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American Council of Learned Societies Occasional Paper No. 40
The Transformation of Humanistic Studies in the Twenty-first Century: Opportunities and Perils
Copyright © 1997, Pauline Yu
The Course of the Particulars:
Humanities in the University
of the Twenty-first Century1
Pauline Yu
Dean of Humanities, University of California, Los Angeles
Like the other participants in this public session, I have been at
different moments witness, victim, and agent of some of the many
transformations that have swept through universities in this last decade of the
twentieth century, changes that many programs in the humanities have found
rather unsettling. The national context for these developments has been of
great concern to us all, but let me begin, for the sake of example, with the
local instance I have come to know best.
When I moved to UCLA in January 1994 as Dean of Humanities, I
think it is fair to say that the outlook for the division was less than promising.
The University of California was about to enter its fourth successive phase
of budget cutting, a process that was to reduce by 25 percent its total
support from the state. In the College of Letters and Science at UCLA, the
humanities seemed an increasingly likely site for massive, targeted reductions.
Student credit hours, student-faculty ratios, and numbers of majors had
either flattened out or fallen, while those in the social and biological sciences
had by contrast begun a steep upward trajectory. Faculty appointments in
the twenty-five humanities departments and interdepartmental programs
had remained relatively stable in both numbers and profile. By
contrast, strategic and aggressive recruiting during the boom years of the late
1980s in the social sciences in particular had dramatically enhanced the
national distinction of that division, whichburdened by the crush of
students hoping for success in business or law or forced to abandon their
aspirations for careers in the health sciences (organic chemistry can do
that)could only eye with increasing impatience the enviably small classes taught
by their colleagues in the humanities.
Surely there was "fat" to be trimmed in my division. For example,
did we really need to teach almost a hundred different languages, only half
of which are spoken in the contemporary world, and all of which are
labor intensive? Couldn't writing instruction be delivered in a more
cost-effective manner than in classes requiring one teacher for every twenty-five
students? (Never mind that the National Council of Teachers of English doesn't
think it works with more than fifteen in a class.) Was it really necessary
to maintain two dozen discrete units, some so small, it must be admitted,
that they were virtually dysfunctional both administratively and
interpersonally and thus generated (by my unofficial count) the highest per capita
number of grievances against each other in the College? (Little did I know that
my experience as the mother of three squabbling children would prove
so useful in this new position.) There were rumors that at least 10 percent
of humanities' faculty positions would be transferred into the social
sciences because of enrollment imbalances, and there was the fact that the
writing staff alone had already been cut by 40 percent as a consequence of
previous budget reductions. And I was advised to prepare myself for the
privilege of implementing the highest percentage cut to be inflicted on any
division in the College in the fourth phase of reductions at UCLA.
I knew all this, accepted the position nonetheless, and started work
in January 1994. Ten days later the Northridge earthquake struck
southern California and rendered Royce Hall, a campus landmark and home to
more than a quarter of the division's units, uninhabitable, forcing the
seventy evacuated faculty and twenty staff members into a multi-year
migratory exile not scheduled to end until sometime in 1998. An extremely
attractive early retirement program that spring enticed thirty-one senior faculty
to explore other opportunities, and leaving many of those slots
unfilled brought us two-thirds of the way towards our savings target. The
remainder could come only out of staff savingsbudgets which had already
been severely depleted. In the end, it became clear that I could implement
the additional necessary cuts only by consolidating our twenty-five
administrative units into twelvepooling services while leaving academic
affairs separate and intact. This was not, to say the least, a popular decision.
