Monthly Archives: November 2013

Césaire, Walcott and Henri Christophe

File:Heinrich I - König von Haiti.jpg

Engraving of Henri Christophe, downloaded from Wikimedia Commons (public domain): https://commons.wikimedia.org/wiki/File:Heinrich_I_-_K%C3%B6nig_von_Haiti.jpg

 

[In the Arts One group in which I’m teaching, this week we read two plays about King Henri Christophe of Haiti, one by Aimé Césaire called The Tragedy of King Christophe (mid 1960s) and one by Derek Walcott called King Christophe (1949)].

In class today I had planned to have us talk about the following in small groups after we did the larger group discussion, but when I looked at my watch I realized it was already too late! And since we only have one seminar discussion on these texts, I thought I’d use a blog post to make some observations/suggestions.

Endings

I’m on a bit of an “endings” kick the past couple of weeks. I was very intrigued by and somewhat puzzled by the ending of Alejo Carpentier’s The Kingdom of This World, as I wasn’t sure what to make of the fact that Ti Nöel is never heard from again, after his seeming epiphany and transformation into someone who seems like he’s now going to take action. I’m still working on that one (does he become the vulture in the last paragraph, flying towards the Böis Caiman, which is where Bouckman ralllied the slaves for the first battle of the revolution?).

So when thinking about these two plays together, I started thinking about comparing beginnings and endings. Comparing the beginnings didn’t get me that far (yes, of course, they’re very different, but I couldn’t really do much with that), but I found something interesting when I compared the endings. Both end the same place, with Henri’s death, which provides a nice even field for thinking about how they treat this event.

Ending of Césaire’s play

I’ll start with Scene five of the last Act (Act III), starting with p. 86. In this scene, several things struck me, including the discussion between Christophe and Hugonin at the beginning, when Christophe tells him, finally, that’s enough comic relief and Hugonin speaks about the reality as compared to Christophe’s hopes, thus leading Christophe to note that Hugonin’s words are “weighed down with the wreckage of my dreams” (87). I’m still working on what I think of Hugonin as a character, what his role in the play is, but here he is definitely able to use his position to speak the truth (or close to it) plainly to Christophe. I think he may do so in more veiled ways earlier in the play, but I haven’t looked all the way through yet to verify this.

But what I want to focus on in this scene is something else. Christophe, towards the end of the scene, tries to rally his troops, tries to follow the proverb that says “When you see an arrow that’s not going to miss you, throw out your chest and meet it head on” (88). He stands up and talks about how he can still fight, how they are all scared of him, how the enemy’s army is riffraff, etc. It seems like it’s going to be a kind of rousing, hero’s end … but then he falls just as he shouts for them to move forward… and blames someone else (“Who did that?”) (90). An unreal apparition of Boyer appears and describes how people are rightly deserting Christophe for his treatment of them, and the soldiers desert.

This, to me, is an image of Christophe in miniature, in a way, of him attempting to move boldly forward, to engage in heroic deeds for his people, but then failing because of the way he treats them in order to try to mould them, shape them into something great (a theme in Césaire’s play). They desert him, and he falls. His death, in this context, could be read as a lonely, cowardly one, hiding away. His last words: “I’ll attend to the rest alone” (90).

Then, of course, there’s the scene with Hugonin giving a “minute of silence” before we hear the shot. He announces at the end that he is “Sometimes addressed as Baron Saturday” (93), which I had to look up. Baron Samedi is a Voudou spirit, specifically the spirit of the dead. He is usually portrayed in a black tuxedo and top hat, and he has a fondness for tobacco and rum. He is, apparently, well known for bad behaviour including debauchery, swearing, making filthy jokes, and drinking too much. So that explains why he appears as he does in this scene. Whether we are to take Hugonin as an image of Baron Samedi throughout the play I don’t know.

Lastly, then, there is the burial of Christophe in mortar on a mountain, which I think we can take as the construction site of the citadel, but I’m not certain. Much is made of him being erect, standing up, not lying down–as he wanted Haiti to do. And he gets to continue to do for a very long time, becoming one with the stone, as Carpentier notes in his novel. He will eventually turn to dust, but he is more solid and enduring this way than he would be if just buried in the dirt.

