mind snatchers

Back home now, taking up teaching again – and with this the “major challenge” we face – nolens volens

E.P. Thompson wrote in an article in 1970:

Collectively, all of us – all we liberal academics – were struck with a paralysis of will as the system not only grew round us, but built us into its own body-walls. Once inside there it looked as if we were running our bit of the show: but the show itself was being directed towards other ends.

Andrew McGettigan, also quoting this, comes in his review article in Radical Philosophy (186 – July/August 2014) to the conclusion that the really important thing about the book Warwick University Ltd. is the investigative journalism. The importance of such investigative journalism cannot be denied.
And I am right now again made aware of it: there had been the change, now the business school teaching economics with reference to the CORE-programme – I commented earlier on it, saying that there would be some progress at least. During the last days I learned that even this is a questionable assessment, reading in mails:
… we have to bear in mind when looking at the CORE information, that we are teaching economics to u/g students in a Business School and so interprete the information accordingly, although I do however understand that students might be interested these other areas. …
And
… As you state, the e-book is substantial and so we are clearly not covering all aspects in detail but the relevant staff are deciding which aspects of each unit to focus on. You can reasonably assume that we have discussed all of the “Key Points” listed at the end of each unit. …
 Looking then at other documents, I see exactly those walls, replicated and known …, and not touched.
With all the complains, however, we should never forget that there may be a mechanism here name “distraction by attraction”: Being carried away by the presentation of “simple facts”, scandalisation, and also the play with abstract ideas and models lets us easily forget the actual core of any academic work:
This surely goes beyond (and deeper than) descriptions and statistical meticulousness and the learning of formulas. Indeed, academics should refrain from moving on the stages, “cutting things into pieces”, describing facts like playing roles. But mind:

That’s enough words for the moment,
Now let me see some action!

While you’re handing out the compliments,
You should also make things happen.
Why talk so much of inspiration?
Delay won’t make it flow, you see.

taking up the “major challenge” we face – nolens volens. And the worse answer is:ignoring it, turning head and mind to business as usual, business in capital letters…

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  1. […] teaching students economics – and a decisive challenge remains to resist the number-crunching mind snatchers in a tiny village at the coastline of Wales, even unable to communicate, but trying to creep into […]



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