Conditions have improved since those dark and brutally
dislocating days. At press time, the University of California is in the fourth year
of a four-year compact with the governor that has guaranteed
relatively stable fundingat the price, however, of what we have been told
to think of as "productivity enhancements" amounting to ten
million dollars. Through creative financing and smoke and mirrors we
have begun to rebuild our faculty and improve the infrastructural support
for both teaching and research. In 1989, for example, the Division
of Humanities' investment in computer technology was only half that of
the physical sciences'; now it is exactly the same. Websites for both
courses and professors, virtual office hours, multimedia classrooms and labs,
and digitized teaching materials have become fixtures of our
curricular landscape, as well. Nonetheless, to say that the humanities at UCLA
have felt beleaguered, besieged, and beaten up over the past few years or
so is, perhaps, to belabor the obvious.
The physical and fiscal travails of the division reflect, of course,
larger challenges within both higher education and humanistic discourse
in general. Rising costs for private institutions have generally not
been supported by commensurate increases in the numbers of students
willing or able to pay the necessarily escalating tuitions; to my knowledge,
for example, applications for fall 1997 dropped off at all of the Ivy
League colleges except Columbia. Similarly, we know that a public institution
like the University of California can be accurately described as
state-assisted, rather than state-supported, given its claim on a mere 4.4 percent of the
state budget. UCLA's portion of that allocation represents a scant 23 percent
of its annual expenditures. Meanwhile, we have been warned that
"Tidal Wave II," fully equal in force to the influx of baby boomers that
inundated institutions of higher learning in the decade from 1965 to 1975, will
soon descend upon us, bringing a projected half-million new students into
the system by the year 2005.
The citizens of the state, however, according to a recent survey from
the California Higher Education Policy Center, do not consider this a crisis
that would justify such solutions as placing limits on the numbers of
students we can admit or raising fees (from what is considered the exorbitant
sum of about $4,000 for state residents). Rather, they expect us to make
more efficient use of existing resources: maybe we can get a grant
somewhere to build the tenth campus we need for the University of California,
they suggest helpfully, or faculty can teach more classes, and
administrators work more and spend less. One respondent commented, for example,
that after retiring from her forty-hour-a-week job, she had enrolled in a
program at a community college where "teachers only teach twenty hours a
week. To me that is a gravy job." Another noted that "There is a lot of
paper shuffling going on in the university, and a lot of memos flying back
and forth, and not much getting done. It doesn't make sense to
me."2
If the infrastructural complexity of institutions of higher learning
doesn't make sense to our prospective clientele (or, at times, to us), still
less comprehensible may be the arguments we conduct among ourselves
about what it is we are trying to do and whether or not it is of value.
Consider the challenges that we all confront, far beyond the familiar ones having
to do with saving lives and creating jobs: the profound demographic
pressures created by sheer growth of population and enhanced ethnic and
cultural diversity of the state; the increasingly complex problem of
human interaction with the environment; the issues and opportunities
associated with the advance of technology, particularly computer and
electronic technology; and the basic problem of trying to figure out how we can
all get along. Do our publics grasp the central role played by the
humanities in exploring, inculcating, and perfecting the broader understanding
of cultureand culturesthat might advance the understanding of
these problems and help create solutions for them? Do they recognize that it
is we who teach "the ability to express oneself clearly and accurately; the
skill of critical evaluation, both of ideas and actions; the courage to make
choices based on shared values and priorities; the opportunity to conduct
an intensive conversation with the traditions, present and past, that help
make us who we are, and above all who we will be; and as a result, the
ability to understand and make sense of other people and their
cultures"?3 To embrace the wisdom of imparting these skills is not, I think, to pander
to some purely instrumental notion of the value of a liberal education.
They lie at the heart of the mission of the humanities. But how broadly
shared is this recognition? Not only have the humanities been marginalized
on public registers of utility, but there is, after all, a long history
within humanistic discourse itself affirming the importance of preserving that
very disinterestedness, that wish to insulate humanistic study from the
conditions of the marketplace altogether.
