Review: Toril Moi, Revolution of the Ordinary

 

There are so many universities in the world that we have only estimates of their number; an App can’t track them because some don’t call themselves universities (MIT and many others) and because some are bogus. But I’m fairly confident that spread across those universities there are thousands of Departments which offer undergraduate degrees in Literature, most commonly the Literature of the country in which they are based or, at least, written in its national language.

I’m also fairly confident that poems and novels are always taken as exemplary for Literature and that survey courses which introduce students to representative samples of different periods and genres within the national literature are very common. It’s for that reason that I can walk into my local bookshop and buy cheap, well-edited editions of nineteenth century English language novels easily identifiable by their black Penguin Classics spines. I benefit from the student demand for these things.

Undergraduates are expected to read the representative material assigned and quite often do. But what else are they supposed to accomplish? For over a century now departments of Literature have struggled to make their work - well, more disciplinary. Various approaches have been proposed and almost certainly more approaches than in the harder sciences where a textbook author can even dream of writing a book which will be used world-wide - at school in the 1960s my textbook for Economics was simply called “Samuelson” and probably got close to having world-wide success outside the then Communist world.

To begin with, the new Literature departments could trade off what was already an established way of responding to poems and novels which could be found in pre-1914 European and North American journals, reviews, and newspapers where Response often took the form of assuming a moral high ground from which, in particular, immorality could be seen for what it was. Literature was often immoral and readers needed to be told that in their own interests. How else could they know which novels to buy for themselves but keep from their servants (for whom a separate category of improving literature was available - The Blind Washerwoman, and such like). The new university departments could easily accommodate to such disciplinary activity and still do though nowadays there is much debate as to whether students are in the same category as servants and to be protected from immorality. Remarkably, students can now be found who will, in any case, demand protection, whereas In My Day ….

Beyond moralising raps on the knuckle the next most common form of Discipline was the demand that students Pay Attention to the words on the page in such a way that they would not attribute character traits or motives or moods or conclusions clearly contradicted by words to be found at page 123 et seq.

You could read Toril Moi as urging the case for a more subtle and sophisticated version of that kind of (elementary?) discipline, basing herself on the later philosophy of Wittgenstein as mediated by Stanley Cavell in particular. Literature makes use of ordinary language to do fairly extraordinary things and paying careful, engaged attention to it - and to one’s own responses - is the way in.

But is the way in also the goal and conclusion? When you’ve read something attentively is that it?  Toril Moi does not think so - she is not trying to resurrect what was once called the New Criticism whose advocates would tell you very firmly that if it wasn’t on the page you had no business talking about it and that if you did talk you couldn’t expect an A or even a B.  Like Rita Felski who uses the “flat” ontology of Bruno Latour [see my review of Felski’s Hooked on this site, 24 February 2022 ], Moi accepts that to fully appreciate (acknowledge) what the words on the page are being used to do it may be entirely appropriate to draw attention to the author’s biography, to the historical circumstances in which the book was written, to the author’s assumptions about likely or desired readers, to the author’s awareness of current censorship practices (an awareness which, in my reading, for example, blights Oscar Wilde’s The Picture of Dorian Gray, this site 16 August 2021). She wants us to think of poems and novels as forms of action or enactment connected to situated human existence and not detached “texts” which could have dropped from the skies.

 But at the same time she wants to resist the approaches of those who just want to put the “text” through a grinder - Marxist, Freudian, Feminist, Post-Colonial ….. basically in order to demonstrate how the work Fails but, as just reward, enables the grinder-operator to get an A. She is interested in keeping a mind which is at once open and informed so that the “text” has a chance to lead us to new ways of looking at things which we may otherwise take for granted. At page 211, for example, she separates Viktor Shklovsky from other formalists and says that he got things right when he championed defamiliarization as something rather more than simple “technique”. I agree - and the idea itself can be found a century earlier in Coleridge’s response to Wordsworth. The genuineness of Shklovsky’s commitment is to be found in his memoir, A Sentimental Journey.

