Alan Jacobs

I’m really pleased that the new AppleTV series Masters of the Air features a portrayal of Robert “Rosie” Rosenthal, who ought to be, but is not, one of the most famous American military heroes. A bomber pilot of unmatched skill and unmatched courage, he received every imaginable medal from the United States, Great Britain, and France. After the war he resumed his career as a lawyer — as a member of the legal staff for the Nuremberg Trials, in which capacity he interrogated Hermann Göring. Later in life, responding to the rumor that he had fought so fiercely because he had relatives in Nazi concentration camps, he said, “That was a lot of hooey. I have no personal reasons. Everything I’ve done or hope to do is because I hate persecution. A human being has to look out for other human beings or there’s no civilization.”

I wrote a parable about academics and practical men.

Occasionally I find myself in groups populated by business people, technologists, consultants, people who work in nonprofits, practitioners of various kinds — and academics. Such groups gather to figure out how to respond to certain major social problems. Because the participants come from various professional worlds, it can sometimes be difficult to discover a common language, but one theme is always quickly settled on: It’s totally fine to talk about how useless academics are — especially academics in the humanities.

I’ve experienced this so many times over the years that I have to make a point of reminding myself of how curious it is. I mean, why invite people to a gathering only to tell them that they have no contribution to make? But I never respond to the dismissal and mockery; I just sit there and smile. I am only tempted to reply in one situation: When people say that academics “have their heads in the clouds.” Or that we humanists are always taking “the view from 50,000 feet.” That’s when I want to say: No. We’re not taking the view from 50,000 feet, we’re taking the view from ten feet underground, and from long long ago.

Once there was a man named Jack who owned a nice house. One day, though, Jack noticed that one end of the house was a little lower than it had been. You could place a ball on the floor and it would slowly roll towards that end. Jack was a practical man, so he called Neil, another practical man he knew, who worked in construction. Neil said that he could jack up that end of the house and make everything level again. Jack agreed, and Neil got to work.

Jack had a neighbor named Hugh. Hugh was interested in many things, and watched closely as Neil jacked up the low end of the house. With Jack’s permission, he looked around the basement of the house. All this made him more curious, so he walked down to the town’s Records Office and got some information about Jack’s house: when it had been built, who had built it, and what the land had been used for before. Hugh also learned a few things about the soil composition in their neighborhood and its geological character.

Hugh paid Jack a visit so he could tell Jack about all he had learned. He stood at Jack’s door with his hands full of documents and photographs, and rang the bell. But when Jack answered he told Hugh that he didn’t have time to look at documents and photographs. He had a very immediate problem: that end of his house was sinking again. In such circumstances Jack certainly couldn’t attend to Hugh’s ragbag of information and discourses about ancient history. After all, Jack was a practical man.

Tyler Austin Harper: “The first step is refusing to indulge in certainty, the fiction that the future is foretold. There is a perverse comfort to dystopian thinking. The conviction that catastrophe is baked in relieves us of the moral obligation to act. But as the extinction panic of the 1920s shows us, action is possible, and these panics can recede.”

The Claudine Gay plagiarism scandal — or, depending on your point of view, “plagiarism” scandal — has me thinking about How We Write Today. John McWhorter has recently written that there really is a meaningful distinction between plagiarism and “duplicative language,” and I suppose there often is, but it’s all because of technology, innit? 

That distinction arises because of what people do when they read as well as write on a computer. “Duplicative language” arises when scholars (presumably in something of a hurry) see something in a digital book or article that they want to use, copy the relevant text, and then paste it into Word with the intention of editing it later to in some sense make it their own. (Part of McWhorter’s argument is that maybe we don’t need to do that, or do it as often. I don’t think I agree, but I’ll waive the point for now.) 

At least some of these issues arise from a general sense that one’s work should not contain too many long quotations, an idea that Adam Roberts has explored and questioned here. (I might disagree with Adam also, but I’ll waive that point as well as McWhorter’s.) The tendency to overquote becomes a problem when professors don’t have a lot to add to an existing scholarly conversation but need publications for tenure or promotion. In such circumstances, the bulk of any given article will likely be the collecting of other scholars’ work, and if you quote too much, it might become obvious that there’s not a lot of you in your article. So you need to rework the quotations to make the extent of your debts less obvious. 