Who among us needs to be reminded, furthermore, that the very
critical faculties humanists seek to develop have led them first of all to
question the terms they employ and the subjects they study? Assaults on the
core curriculum, on the constructedness of the literary canon, and on
the centrality and stability of an integrated, centered, and autonomous
self have not been waged, after all, from the outside. Rather, debates
over particular inclusions or exclusions from reading
liststhat, in David Damrosch's words, "amount to little more than the replacement of a
few deck chairs as general education continues slowly, majestically, to
sink out of sight"4 and expose thereby the possible hollowness of the
core only serve to make those who might otherwise like to preserve it
truly uncomfortable, if not downright suspicious. Yes, as a recent article in
The Los Angeles Times revealed, many English
departmentsthough not UCLA'shave eliminated Chaucer and Milton from their reading lists
and it has even become thinkable not to be required to read
Shakespeare, too.5 I think that these questions should always be thinkable, and
that the impulse to rethink is precisely what makes contemporary
humanistic discourse so powerful.
One of my former colleagues argued a few years ago that we don't
need to create challenges to the traditional European canon by
including noncanonical material on reading lists sincein the right
handsthe classics manage to deconstruct themselves quite nicely on their own. I
find certain implications of this position troubling, for as a sometime scholar
of classical Chinese poetry in a Western institutional context I have
collected more than my share of anecdotes illustrating the reach of Eurocentrism.
A well-known American interpreter of Western critical theory, for
example, was asked to review for publication a recent comparative work on
poetry written by one of my colleagues. This book happens to span
numerous cultural and temporal boundaries, including those of China. While
the reviewer did submit a positive recommendation to the press, when
he happened shortly thereafter to meet the author of the volume, an
eminent scholar of Chinese literature, he confided, with absolutely
unabashed candor over dinner, that he had enjoyed the book very much but had
of course "skipped all the Chinese stuff." And on another occasion,
shortly after I moved to California from New York a few years ago, one of my
new colleagues, another influential theorist and native of France, remarked
to me at a party that I must miss New York very much. Now, I did
happen to harbor many regrets about the move, but being a bit curious as to
what lay behind his comment, I responded by asking him why he should
think that that might be the case. He replied, "Because you're now so
much farther away from China."
Needless to say, this was not the answer I expected. I'll refrain
from unpacking the various presumptions implicated in that radically
disoriented responsepostmodern geography at its best. Someone
who measures the distance between California and China by way of
Western Europe is all too likely, I fear, to do the same discursively, as well. But
while distances, like differences, may have shrunk, we must not allow them
to disappear altogether, for the consequences of failing to recognize
their existence, and affirm their value, are simply too dire.
We would do well to remind ourselves that humanistic disciplines
insist on this recognition, for the inherently critical, analytical, and
self-reflective faculties they cultivate resist by their very nature the impulse to arrive
at universalizing generalizations shared by both the social and
natural sciences. If we can crudely characterize the latter as seeking to
demonstrate the applicability of homologous laws of nature or sweeping
theoretical abstractions (rational choice modeling, for example, or the delineation
of patterns of modernization or democratization in what can at best be
hoped for as a "context-sensitive" manner), then we can equally crudely
recognize in the humanities a predilection to follow the course of the
particular. Before I arrived at UCLA, a faculty-staff workgroup had been charged
with the task of suggesting how the impending budget cuts might be
implemented at the administrative level. Various restructuring scenarios
had been bruited about, most of which involved such drastic measures
as actually merging departments, with especially intense scrutiny directed
at the foreign language programs. The workgroup valiantly staked out
a position against such consolidations, arguing that the distinctive
business of the Division of Humanitiesthe study of literatures written in
a bewildering multiplicity of languagesrequired an extensive
apprenticeship in both the grammar of the language in question and its
historical evolution within a specific cultural context, as well as a recognition of
the concrete social, historical, and individual circumstances within which
this apprenticeship was being conducted. Rather than pursuing universal
and timeless laws that govern the production and features of literary texts,
the workgroup's report claimed, humanists "are concerned as scholars with
the forms and the occurrences of the differences, the concrete
peculiarities upon which meaning hinges. . . . Humanities celebrates the particular,
the individual, the historical in opposition to the timeless and universal."