*

 Just now I used the phrase “situated human existence”. Moi takes over from Wittgenstein the idea of “forms of life” which is closely connected to the idea of agreement (often unreflected) in our responses. I have a problem with this because I think that Wittgenstein does not distinguish two different kinds of agreement and in so doing opens himself to rival readings, which for short one might call “naturalist” and “sociological”.

If you show experimental subjects the two arrow-headed lines which comprise the Müller-Lyer illusion they will all agree, independently of each other, that the arrows are of unequal length. Even when told that they are not, the illusion persists.

The illusion reveals something about how human vision works; that we agree in our responses is a distributive agreement which has nothing to do with anything we have learnt, been taught, or discussed. Similarly, young children (before the age of four or five) make drawings which develop in ways and in a sequential order which is common across cultures and owes nothing to the surrounding cultures of visual representation into which some children will subsequently be inducted. The naïve child artists agree in the way they think faces and figures are to be represented though no one has taught them this (or, in Wittgenstein’s language, trained them). Pile up such examples of distributive agreement (being frightened by a scary story…) and you can then begin to think of agreement in responses as something natural and you can read some of the things Wittgenstein says as supportive of that and you can make him into a naturalist as did Colin McGinn in Wittgenstein on Meaning (1984). Wittgenstein does not make it easy, however, because he has very little to say about babies and infants and what he does say seems bleakly conventional and uncomprehending.

But, of course, there is another kind of agreement which can be called collective. This does not require that we have voted or held debates or even talked about it though sometimes we will have done so. We can come to agree by various means but by those diverse means our form of life comes to have a social or communal or conventional character as explored by philosophers like David Lewis in his Convention (1969) and much subsequent literature including the work of Margaret Gilbert. We agree collectively, not distributively, to drive on the left not the right, and so on. Social constructionists think that everything (or nearly everything) has this character and they can find ways of reading Wittgenstein which turns him into a sociologist of culture. They did a lot of that in Oxford where Wittgenstein’s account of “following a rule” got construed as “following our rule and don’t dare disobey”, as if the nature of language could be entirely understood via the local dialect. This emphasis on the social is found most clearly in the work of Gordon Baker and Peter Hacker in books such as Language, Sense and Nonsense (1984). My own view is that the Oxford Wittgensteinians fell into the trap which Dennis Wrong once characterised as “The Oversocialized Conception of Man in Modern Sociology” (a 1977 article).

Toril Moi’s book covers a lot of ground and is really the product of a life time of careful engagement. It’s lucid and held together by the thread provided by Stanley Cavell’s work, which is much more humane and resonant than anything the Oxonians came up with. Whether Moi’s book will in practical terms solve or dissolve the problem of what kind of Discipline is best suited to deal with Literature is another matter.

 

 

 

 

 

 

Review: Rita Felski Hooked

 

I was introduced to Rita Felski’s work in 2020 when I consulted what in England we call an Early Career Academic about an essay on Lolita that I was writing (now published as Nabokov’s Dream); he suggested I read The Limits of Critique (2015). In that book, Felski writes about the importance of the pleasure we get from reading novels or looking at paintings, and so on. In this new book she starts from a reflection on the often odd and idiosyncratic ways in which we become attached, or attach ourselves, to a work - maybe re-reading it frequently or humming the tune every day. (In another book I was reading recently, an anecdote was told about the philosopher Gilbert Ryle who was once asked if he read any fiction. Oh , yes. Jane Austen. All of them, once a year).

In Felski’s work there is a background hum of unease with what has happened to the humanities during her career and even before her career begun. Both institutional and broader cultural pressures have turned teachers of the humanities into purveyors of artificially narrowed pre-occupations often enough combined with a narrow-minded demand for conformity, usually in favour of some politico-cultural orientation deemed progressive but not always seen as such by outsiders. (So, for example, myself I see  the “critique” of cultural appropriation as both a bit absurd - because opposing itself to what is probably the main dynamic of all cultural change - and a bit backward-looking - which is to say, reactionary).

