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I (still) believe

by Harry on November 8, 2016

The best election song of 1980…..Or maybe ever.

Good luck, everyone!

The latest issue of Law Ethics and Philosophy has an open access symposium on Family Values, with contributions by Sarah Stroud, Anca Gheaus and Luara Ferracioli, and a fairly comprehensive response by me and Adam Swift. To simplify, Stroud criticizes us for being too unforgiving of parental partiality; Gheaus criticizes us for being too permissive with respect to parental authority over children, and Ferracioli introduces two adequacy criteria that, she argues, our theory does not meet. Of course, you’ll want to be sure to read the book first so you’ll know what it’s all about! It’s a good symposium in that there is enough, and sharp enough, disagreement to be interesting, but enough common ground that several issues get clarified, and progress is made.

While you’re at it, you might also want to check out the other symposium in the same issue, prompted by Philippe Van Parjis’s provocative (to put it mildly) and brief piece “Four Puzzles on Gender Equality”. Here’s the abstract:

There are dimensions along which men seem to be disadvantaged, on average, relative to women. For example, they can expect to live less years; in a growing number of countries they are, on average, less educated than women; they form an electoral minority; and their greater propensity to misbehave means that the overwhelming majority of the prison population is drawn from their ranks. These disadvantages, if they are real, all derive from an unchosen feature shared by one category of human beings: being a male. Does it follow that these advantages are unjust?

The interesting responses are by Paula Casal, Pierre-Étienne Vandamme, Jesus Mora, Valeria Ottonelli and Gina Schouten. It’s entirely accessible to non-academics, not just because it is free on the internet, but also because most of the papers (including Van Parijs’s) are short, and largely free of technical language. I mainly don’t teach my own work, so despite its pedagogical value I probably won’t use the Family Values symposium, but I can’t wait to teach the Van Parjis symposium in my undergraduate political philosophy class in the spring!

The Stone Tape

by Harry on October 30, 2016

On the iplayer, a repeat of the brilliant radio adaptation of Nigel Kneale’s The Stone Tape. I saw The Stone Tape much too young (when it was first broadcast—I think my mum bought our first colour television specifically for it) and still remember the sense of complete terror it caused. Listening to the adaptation last year brought it all back. Listen with headphones, in a dark room, and don’t get interrupted, if you can manage it!

Tom Hayden is Dead

by Harry on October 25, 2016

Tom Hayden, a leading member of SDS, and the person with most responsibility for drafting the Port Huron Statement, is dead. The Times obit, with its spectacularly wrong first sentence, is here. Despite the inaccuracies it is well worth reading. More interesting, more accurate, and passionate is Christopher Phelps’s piece in Jacobin, announcing the death and responding to the Times. For a start, the Times says that Hayden “burst out of the 1960s counterculture as a radical leader of America’s civil rights and antiwar movements” which, Phelps rightly responds, ‘gets it exactly backwards’ (and includes, amusing photographic evidence that I won’t reproduce because I want to induce you to go there and read Phelps).

Hayden’s youthful trajectory points, rather, to the early New Left that began awakening in the stiflingly conformist atmosphere of the late 1950s, one whose radicalism was focused in thought and action aiming to surmount race, bureaucracy, and war — and not on the experimentation with hair, dress, music, and psychedelic mind expansion that captivated the hippie counterculture.

The hippies were by and large apolitical; Hayden and his kind were political from start to finish.

The Times obit does, however, end well, with a quote from J. Edgar Hoover that anybody from that era would be pleased to have as their epitaph:

“One of your prime objectives,” J. Edgar Hoover, the longtime F.B.I. director, said in one memo, “should be to neutralize him in the New Left movement.”

John Peel’s 40th Birthday Programme

by Harry on October 19, 2016

from 1979 is on Listen Again for about 3 more weeks: Here, and here. Enjoy.