Ending of Walcott’s play

This ending is much more focused on images of dust and ruin, of impermanence, weakness, oblivion than the one in Césaire’s play. The beginning of the end could be said to be after Christophe kills Brelle; right afterwards he begins to hear the drums, leading him to recognize his coming doom: “What drums are those?/ They are coming nearer./ Oh, Vastey, my dreams … / Ruin, ruin, O King, ruin and blood!” (95). And from there he quickly becomes paralyzed, cannot move his legs.

In Césaire’s play he’s paralyzed too, of course (and apparently Christophe did have a stroke that left him partially paralyzed), but he still seems to rally towards the end, to try to stand up resistant, rouse his troops, etc. Of course, it doesn’t work, but he tries. In Walcott’s play he seems weak, seems to have submitted to his fall without much of a fight. Unlike Vastey he doesn’t regret anything, but doesn’t really stand up, literally or figuratively. He gets “half upright” on p. 106, and then “sinks in the chair, beaten, but alert.”

Vastey speaks of the citadel as already falling into ruins, and of “dust on the mirrors, floors cracking” in his own rooms (99). And he speaks to Henri of how death erases the complexion, makes us the same: “In death, Henri, the bone is anonymous;/ Complexions only grin above the skeleton” (101). This reminds me of the gravediggers scene in Hamlet, in which Hamlet speaks of similar things. And of course, Henri himself addresses a skull at the end (like Hamlet does), pointing out that while alive, “Time like a pulse was knocking in the eyelid” — death is always there, waiting, decay and ruin (106).

Christophe wonders what he will leave behind besides an anonymous skull; “A king’s memory, or oblivion” (107). His last words suggest oblivion, perhaps, rather than a king’s memory: “And after that …/ Oblivion and silence” (107). (Hamlet’s last words: “The rest is silence.”)

And that’s it; no burial in stone, no memorial, no nothing. Just dust, ruin, oblivion and silence. This one seems to emphasize impermanence, decay, dust and ruin, at least in the ending, than Césaire’s does.

 

Well, I won’t go further in trying to make something of this, because to do so I’d have to do close readings of many more passages from each play, and this post is very long already. But I found this difference interesting, and it made me think further about the emphasis on time as an enemy in Walcott’s play (Sylla, p. 34; Christophe, p. 84), and the emphasis on history “burning biographies like rubbish,” which is said twice (100, 106).

 

Providing feedback to students for self-regulation

On Nov. 21, 2013, I did a workshop with graduate students in Philosophy at UBC on providing effective feedback on essays. I tried to ground as much as I could on work in the Scholarship of Teaching and Learning.

Here are the slides for the workshop (note, we did more than this…this is just all I have slides for):

 

Here is the works cited for the slides:

Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219-233.

 

Chanock, K. (2000). Comments on essays: Do students understand what tutors write? Teaching in Higher Education, 5(1), 95-105.

 

Lizzio, A. and Wilson, K. (2008). Feedback on assessment: Students’ perceptions of quality and effectiveness. Assessment and Evaluation in Higher Education, 33(3), 263-275.

 

Lunsford, R.F. (1997). When less is more: Principles for responding in the disciplines. New Directions For Teaching and Learning, 69, 91-104.

 

Nicol, D.J. and Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.

 

Sadler, D.R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-144.

 

Walker, M. (2009). An investigation into written comments on assignments: do students find them usable? Assessment and Evaluation in Higher Education, 34(1), 67-78.

 

Weaver, M.R. (2006). Do students value feedback? Student perceptions of tutors’ written responses. Assessment and Evaluation in Higher Education, 31(3), 379-394.

Tweets about my OpenEd13 presentation

I gave a presentation at the Open Education Conference 2013 in Park City, Utah on Nov. 8, 2013. See my previous post for video, slides and bibliography.

I also wanted to see what people were saying about it during the presentation, in case there were some ideas there that are useful for my continuing research into this issue (and there were!). So I made a Storify story. Here’s the link to it on Storify if you’d rather see it there.