But note that all of this is a result of the pressure to publish, a pressure that people might feel especially strongly if their stronger interests are in teaching or administrating. That Claudine Gay has never written a book, and has produced only eleven journal articles in twenty years, one of those co-authored, and moreover moved quite early in her career into administration, all suggests that we’re dealing here with a person whose primary calling is not the production of scholarship. And that’s totally fine! By all accounts Gay has been an effective administrator, and Lord knows academia needs more of those. Heck, maybe Gay even has some scholarly humility, something I have heard of, occasionally. 

So if you’re a person who is publishing under pressure, and not really extending the scholarly conversation in dramatic ways, and perhaps not even very excited about writing, then you’ll probably be more prone to (a) copy and paste that digital text and (b) forget later to make the necessary changes. 

I don’t think I do this? I hesitate to assert too strongly, because I may be deficient in self-knowledge. But I will say this: whenever I copy and paste from some existing text, primary source or secondary, I paste it as a quotation. I never ever paste it into the body of my work. When I’m drafting an essay or article or book chapter I just don’t worry about whether I have too many quotations or whether the quotations are too long. That’s something I assess in revision. 

Which makes me wonder whether some of the plagiarism (or “duplicative language") we’re now seeing so much of is a result of one small habit common to digital writing: pasting wrongly. Pasting as body text and not as quotation. Maybe this should be part of what we teach our student writers: If you think you can just drop a quotation into the body of your text and and then go back to fix it later, you’re may well be fooling yourself.  

With the Mac turning 40, a question going around is: What was your first Mac? Mine was … the first Mac, in all its 128k glory. Bought (with a bank loan arranged by my mom, who worked in a bank) in early 1985. I wrote my dissertation on it; everything I have ever published was written on a Mac.

Spatial knowledge impairment after GPS guided navigation.

In which I endorse Ted Gioia’s theses on progress.

The last four of Ted Gioia's seven hypotheses about meaningful progress:

4. The discourse on progress is controlled by technocrats, politicians and economists. But in the current moment, they are the wrong people to decide which metrics drive quality of life and human flourishing.

5. Real wisdom on human flourishing is now more likely to come from the humanities, philosophy, and the spiritual realms than technocrats and politicians. By destroying these disciplines, we actually reduce our chances at genuine advancement.

6. Things like music, books, art, family, friends, the inner life, etc. will increasingly play a larger role in quality of life (and hence progress) than gadgets and devices.

7. Over the next decade, the epicenter for meaningful progress will be the private lives of individuals and small communities. It will be driven by their wisdom, their core values, and the courage of their convictions — none of which will be supplied via virtual reality headsets or apps on their smartphones. 

The ongoing existence of this here blog is based on almost exactly these assumptions. It’s a bet that people want what’s best about the world. 

I’ve written before about how my own history as a fabulist makes me reflexively skeptical about certain kinds of stories that people tell. But it’s not my history as a fabulist, it’s rather my belief in original sin that makes me skeptical of one particular kind of story: the “Doing this hurts me but darn it I simply must stand up for my principles” story — which is the tale that a number of former Substackers are telling these days. “Substack is great for me but I simply can’t be on the same platform with all these Nazis” — though as many people have pointed out, Substack has maybe half a dozen Nazis among its zillions of users, and none of the platforms these people are decamping for are Nazi-free either. 

Here’s what I believe: This has absolutely nothing to do with Nazis. The purpose of the campaign is not to expel Nazis from Substack but to create a precedent. If Substack said “Okay, the Nazis are gone, the response would not be “Thanks!” It would be, “Cool, now let’s talk about Rod Dreher.” And then Bari Weiss, and then Jesse Singal, and then Freddie DeBoer, etc. etc. The goal is not to eliminate Nazis; the goal is to reconstitute the ideological monoculture that Substack, for all its flaws — it’s not a service I would ever use —, has effectively disrupted. 

The Vikings was the first movie I ever saw — not in a standard movie theater, but some years after its release, at a drive-in. I remember being at once bemused and excited by the rituals of finding a parking place, hanging the speaker over the car door .. and the movie itself? I adored it. What four-year-old wouldn’t? 