Viv Stanshall Day 2016

by Harry on October 14, 2016

Today is Viv Stanshall Day (its a moveable feast). Why? Who needs a reason? But… every day when I make my first check of the election news I think of Viv and wonder whether even he could have made it up.

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Adrian Grey-Turner, 1955-1986

by Harry on October 12, 2016

(This is an updated version of something I posted 10 years ago, on the 20th anniversary of my friend’s death)

About 33 years and 3 weeks ago You and Yours had one of those “off to University” shows, helping parents and about-to-be new undergraduates to understand what the first few weeks of University was going to be like.[1] Although fitting the latter category, I only listened because at the time You and Yours was among my regular listening. One comment struck me, and has stayed with me ever since. A woman in her thirties, commenting on Fresher’s Weeks, said that “in that first week of college you meet people who will be your friends for the rest of your life”.

I was skeptical. And it turned out to be untrue for me. I’m in much closer touch with several friends from secondary school than anyone from college (I did meet CB sometime in 1984, but only for a few minutes, and not again till Sept 12, 2001, so he doesn’t count). My first day at Bedford College was spent almost entirely with a girl who decided the next day to leave (not, I hope, because she spent the first day with me, but because she was trying to escape her home town of Egham, to which my college suddenly announced it was moving). I’m still in touch with two other people I met that week, but I’ve seen them each only once in the past ten years, and have spoken to one of them only a few times more.

But it was also that week that I met Adrian.

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Spending money on classrooms

by Harry on October 10, 2016

Michael O’Hare has a nice piece about building on campus. The central point is that capital is so cheap, compared with labor, in our business (even at UC Berkeley apparently!) that if better buildings make us more productive the university should invest more in building than they do (at least, if they will invest in the right kinds of buildings):

Consider an improvement of some sort to a classroom with fifty seats, used for 1200 hours a year – new projector, paint the walls, new chairs, whatever. If it could increase learning by the students by 5%, what fraction of the cost of the room would it be worth spending? The answer is 100%: you should be willing to throw the room away and build a whole new one.

A typical senior faculty office is about 10×12 feet…. In that office you can get a desk and a chair, bookshelves all over one wall, a couple of file cabinets, and a chair for visitors. If we’re lucky, there’s a tree outside the window, and the élite of profs get a squirrel in the tree. Throw in a printer and a scanner and you need another small table and it starts to get quite tight.

What would increase productivity in my business? I nominate: another real table that seats four, and a couch. Why a couch? For naps; actually everyone would do more, better work with naps, but profs work long hours; the research on this is done and it’s not debatable. The meeting space is because our work requires a lot of small meetings, often unscheduled, with colleagues and with students alone or in small groups.

Three thoughts based on my own experience:

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Why have classroom discussions anyway?

by Harry on September 19, 2016

A couple of people observed that, in this post about making classroom discussions actual discussions, I didn’t give any reasons why students actually should discuss. And, I have to say, that when I first started teaching I didn’t understand why, either. Here’s why.

I was a voracious reader and an intent listener. I used to (from age 4 at the latest) demand that my parents let me go to bed early so that I could listen to the radio (not music – but Radio 4: documentaries, comedies plays and, when I was 9, a 13×1 hour radio dramatization of Nicholas Nickleby, on Sunday evenings. By the time I was in college, listening to someone talk about philosophy for an hour was almost effortless – I did the reading, listened carefully, and took extensive notes. I also wrote a weekly essay… So who needed classroom discussion?

And when I started teaching, in the US, as a TA, leading discussion sections, I guess I assumed my students were much the same. I know that sounds ridiculous, but I lived a lot in my own head, and was not especially perceptive about people or the way they learned (despite having been to a good number of different schools, each with quite different demographic profiles; I even managed to attend two different colleges in my 3 years, the first one having closed down while I was there!). The first class I TA-ed had an excellent professor, who was friendly, engaging, and clear. And in section I supplemented her lectures, which more, mini-lectures, focused on details and, to be fair, allowing students to talk more than they could in lecture. The best students did the reading, and were on top of what was going on; and many of the rest remained confused, often because they hadn’t done the reading, but sometimes even when they had. This was clear in their writing, which I graded, and was often quite confused even though they had been in class and section.