Open Education Conference 2013 Presentation

Difficulties Evaluating cMOOCs: Navigating Autonomy and Participation

 

Given Nov. 8, 2013, at the Open Education Conference 2013 at Park City, Utah.

Here is the video recording. I had only 25 minutes to present, and I was late starting because I was messing with my computer, trying to get it to show me “presenter mode” while it showed the slides on the screen so I could see my notes. Then I tried to see my notes on my phone. Then I gave up on my notes and just winged it! (I was using Keynote rather than PowerPoint, and I’ve never tried to use presenter mode before…the problem was that I couldn’t print out my notes because the printer in the “business centre” of the hotel was out of order!)


Here are the slides, which are licensed CC-BY so you can use any part of them if you want. Again, these were in Apple Keynote, and when I exported to PowerPoint some of the colours, fonts and alignments got messed up a bit.

 

When I get a free half a day (probably in December) I’ll write up a post in which I explain my argument in this presentation, including the slides at the end I didn’t get to!

Update Feb. 2015: Well, obviously I never wrote this up. Which is too bad, because now it’s been quite awhile and it would take me a long time to try to do so. I do plan to return to this research at some point (perhaps in the Summer of 2015), and see what else has been published in the meantime. And who knows what kind of open online course models there will be by then?!

 

 

Bibliography

Things either cited on the slides or quoted from in the presentation (at least, the original version as I wrote it, not the shortened one given in the video!)

 

Ahn, J., Weng, C., & Butler, B. S. (2013). The Dynamics of Open, Peer-to-Peer Learning: What Factors Influence Participation in the P2P University? (pp. 3098–3107). IEEE. doi: 10.1109/HICSS.2013.515

 

Cormier, D. (2010a). Knowledge in a MOOC – YouTube. Retrieved from https://www.youtube.com/watch?v=bWKdhzSAAG0

 

Cormier, D., & Siemens, G. (2010b). Through the Open Door: Open Courses as Research, Learning, and Engagement. Educause Review, 45(4), 30–39. Retrieved from http://www.educause.edu/ero/article/through-open-door-open-courses-research-learning-and-engagement

 

Downes, S. (2007, February 3). What Connectivism Is. Half an Hour. Retrieved from http://halfanhour.blogspot.com.au/2007/02/what-connectivism-is.html

 

Downes, S. (2009, February 24). Connectivist Dynamics in Communities. Half an Hour. Retrieved from http://halfanhour.blogspot.co.uk/2009/02/connectivist-dynamics-in-communities.html

 

Downes, S. (2013a). Supporting a Distributed Online Course ~ Stephen’s Web. Presented at the Information Technology Based Higher Education and Training ITHET 2013, Antalya, Turkey. Retrieved from http://www.downes.ca/presentation/327

 

Downes, S. (2013b). The Quality of Massive Open Online Courses. MOOC Quality Project. Retrieved from http://mooc.efquel.org/week-2-the-quality-of-massive-open-online-courses-by-stephen-downes/  A longer version of this post can be found here: http://cdn.efquel.org/wp-content/blogs.dir/7/files/2013/05/week2-The-quality-of-massive-open-online-courses-StephenDownes.pdf

 

Fournier, H., Kop, R., & Sitlia, H. (2011). The Value of Learning Analytics to Networked Learning on a Personal Learning Environment. Presented at the 1st International Conference Learning Analytics and Knowledge, Banff, Alberta. Retrieved from http://nparc.cisti.nrc.ca/npsi/ctrl?action=shwart&index=an&req=18150452&lang=en

 

Kop, R. (2011). The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. The International Review of Research in Open and Distance Learning, 12(3), 19–38. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/882

 

Kop, R., Fournier, H., & Mak, J. S. F. (2011). A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses. The International Review of Research in Open and Distance Learning, 12(7), 74–93. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1041

 

Lane, L. M. (2013). An Open, Online Class to Prepare Faculty to Teach Online. Journal of Educators Online10(1), n1. Retrieved from http://www.thejeo.com/Archives/Volume10Number1/Lane.pdf

 

Mackness, J., Mak, S., & Williams, R. (2010). The ideals and reality of participating in a MOOC. In Proceedings of the 7th International Conference on Networked Learning 2010 (pp. 266–275). University of Lancaster. Retrieved from http://eprints.port.ac.uk/5605/

