Teaching

Essay on teaching about reality TV by turning course into reality TV

Among the mountains of literature dedicated to "best practices" in pedagogy, the consensus has emerged that engagement is key, and that we teachers can no longer – as we did throughout history – willfully try to drag students violently by the ear into our own umwelt and call it learning. Rather we need to create an active halfway space between world-bubbles, thus allowing learning to happen more organically, through a mutual reorientation.

This is precisely what I tried to do in a recent course exploring the topic of reality TV. Here I was either brave or foolish enough to structure the class like an actual reality TV competition. And while I admit the initial thrill of conception involved the perverse prospect of voting students "off the island," I could not have anticipated the pedagogical benefits of such a novel format until I tried them out. The first half of the course was quite traditional, with scholarly readings about the history of the genre, and related themes such as narcissism, exhibitionism, attention economies, surveillance, and the new employment option of simply being watched (There is an excellent book on this topic by Mark Andrejevic, which served as the main textbook). It is truly remarkable how much more conscientious students suddenly become when they are informed that an A on the dreaded midterm paper will earn them "immunity" from the first challenge.

The competition section was loosely based on "Project Runway," which emerged from my own institution, the New School, in New York City (specifically the design school, Parsons). Students would be given a challenge a week – some individual, some in groups – and then face a revolving group of expert "judges" to see how well their response connected to the critical aspects of the readings. (I tried to juggle the dual roles of Tim Gunn and Heidi Klum in this scenario, dispensing equal parts encouragement and fear with each alternate comment.) Examples of challenges include, "pitch your own (progressive)  reality TV show," "create your own (self-reflexive)  reality TV persona," and "report back from your own Thanksgiving holiday as if it were a reality TV show.”

After each challenge the “contestants” would reflect on the competition via "confession cams" recorded on their own laptops or phones, and posted to the blog (a meta-meta exercise in self-reflection, given that reality TV is already a meta-phenomenon). Instead of running around a fabric store, trying to buy enough satin or leather to make an edgy, fashionable dress in less than an hour, my students were running around the library, trying to find appropriate readings to supplement the syllabus. (Those who were voted off switched to the "production" side of the competition: some helping with filming, sound, editing, etc. Others worked on publicity around the college and online, as well as making their own commentaries on the unfolding events. It was therefore possible to be voted off early, but still get an A.)

One of the most striking differences between the students’ umwelt and my own became clear from the very beginning, when I initially took great pains to reassure the class that while we would be filming sections of the competition for archival purposes – and to heighten the sense of being on TV – these would not be made public in any way. To my surprise, all the students were disappointed, going so far as to say, "Well what’s the point in filming it then?!" This emphatic question – and the new Facebook-saturated Zeitgeist that it distils – then became a touchstone for the whole semester, concerning naive assumptions about identity, action, performance, and modes of witnessing. Why is it that the millennial generation does not think anything is worth doing or experiencing unless it is immediately "shared" and "liked" online? How might this backfire when it comes to friends or future employers? And who benefits most from this automatic compulsion?

So what began as a "so-crazy-it-might-work" idea soon revealed itself to be a new way for students to critically reconstruct their own relationship to the media – and thus to themselves – while also shaking up all my cherished notions about traditional modes of teaching the humanities. Whereas the host of "Project Runway" encourages the contestants to "make it work," I exhorted the students to "think it through" (indeed, I was tempted to call the course "So You Think You Can Think?"). And in one of those perfect moments of synchronicity, I could even offer the perfect prize to the winner: a paid internship to work on a film about reality TV by one of my former students, Valerie Veatch (whose first film, "Me at the Zoo," on viral celebrity and its discontents, recently premiered at Sundance).

What’s more, I am almost grateful that the National Security Agency global spying scandal did not erupt during the first run of this course, even as it would have spectacularly underscored the social and political tendencies which the class was designed to question. Even if we loathe reality TV, and claim to never watch it, that doesn’t mean we haven’t all been engulfed in its logic, mannerisms, motifs, conventions, and conceits. One reason I designed the course was to test my theory that even young people who feel themselves to be far above televisual trash are still exposed to, and shaped by, the emotional currents in creates in the world. Reality TV threatens to eclipse reality itself, even in those rare moments when the cameras aren’t running.

Quite simply, identity is now influenced by things like the confession cam, the idea of immunity, and the asymmetrical power dynamics of "the judges." Even as our most significant political figures threaten to become little more than grotesque characters in the latest installment of "The Real Housewives of Congress" or "The Vatican’s Next Top Pontiff." So while the challenge of education is to almost literally burst each other’s bubbles, the bigger challenge is to figure out – across the generations – how to stop our collective umwelt being shaped by this omnipresent model of thought and behavior.