And the institutional consequence, according to this report? "Given
this fundamental orientation, it is not surprising that humanistic study
has produced a proliferation of small units, each concerned with some
degree of peculiarity. Any other form of academic organization would betray
the objects and aims of our inquiries."6
Whatever its transparent self-interestedness, this argument harbors
at least one noteworthy point. Just as the workgroup was struggling
both against the local hegemony of the Department of Englishthat claimed
half the majors and probably two-thirds of the student credit hours in
the divisionas well as against the rising tide of social science enrollments,
so we will need to call on the critical and self-reflective skills of
humanistic disciplines in general to ground the homogenization of theory and
the mantras of globalization. If, as it appears, the university of the
twenty-first century has declared itself an international institution, it ought to start
by knowing something about the world. The forces driving this
movement may not be the same as those that motivated the development of
area studies in the fifties and sixties, whose accomplishments we've
probably been too quick to discredit. But the seductions of universalism
(more economic now, perhaps, than military and political) are no less
powerful than they were decades ago.
There is no better time than now to cease bewailing the plight of
the beleaguered and undervalued humanities and to recognize instead
the essential role a humanist's insistence on local knowledge plays
in expanding the vision of the monoptic globalizing lens. Let's insist
that theory be open to being shaped by specific example, and that
cultural studies recognize the distinctive features of cultures. As we move
to internationalize our curricula (whether because of market forces or
for a more lofty intellectual agenda), let us not forget to contextualize
the questions we ask. Whose theory frames our analysis? In what ways
does it risk eliding the nuances of the local? How do the questions we
pose of other cultures tally with those they ask of themselves, and of us?
To value the local and peculiar is not, I should stress, to become mired
on the reefs of a cultural exceptionalism or essentialism that would deny
all comparability whatsoever. As a comparatist who sought to
bring theoretical issues to bear on the study of classical Chinese literature,
I've enjoyed my share of vilification as a "metaphysician
manqué" for such intellectual impertinence. I'd prefer to think of comparative
and theoretical inquiry as an example of "higher education as an
open-ended conversation among those who have learned how to think
differently about matters of general
concern."7
Systematic, deep, contextual knowledge cannot but highlight
those differences. And so, on a different level, must a recognition of
the heterogeneity of the students we now teach, and especially (but
not exclusively) on the west coast. I remember that when I began
teaching Confucius in introductory courses on the Asian humanities twenty years
ago in a large Midwestern university, I found it useful to focus students'
attention initially on the ways in which a text like
The Analects did or didn't pose questions like those that "we in the West" might have come to expect
from reading the dialogues of Plato. However, when I walked into my first
class in California in 1989 and looked at the students sitting there, I knew I'd
have to change that line. And not just because they had never read Plato.
(Let us hope, incidentally, that the diversity of the UC student body is
something we manage to preserve.)
I think we all know well that the nineteenth-century methods of
studying other parts of the world that shaped American institutions of
higher education did not always aim to learn "how to think differently
about matters of general concern" but more typically sought, through
generalized paradigms, to think the same way about matters of great difference.
What they also sharedand I am thinking here of a discipline like classics
as much as I am of "oriental" studieswas a resolute, if
fundamentally undisciplined, interdisciplinarity. The remarkable ease with which
the great sinologists could move from relic to painting to chronicle to
textand of any epoch whatsoeverwas matched only by the alacrity
with which they often disregarded the historical specificity of each of
those documents. And they worked alone, confirming the stereotype of
the humanist as solitary, independent scholar.