 

McAuley, A., Stewart, B., Siemens, G., & Cormier, D. (2010). The MOOC model for digital practice. SSHRC Knowledge Synthesis Grant on the Digital Economy. Retrieved from http://www.edukwest.com/wp-content/uploads/2011/07/MOOC_Final.pdf

 

Milligan, C., Littlejohn, A., & Margaryan, A. (2013). Patterns of Engagement in Connectivist MOOCs. Journal of Online Teaching and Learning, 9(2). Retrieved from http://jolt.merlot.org/vol9no2/milligan_0613.htm

 

Siemens, G. (2006, November 12). Connectivism: Learning Theory or Pastime for the Self-Amused? elearnspace. Retrieved from http://www.elearnspace.org/Articles/connectivism_self-amused.htm

 

Siemens, G. (2008, August 6). What is the unique idea in Connectivism? « Connectivism. Connectivism. Retrieved from http://www.connectivism.ca/?p=116

 

Siemens, G. (2012, June 3). What is the theory that underpins our moocs? elearnspace. Retrieved from http://www.elearnspace.org/blog/2012/06/03/what-is-the-theory-that-underpins-our-moocs/

 

Waite, M., Mackness, J., Roberts, G., & Lovegrove, E. (2013). Liminal Participants and Skilled Orienteers: Learner Participation in a MOOC for New Lecturers. Journal of Online Teaching and Learning, 9(2). Retrieved from http://jolt.merlot.org/vol9no2/waite_0613.htm

 

Williams, R., Karousou, R., & Mackness, J. (2011). Emergent learning and learning ecologies in Web 2.0. The International Review of Research in Open and Distance Learning, 12(3), 39–59. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/883

 

Williams, R. T., Mackness, J., & Gumtau, S. (2012). Footprints of emergence. The International Review of Research in Open and Distance Learning, 13(4), 49–90. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1267

What the heck are the “laws of nature” for Hobbes?

Destruction of Leviathan, engraving by Gustav Doré (1865). In the public domain. Accessed from Wikimedia Commons.

 

No, I don’t mean which laws of nature does he list–that’s easy. The first two, in Chapter 14, state:

1. Everyone should “endeavour peace” when it is possible to attain; if not, we can engage in “war.”

2. We should be willing to transfer our natural right to all things in the state of nature to a sovereign power, when others are willing to do so too, for the sake of peace and defense of our security.

Then there are 17 more in Chapter 15, saying things such as: we should keep our covenants (so long as there is a common power to enforce them), we should pardon past offences by those who repent of them, acknowledge equality of persons, treat people impartially when judging disputes, and more.

My question is: What sort of things are these laws? What does it mean to say they are laws of nature?

Different ways of thinking about what “laws” are

One way to think about “laws of nature” is to imagine them like physical laws, like the laws of motion. If Hobbes’ laws of nature were like this then it would seem they would describe how people just naturally act; they would be laws in the sense of descriptions of universal regularities of human action.

But it’s pretty clear that Hobbes’ laws of nature are not simply descriptions of how humans always or usually act. What comes closer to that sort of thing are statements he says about our common desires and aversions, as discussed on Monday–things like desire for power (“one’s present means to obtain some future apparent good” (Chapter 1, Sect. 1, p. 50), or fear of death.

Another way of thinking of “laws” is as rules created by an authority, such as a governmental authority (civil laws) or the commandments of God. Are the laws of nature laws in that sense? Turns out Hobbes says yes, that we can think of them as “delivered in the word of God, that by right commandeth all things” (Chapter 15, sect. 41, p. 100). So then, all these things we should do would be commandments given to us by God.

“general rule[s], found out by reason”

But Hobbes actually talks about laws of nature in quite a different way than this, most of the time. In his lecture on Hobbes, Robert Crawford pointed out that there is a difference between thinking of “natural law” (which can be considered as a commandment by God) and “laws of nature”–the latter being instead “precepts determined by reason” (from my notes on the lecture).