Dominic Pettman is professor of culture and media at Eugene Lang College and New School for Social Research, where he recently won the University Distinguished Teaching Award. His most recent book is Look at the Bunny: Totem, Taboo, Technology.

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Beloit releases annual 'mindset' list -- and two professors try to kill it

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Mark Edmundson's new book calls for renewed emphasis on teaching

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Essay on a job search to move from elementary school to college

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Essay on lessons learned from the start of a college teaching career

Andrew Joseph Pegoda explains what you can and can't expect of students -- and how to promote learning in every class.

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Essay on the disregard politicians who question the humanities show for the founders

There would be no America if Thomas Jefferson cared more about beans and viticulture than the truth that all men are created equal, if John Adams cared more about the legality of contracts for debt than liberty, if Benjamin Franklin cared more about inventing and marketing new technologies than the pursuit of happiness. America arose on a foundation of ideas, dialogue, values, and aspirations that still stand today at the heart of a strong liberal — and liberating -- education.

America is an idea, not just a land or an institution.  America is not based, as many countries are, on territory, language, religious sectarianism, class, ethnic history, tribal dominance, blood, or culture. Our founders read carefully and thought deeply about ideas of freedom, equality, justice, and democracy. And so should all Americans, through studies in the humanities and arts.

Yet many Americans seem not to be thinking at all about the need for dedicated liberal education in order to preserve, protect, and advance America’s courageous experiment. Too many leaders — on all parts of the political spectrum — think technical training and job skills are the way to prosperity and security. They are dismissive of the potential power of engaging diverse ideas and thinking through deep immersion in the arts and humanities. Their theory seems to be that we can be successful in the pursuit of happiness, economic justice, and entrepreneurial prosperity without the necessity of thinking and imagining — that we no longer need to examine ideas and values, but only economic results and graduates' financial "return on investment."

And so we see everywhere the present relentless dismissal and marginalization of the humanities and arts -- fundamental fields of study that, by any thoughtful reckoning, provide indispensable resources for enduring prosperity and strong, democratic republics.

These developments are crippling. As Thomas Jefferson warned, "If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be." He knew — and we need to recognize — that studies in the arts and humanities, across both school and college, help secure the future of freedom by fostering capacities essential to self-governance.

Read The Federalist Papers, and you will understand that politics is the resolution of legitimate conflicting interests, and that the goal of governing is to mitigate the violence of factions formed against the common good and the rights of individuals. Questions about these topics abound in our society (and every society). The leaking of the National Security Agency’s glut of information about Americans invites a deep discussion of liberty and security in a democratic republic that knows itself at risk from enemies. The fevered questions surrounding the death of Trayvon Martin and the prosecution of George Zimmerman take us back to core questions of justice, liberty, and community. Yet when we lack the preparation to talk about serious problems and events as our founders could, the deliberations necessary to self-governance too readily devolve into rants and factions.
 
A new proposal to further deplete the humanities and arts has arrived with fresh and startling evidence that studies our founders saw as fundamental now are considered expendable. The U.S. House of Representatives Committee on Appropriations recommends that federal funding for the National Endowment for the Humanities be reduced by 49 percent in fiscal year 2014. The committee recommends a comparable slashing for the National Endowment for the Arts. In its report to accompany the budget resolution for fiscal year 2014, the House Committee on the Budget states that federal subsidies for NEH and NEA (and other public programs) "can no longer be justified" because "the activities and content they fund are generally enjoyed by people of higher income levels, making them a wealth transfer from poorer to wealthier citizens."

This conclusion that the arts and humanities are luxuries for those with disposable income misunderstands fundamentally the life of a democratic republic that derives its strength from ideas and values more powerful than factions based on differences in wealth and class. Democracy requires the muscle of ideas and values that we learn to flex in grappling with core texts in the humanities and arts -- our greatest ally in the pursuit of economic and social justice. A liberal education rich in such studies empowers citizens to lead change and solve problems collaboratively and imaginatively with people whose perspectives, histories, and world views may be very different from their own. Democracy and a creative economy depend on these capabilities and falter when they are lacking.

