When they came for the guitars,
I stood silent, saying
nothing
Liberal Art Exam
A couple years ago in an
early morning class
we were questioning &
exposing everything:
definitions,
somewhat-hidden assumptions,
controlling metaphors, the
role of contradiction
& paradox, pushing
analogies beyond their
intent, heightening
distinctions between
description and prescription, diagnosis and
value, and round
and round we went, down
and down we went, loving
the spin we were
in; and I said: look don’t be trying this in them
other classes: this is
context-specific practice
not to be exercised anywhere, or if you don’t
believe me go ahead try it
in your next class,
I dare you: throw the
converse actional
monkey wrench and see what
happens.
Well, one kid did &
the prof exploded,
appropriately took me to
task as instigator
and abandoned class. The student showed
up in my office a few
minutes later, quite
disturbed and accusing me
of setting him up.
Now here’s the question:
Was that a terrible thing to have done?
Awful? Was that a terrific thing to have
done?
Awesome? Shameful? Admirable? On my part?
The student’s part?
(That = disruption by challenging authority,
protocol, assumption,
definition, controlling
metaphor etc. etc etc.)
Explain your answer.
And of course demonstrate
your critical thinking
because this is at the heart
of the crucial difference between Liberal Art
education on the one hand and, on the other hand:
The Liberal Arts—them majors and minors and
poster & capstone events..
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