I also remember quite clearly the first movie I saw in a proper movie theater, not too long after I saw The Vikings. It was this: 

So what I’m saying is that I had a good start on my movie-watching career. 

Things got even better a few years later when my ne’er-do-well uncle — a ladies’ man, a snappy dresser, a driver (and occasional seller) of exotic automobiles —  decided to take his 12-year-old nephew to the movies, in fact to a double feature. And what were those movies? Why, Dirty Harry and The Wild Bunch, of course. Food for the spirit of a growing boy. 

Why don’t Arsenal win every game 5-0? It seems such an obvious solution to their problems. ⚽️

Noteworthy, I think, that neither this Becca Rothfield review of The Geography of the Imagination nor John Jeremiah Sullivan’s introduction to the new edition give you any real sense of what it’s like to read Guy Davenport. Nothing does that except … reading Guy Davenport.

In which I explain what I did on the first day of a new class – and then go on a wild-eyed rant against Spotify.

Systematic theology? I don’t need no stinkin' systematic theology – I have Joe Mangina’s “Figural Graffiti,” in forty-nine rhymed couplets. Seriously, when people ask me what my theology is, I’ll show them this.

On the first day of my Christian Renaissance of the Twentieth Century course — mentioned here — I played for my students a few minutes of the first movement of Rachmaninoff’s Second Piano Concerto. We paused to talk a bit about the musical language of late Romanticism, about Rachmaninoff’s gift for lush melody, etc. Then I played them this: 

Hard to believe it was composed by the same man, isn’t it? But (I suggested) that’s the difference between a young Russian composer in 1901 — he wrote that concerto when he was 27 — and a middle-aged Russian composer living through overwhelming political turmoil and world war. In time of desperate need Rachmaninoff, not a churchgoer, turned to the liturgical and musical inheritance of Orthodoxy to make sense of his world, to begin the long healing that would be necessary. 

But the healing didn’t happen. Russia was further broken by the war, then entered the long nightmare of Bolshevik rule, and Rachmaninoff became one of many exiles. In some ways he never recovered from this experience. Many years later, while living in California, he lamented his inability to compose music: “Losing my country, I lost myself also.” (Exile versus homecoming — one of the themes of my class.) But the All-Night Vigil remains, for me, one of the transcendent works of music. Rachmaninoff himself thought it perhaps his best composition. 

But I have another motive in having my students listen to this music, which is to get them to listen to music. People these days, especially but not only young people, have music on all the time, but that’s not the same as listening to it. Indeed, as Ted Gioia and Damon Krukowski have documented repeatedly, Spotify — and pretty much all my students use Spotify — positively wants its users to unlisten, to merely have music on in the background, in part because that allows the company to shift from actual music made by human musicians to AI-generated neo-Muzak. The tiny amount that Spotify pays musicians  is already shameful, but it’s too much for a company that doesn’t have a workable business model, so the best way to limit costs is to cut human musicians out of the game altogether. But this will only work if Spotify can habituate its users to empty, mindless schlock, made up of endless variations on the same four chords. 

I’ve made it a classroom practice in the last year or so to indulge in theatrical rants against Spotify, which is fun for me and for my students. They argue with me and I denounce them, all in good humor. But for all the smiles, I am quite serious. Spotify is creating in millions and millions of its users a new kind of Attention Deficit Disorder, not one that has them jumping from one thing to another, but rather has them in a kind of vague trance state. Spotify is like soma from Brave New World in audio form.  And to be in such a state is to experience a deficit of attention, an inability genuine to attend to what one is hearing. 

So one of the things I am doing in this class, and will be trying in other classes, is to get my students to spend five minutes listening to music. I forbid digital devices in my classes, so they just have their books and notebooks in front of them — they can of course be distracted from the music, but it’s not automatic, not easy. If listening is the path of least resistance, then maybe they’ll listen. I’ve started with five minutes, but I hope to work our way up to longer pieces. My dream — and alas, it is but a dream — is, one Holy Week, to sit together with my students and listen to the single 70-minute movement that is Arvo Pärt’s Passio.