The contemporary dismissal of the humanities and arts weakens America domestically and also undermines brave people globally seeking to build effective self-governing republics based on the consent of the people. Those serious about these goals understand that the ideas of democracy and liberty are stronger than militaries or disbursals of cash. Free societies will not be achieved by technocratic means without a foundation in ideas and values. The humanities and arts are disciplines "basic to democracy" because, while all learning is important to civic inquiry and vitality, the humanities and arts play a distinctive role in developing knowledge and a temper of mind and heart that are indispensable to a free society.

Through the study of history we come to understand the roots, contexts, and complexities of issues we face as citizens. Studies in our democratic heritage confront us directly with fundamental questions about justice, freedom, obligation, equality, and democracy itself. Through philosophy and religion, we explore questions of meaning and value and come to understand the sources of our own and other peoples’ most profound commitments and concerns. Through literature, we develop empathy, imagination, and insight about the varieties of human experience and about shared hopes and frailties.

The combined study of history, literature, arts, and languages empowers us to engage cultures and communities different from our own, while regional and comparative studies hone the dialogue of democracy and economic opportunity at home and abroad. The study of the creative, visual, and performing arts brings us into direct contact with powerful expressions of the human spirit and develops our capacities for creativity, communication, and self-expression.

Together, the humanities and arts take us beyond the known to the realms of the possible. The night Martin Luther King was assassinated, Robert Kennedy quoted Aeschylus to an angry crowd gathered in Indianapolis. He respected the mostly poor and black Americans who came to hear him with a text and ideas revealing the human condition in ways that the House committee does not understand. Although 200 cities erupted into flames that night, Indianapolis did not. Arts and humanities inspire us to dream of things that never were, and ask: Why not? They cultivate, in sum, the kinds of imagination, creativity and inventiveness that give life and hope to a vigorous, flourishing entrepreneurial economy and a vibrant democracy.

The capacity of all Americans to thrive and succeed should be a national and patriotic priority. Far better to expand all students' engagement with the humanities and arts than to deceive less advantaged students with overwrought and shortsighted promises that narrow vocational training is their best choice in a fast-changing economy and all they really need.

But it is not enough just to ensure equitable access to study the arts and humanities. We also need to think deeply about how students engage these disciplines and especially about pedagogies that will most effectively develop their strengths for economic foresight, political empowerment, and the security of our country.

In recent months, there have been intense media and academic controversies over contested textbooks, both the Texas history text and Howard Zinn’s history of the American people. We believe that these debates help focus the question of whether ANY single text or textbook, whatever its merits, ought to serve as the dominant or exclusive lens through which students explore humanistic questions and topics. For democratic communities, no single story can ever be adequate. Our ability to say "we" legitimately comes only when we explore the many in the one, whether domestically or globally. E pluribus unum.

Students reap the full benefits of study in the arts and humanities only when they move beyond repeating a single voice or limiting their ideas to a single text or textbook. Students gain when they courageously engage with multiple voices and artifacts, classic and contemporary, Western and global. When the humanities and arts are studied in this way — exploring significant questions, both contemporary and enduring, through respectful engagement with differing insights, perspectives, and creative works — they build capacities that enable us to secure and enlarge the future of freedom and increase the wealth of America and the world.

Over several decades, our two organizations have enacted together the value of studying diverse primary texts and contested questions. Every summer, the Wye Seminars, co-sponsored by the Aspen Institute and by Association of American Colleges and Universities, provide rich opportunities for faculty and other academic leaders to explore fundamental questions about liberty, justice, equity, prosperity, and effective citizenship through a collaborative study of often conflicting texts, classic and contemporary. Both organizations have made this commitment to support faculty and academic leaders’ dialogue about citizens’ responsibilities in the American and global polity because we believe that democracy requires deep, thoughtful, and respectful engagement with legitimate difference. Faculty who have experienced this kind of liberal learning re-enact it with their students, to democracy’s benefit.

Our founders gave us a self-governing republic and challenged us to nurture and sustain it. It will be impossible meet this responsibility if the humanities and arts continue to be marginalized in our society or if these essential forms of learning are taught reductively, through the lens of a single text, a single view, or a single faction. These methods diminish the power of ideas and dialogue.

To abandon this common, foundational wisdom is to weaken America and democratic republics across the globe. Leaders who undervalue ideas, arts, and humanities open the door to plutocrats, despots, factions, violence and chaos — all of the ancient enemies of prosperity, freedom, and democracy.

 

Carol Geary Schneider is president of the Association of American Colleges and Universities. David Townsend is senior advisor for seminars of the Aspen Institute, and director of Wye Seminars on Citizenship in the American and Global Polity. The views offered in this essay are the authors' own.

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Jefferson's copy of works by Caesar

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