Felski occupies a prominent position in the academy and her own particular reservations (cultural appropriation is not something she discusses in this book, I should add, though it often involves getting hooked on something) are expressed in a more nuanced way than might be used by an outsider and perhaps some are not expressed at all.

Her response to claustrophobia is to try to open up the field of what can and should be done under the rubrics of “The Humanities” guided by a theoretical commitment to the Actor Network Theory (ANT) pioneered by Bruno Latour - who I haven’t read. But it seems that the slogan of ANT might well be, “Only connect!” Let me give an example of what might be involved in an ANT-ish opening up. (This is my own example and will show whether I have grasped the point or not).

Suppose we have hitherto worked on the assumption that response to a painting begins at the point when we stand before it (at an appropriate distance) on a gallery wall.  Well, how did we get to that Point? In the immediate past, we ascended the steps of what is probably an architecturally impressive building (that counts as an actor in ANT), passed through turnstiles and past security guards and gallery attendants (there are people who want to steal paintings because they are often worth a LOT of money and the guards remind us of that so they are actors too). We have  side-stepped other gallery-goers who may look older or younger than us, better dressed or worse, unevenly distributed by sex and ethnicity in ways which we may note as placing us in a majority or a minority. So many actors! Eventually, we get to the painting only to discover that twenty seven people got there before us. (Tourist tip: If you are thinking of visiting the Louvre to look at the Mona Lisa…well, Forget It).

All this contributes towards the state of mind in which you at last (hopefully) look at your painting, the identity of which you may now check against the gallery label (another actor).

All that has happened since you climbed the steps has gone into creating the state of mind in which you now stand before the painting. In addition, of course, there is all the preparatory reading you may have done about the painter whose work you are now looking at, or about the period or school within which they worked, and the title of the course requirement essay you have to write. What chance some supposedly pure unmediated response to what is now in front of you?

You might feel that your chances of unmediated response are better when you walk down the street listening to a new album through headphones until one song catches you and even hooks you enough for you to spool back and listen again. And perhaps again. This scenario is also capable of being written up in the terms of Actor-Network Theory,though it might seem that a sudden epiphany, a break -out experience in which you suddenly and unexpectedly attach to something with delight is actually a breaking out from your usual networks. Epiphanies could be described as an unlearning experience. (See footnote) .

Felski is particularly interested in this kind of experience and it explains the title of her book. She thinks we are often coy about admitting that something has hooked us, and especially so in a college classroom where to admit to such enthusiasms might seem out of place - a bit childish, perhaps; a bit down-market; a bit politically incorrect - there are now many readers, female and male, coy about owning up to  enthusiasm for Lolita, novel or films.

There’s not much to argue with in what Felski argues. But the danger - which she seeks to address - is that in place of scholarly narrowness and puritan exclusion we end up with seminar discussions of marshmallow softness, lectures which are hopelessly idiosyncratic (…if I may digress for a moment, I recall Bob Marley and the Wailers ... You what? Yes, it was their first UK tour (Awed silence).Yes, it was in 1972…. (long digression)), and books which though interesting don’t close in on any claims which might exclude other claims. And I’m not sure about claims which do not exclude other claims but rather seek to bundle them all up into a narrative which nods to every interested party. 

I'm also doubtful that the dynamics of places like university seminars can actually accommodate every interested party: in my experience (and it may have been my fault) they tended to gravitate towards vicarage tea parties in which the tutor has fingers crossed that no one will say Fuck or take their clothes off (the latter once, the former more frequently). 

I enjoyed reading Felski’s book. She has an especial talent for incorporating references to the literature - and there are many - into the flow of her writing, so that you are never confronted with Tombstone Quotes which always lead me to the thought that they might be skippable.

*

(Helen Thaventhiran writes an interesting review of Felski’s book in London Review of Books, 27 January 2022 and Rita Felski has a Letter in reply on 24 February).

*

Footnote: This is how I characterise them in an essay "Lifelong Unlearning" included in Duncan Barford, editor, The Ship of Thought (2002) and in a revised version in my Silence Is So Accurate (2017)