I Have a Scream

Dear Colleagues Across the Curriculum

          DAMN = to damage,
the damage done is what "damn" means.
CONVICTION OF SIN = I.E. es, esse,
"essence", "being" is what "sin" means.

Damaged & damaging if I do; damaged &
damaging if I don't do. I'm damned, damnit.
It's the denial and cover-up that raises my
bozone level. No doubt.

(You got a problem with "damn"?
 Wounded? Wounding?
Vulnerable? Hurting?
Maybe you  like them terms better.
What's in a word for  crying out loud?)


Apologia for my Vita.

My bias and fears motivate my guilt and dispel my shame
drive, compel, obsess, agitate: thorn in the flesh, pea under
mattresses which is why I write how  and what I write: an
ongoing paranoid sense of operating out of a marginal 
(if not nether) area of "academics.

It's the 2 cultures, what Gary calls the 2 economies, deal that
I use/abuse to frame my genial  antithetical, antagonistic,
diabolical opposition to the mainframe.

From a generative/creative/composing/ inventive/innovative
standpoint or mode: the rigor-values of Finished Produce
which  we  appropriately salute are in my mind also a negative
constraint if not anathma to that which would produce the
products we celebrate..

Waste not::Want.
Throw It Away Throw It Away Throw It Away
Mess and Muddle, slip and slide -
Conservationists &  Recylers & Service Projectors
& Citizens need not apply.  Hang your clothes on a
hickory limb but don't go near the water.

I don't know how a community of learning might actually
become  able to build an environment that could host and
accommodate  the incommensurate (favorite word and
notion) and yet potentially  complementary values of
process and product.

You all know the distinction and difference.
Are you aware how antithetical they are: the 2 modes,
the 2 economies?  Hostile, appropriately. Naturally.

 End Product and  assessment  and measurable outcomes
not to mention clarity,  consistency, and coherence DOMINATE
Makes sense  That's the  given I would supplement if not
complement.

Because  the 2 values can't stand each other's presence
so to speak. Can you imagine me and Dr. Bradshaw
team teaching?  (Yet we love each other)

It would  take some  kind of shared over-all built-up-together
frame that might  could  embrace the "hostility"--with no
injustice to either mode. With no injustice to either mode
With no injustice to either mode. With no injustice to
either mode..
  
As it is: the SACS RUBRIC phenomena (as I understand
or misunderstand) does injustice and pretty much eclipses
the mess & guess,  muddle and O MY God  that is essential
to composing, creating, inventing, innovating--assuming that
process is academically desirable, and not just the  instruction
of the basically stand  and deliver kind.

Write this down. It'll be on the exam.

I overstate knowingly, best I can to trumpet my Jonny One Note
deal, Flannery  O'Connor claims you got to yell at the hard of
hearing, but Neils Bohr says the opposite of a profound truth is
another profound truth--and I say damned if I do  and damned if
I don't do and that's a relief to know.

(Anais Nyn says she writes each day with out hope and without
despair,  and  that has been a blessing to me)

xxxooo, Sam 

Please: I beg you to differ.  Don't just do something.  Stand here
and Argue.  SACS Rubricization:  the Sphinx that hulks over Thebes
 all the good citizens in thrall, waiting for Oedipus: our superman.