How could this be? I have a much better sense of the answer 30 years later (as one might hope).

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1. Walking pneumonia is really not a big deal any more. I’ve had it maybe 10 times; it is very annoying indeed, but, normally, like HRC, I have not bothered telling anyone about it. Indeed, whereas she apparently told close friends and family, I sometimes don’t bother (its not as though anyone is going to have any sympathy—“Go get antibiotics and steroids, now, you idiot”). [1] Her failure to tell the world she has a minor ailment is not part of a pattern of secrecy.

2. Or maybe she doesn’t even have the ailment. Could it be that there is nothing wrong with her, and this is just a rumour spread by her campaign i) to make her seem a bit more like a normal person and ii) to panic people (like the Bushes, for example[2]) who think they can sit this out without having to take responsibility for the deranged performance artist becoming President, and move them into positive action?

[1] A tip—Since I started getting a regular 8 hours sleep the colds that previously would turn into pneumonia occur about 1/4 as often, and last about half as long. Another tip: avoid children.

[2] with apologies to the excellent senior Mrs Bush, who has made it clear that she is not going to stand by.

50 years and one day later…

by Harry on September 13, 2016

In this post I mentioned a time that I had my small (21 person) discussion based class recorded, and then watched the video with several colleagues (and 3 students I invited who were actually in the class). Someone observed, pretty quickly, that the discussion had a kind of ping-pong feel. The students were all willing to talk (event the student who told me in the previous class that she was ok with being recorded as long as she didn’t have to speak in the discussion), but they were all just talking to me. We were in a circle, so it was entirely possible for them to talk to the whole class, but something I was doing was preventing that, and doing it, anyway, was not what they were used to (all but one were first-semester freshmen). What I was doing, specifically, was affirming, or rephrasing, or gently correcting, or responding to, what each of them said, preventing a flow of conversation. And, of course, responding to interesting things each one said, with something else interesting for the whole class. So, it wasn’t wholly bad, and clearly my motives were good. But it was a failure, something like 21 separate and not that great tutorials, all happening at the same time – and I would say it was a fair representation of my classes up to that point.

So, how to change that? One commenter said “I would love to hear, either in the comments here or in a separate post, what strategies you’ve developed to get past (or to some extent deal with) this problem.” I held off partly because it was summer, but mainly because I wanted to wait till I had, as it were, watched myself in action, to see what I do now that makes class discussions real, full on, discussions, in which students are giving one another reasons, listening to one another (not looking for my approval) and improving as thinkers and talkers. So, the semester has started again and, luckily, I am teaching two smallish classes (one has 26 students, juniors and seniors; the other has 22 freshman).
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Spinoza’s Dream

by Harry on September 7, 2016

My friend (and former student) Dave Nachmanoff, has just released a philosophy themed folk-concept album called Spinoza’s Dream. I love it. The concept is pretty cerebral I suppose—each song is inspired by some philosophical idea or theory—but, as usual, Dave’s songs are nevertheless affecting and often personal. And the musicianship is fantastic: Dave himself is one of those musicians who somehow manages to make a single guitar sound like a whole band, and he is joined by various Al Stewart personnel (Dave has been Al Stewart’s lead guitarist for many years; the cover is designed by Colin Elgie, who designed the cover for Year of the Cat!), and Al himself on supporting vocals on one track. Here’s the great title track:

Regular readers know that I have a bit of a bee in my bonnet about improving the quality of teaching and learning in universities like mine. I believe that instruction in research institutions is suboptimal. What I mean by suboptimal is something like “quite a bit less good than it could be without large investments of time energy and attention”. Why do I believe that it is suboptimal, given that we have neither the measures of learning nor an agreed benchmark against which to make judgments about optimality? Simply because i) I think teaching (by which I mean making students learn) is really pretty difficult and requires a complex set of skills that need to be learned and practiced; and ii) teachers in higher education receive little or no training, engage in little or no professional development specifically devoted to improving their skills as teachers, and are not hired for their skills as teachers. I also believe that we operate in a highly imperfect market that does not press us to become optimal, because one of the main revenue sources – state legislators – do not really understand our business so even when well-willed they are not very good trustees of the public interest, and the other – payers of tuition – are as much interested in prestige as they are in learning. I don’t mean any disrespect to plumbers in saying this, but I think that teaching is at least as difficult as plumbing, and in general it would be surprising if someone with no training in plumbing, and no professional development relating to plumbing, and who had not been hired for their skills as a plumber, turned out to be an optimally good plumber. I don’t see why teaching should be any different.

Mostly, on CT, I’ve written about things I’ve done, or others have done, that seem to improve instruction or, more precisely, to make more learning happen: offering ideas of what seem to me like good practices for people to adopt, adapt, or criticize. I’ve been trying to think lately, though, about what an institution, with the will, and the resources, might do to create more systematic improvement. When I say ‘more systematic’ improvement, I mean ‘more systematic than not systematic at all’, which is what most of my posts have been – i.e., what I’m trying to think about is something more than just blog posts sharing good practices, and which can reach people for whom improving their instruction is not already a high priority.

In addition to wanting to be more systematic, though, I have reasonably modest aspirations. I don’t see how any institutional leaders, however great, could change the incentive structure and the culture around instruction at institutions like mine overnight – or even over a handful of years. What I am interested in are initiatives that would raise the average level of instruction, without large expenditures, and without substantial changes to the way we hire or tenure faculty or recruit TAs. (Not, I hasten to add, because I think those shouldn’t be changed, but because changing them would take a long time, and I want initiatives that can have effects right now, and because I hope that some such initiatives would be effective, anyway, in a system where hiring, tenure and TA-recruitment had been changed).

So here are some scattered and incomplete thoughts, which I hope will improve with time, and with input from readers. I’m especially interested in examples of institutional initiatives you know of that you think have worked reasonably well. And pretty much everything here is conjectural, and I’m open to it being quite wrongheaded.

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Parris on the Brexiteers

by Harry on July 12, 2016


The day of the referendum result, I was waiting outside the tent where CNN were filming on College Green near Parliament. In front of the camera I saw two people shouting at each other and sensed the argument was out of control. Next up for interview, I sat down to watch. The interviewer was Christiane Amanpour, her interviewee the MEP Daniel Hannan.

I have never seen so violent an argument on TV. Nobody won but both lost their tempers. Amanpour indirectly* accused Hannan of trying to win the Leave campaign by inciting hatred of immigrants; Hannan insisted he had never done so, had never even argued against immigration, but simply for Britain to ‘take back control’. Shouting, he challenged Amanpour to cite any example of anti-immigrant language he had ever used.

I’m sure the record will bear Daniel out. I doubt he’s a racist or wants sharp reductions in immigration. He will have been fastidious in his language. But his rage was instructive. Beneath the furious denials and the angry demands for chapter and verse was the rage of a man in acute personal discomfort about the company he has kept and the currents in society whose cause it has become his lifetime’s work to champion, while carefully disavowing what drives them. Amanpour hardly landed a blow on Hannan because she did not put the most wounding charge: that he has ridden a tiger, and knows the tiger he rides. He — and I use him only as an eloquent example — raises his hands in repudiation of the destination he hears his followers bawl for, yet offers to take them halfway there.


I once asked Enoch Powell whether, no racist himself, he ever felt squeamish about some who cheered his speeches. He replied — to laughter from our audience — that in politics you take support from wherever it comes. The reply diminished him.