As two recent critiques of the contemporary university have argued,
this too may change in the twenty-first century. In his recent book
We Scholars, David Damrosch calls for an emergence from the individualist isolation
of disciplinary enclaves that have become entrenched since the beginning
of this century into a culture of cooperation, a community of
small-scale research groups and team-taught courses to overcome the limits
of specialization.8 We can already see evidence of this movement on
one campus after the other in the proliferation of centers for
interdisciplinary collaboration in the humanities, as well as in the burgeoning of
programsboth local and nationalthat support shifting interest clusters of faculty
and graduate students. It is the appeal and vitality of such ventures that
provide in my view the most salient counterargument to my divisional
workgroup's noble effort to defend the integrity of small departmental
structures: shouldn't they invest their identities in what they do (which at its
best ignores the limits of boundaries) rather than in where they
areacademic units whose nomenclature, structures, and categories often reflect
the arbitrariness of historical accident or divisions of convenience?
Damrosch's vision of a kind of communal therapy reflects a
certain nostalgia for a time when a scholarsomeone like Hegel is a
good examplecould have read everything, and a resigned acceptance of
the impossibility of being a generalist in the modern age. In Bill Readings'
more acerbic version, articulated in his book, The University in
Ruins, "the existing disciplinary model of the humanities is on the road to
extinction," stripped of its raison
d'être as promoter and preserver of the national
culture of the nation-state and now "cracking under the pressure of
market imperatives"9 that threaten to turn the university into a
transnational corporation governed by the discourse of "excellence." Like
Damrosch, Readings proposes the adoption of "a certain rhythm of
disciplinary attachment and detachment": intentionally impermanent
collaborations that resist institutional entrenchment and inertia. And rather than
involving an exchange of "the rigid and outmoded disciplines for a simply
amorphous disciplinary space," this loosening of structures ought to provide
an opportunity to foreground disciplinarity itself "as a
permanent question. The short-term projects [he suggests] are designed to keep open
the question of what it means to group knowledges in certain ways, and
what it has meant that they have been so grouped in the
past."10
Readings provides us with yet another perspective on the
transformations we are likely to see in the next decade and reminds us again of
the crucial way in which humanistic inquiry can shape them. Without
a profound understanding of the particulars of context and culture, we
can hardly hope to produce a responsibly internationalized
curriculum. Without a vigilantly self-reflective stance, we may not remember to
revisit the notion of responsibility. Without a persistent willingness to
rethink traditional categories, we may only delude ourselves about what it
means to cross disciplines. And without a conviction to adjust modes of
analysis to newly perceived realities, to question what seems obvious or
without question, and to reaffirm what seems of enduring value, we risk
forgetting wherein lies the essence of the humanities. We cannot afford to take
the risk of losing the insights into ourselves, our pasts, and our futures that
they teach us. And I don't think we will.
Notes
1 Readers will no doubt hear the faint echo, in my title, of Wallace
Stevens' well-known poem, "The Course of a Particular." [Back to text.]
2 John Immerwhar, "Enduring Values, Changing Concerns: What
Californians Expect from Their Higher Education System" (Public Agenda for
The California Higher Education Policy Center, March 1997) 20. [Back to text.]
3 Gary Lease, "A `Manifesto' for the Humanities" (University of
California President's Advisory Committee on Research in the Humanities,
September 1996). [Back to text.]
4 David Damrosch, We Scholars: Changing the Culture of the
University. (Cambridge, MA: Harvard University Press, 1995) 109. [Back to text.]
5 Henry Chu, "Reports of the Bard's Demise Are Premature,"
The Los Angeles Times 25 March 1997. [Back to text.]
6 Report of the Workgroup on Administrative Restructuring (University
of California, Los Angeles, December 1993) 3. [Back to text.]
7 James Miller, , "The Academy Writes Back: Why We Can't Close the
Book on Allan Bloom," Linguafranca March 1997: 62. [Back to text.]
8 Damrosch, We Scholars, esp. 187-214. [Back to text.]
9 Bill Readings, The University in
Ruins. (Cambridge, MA: Harvard University Press, 1996) 176-177. [Back to text.]
10 Readings, 176-177. [Back to text.]
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