets up a hierarchy within the bank, with the traffic director placing herself above the tellers. After all, if they’re “my tellers,” I’m in charge. However, if they’re “our tellers,” we’re all subservient to someone else, either the abstract idea of the banking corporation or the specific manager. The final choice, “one of the tellers” makes it seem as if she’s not even really a part of the bank. Clearly “our” is the best choice. So why “my”?

Modeling

In education, it’s critical to model. Show, don’t tell.

I teach a creative writing course, which is really “Digital Storytelling,” but that’s not one of the district-provided options for course titles, so I call it “Creative Writing” and do a bit of everything. Right now, students are working on NPR-style audio stories about school events. I thought I’d model it for them. It was kind of fun — perhaps I have a future in radio…