Here’s how Hobbes defines a law of nature: “a precept or general rule, found out by reason, by which a man is forbidden to do that which is destructive of his life, or taketh away the means of preserving the same; and to omit that, by which he thinketh it may be best preserved” (Chapter 14, sect. 3, p. 79). So here, it sounds like we can use our reason to determine that we ought to do whatever we can to preserve ourselves.

But that doesn’t sound all that different from thinking of laws of nature as what we naturally tend to do, because, as noted above, we already do tend to naturally seek to preserve ourselves. So what gives?

Articles of peace that protect people “in multitudes”

Hobbes also calls the laws of nature “articles of peace,” suggested by reason, by which people can live together well in groups without falling into a state of war (Chapter 13, sect. 14, p. 78): “These are the laws of nature dictating peace for a means of conservation of men in multitudes” (Chapter 15, sect. 34, p. 99).

Here is where things start to get clearer for me. For Hobbes, people naturally tend to seek their own preservation and the power to be able to attain that which they consider good, but when we live together with others (or even near them) our natural desires and aversions lead us into conflict (the “state of war”). We don’t naturally and automatically coordinate our efforts so as to achieve the best outcome for all of us. Hobbes says that we are not like bees or ants, who can live sociably together naturally (Chapter 17, sect. 6, p. 108).

We need to use our reason to determine what rules we should follow to make living with others in groups something that conduces to our own individual desires for self-preservation and the means to fulfill our desires now and in the future. So, for example, reason can tell us that the laws of nature numbers 2-19 should be followed in order to promote peaceful living in groups. The first law of nature is something we can determine by reason too–if we live in a group with others, what would really be best for us is to seek peace, because that’s going to allow us to achieve our natural desires best. But if it’s not possible, do the next best thing–whatever you need to to survive and defend what you have, namely war.

Best and worst outcomes

I had this on the board in seminar today, but we didn’t get a chance to talk about it.

This is meant to show that in the state of nature, even if we want to try to work together with others, come together in social groups to cooperate rather than engage in conflict and war, it doesn’t actually make rational sense to do so. We can try to work together in groups by coming up with rules that we should all follow, but it only makes sense to follow such rules if we can be reasonably assured others will too. That would be the state of “peace.” That, for Hobbes, is the best outcome.

The worst outcome is being “prey”–when I follow rules and most others don’t: “he that should be modest and tractable, and perform all he promises, in such a time and place where no man else should do so, should but make himself a prey to others, and procure his own certain ruin, contrary to the ground of all laws of nature, which tend to nature’s preservation” (Chapter 15, sect. 36, p. 99). In this quote Hobbes is saying it’s stupid to follow the laws of nature when there’s no assurance that others will too.

But without a common power to enforce rules, we don’t have reasonable assurance that others will follow them. So to avoid the worst outcome (prey) it makes sense to engage in conflict, trying to take what others have, avoiding any rules except “do whatever is necessary for your own preservation” (not a quote from Hobbes). This means either being a predator or engaging in war, though since most other people will recognize that they too should do whatever is necessary to preserve themselves, the most likely outcome is war.

This diagram also explains the first law of nature: we should seek peace if we can (it’s the best outcome), but if we can’t, it makes the most sense for our own self-preservation to engage in war.

Back to just what the heck laws of nature are

Naturally, when we live with or near other people, we are going to end up in war. That’s the rational choice. But reason also gives us another option: it suggests “articles of peace,” rules we should follow to achieve peace. The first step is to set up a state with a sovereign (the second law of nature), and then to follow the 3rd through 19th laws of nature once in that state, since these will promote peace (according to Hobbes).

So the laws of nature are not just how we naturally always act. If we were bees or ants we would naturally work together in groups in a way that would promote peace. But we need reason to tell us a set of rules that we should follow in order to achieve this, because if left on our own we will end up in war.

But in what sense are they also commandments of God? Assuming for the moment that Hobbes isn’t an atheist, one can think of this in at least two ways: (1) God commands us to seek peace because it’s a good thing according to God, or (2) God created the earth and humans and therefore created the conditions required for promoting peace. He created us to desire to preserve ourselves, and doing so is good according to our desires.

Well, that’s certainly plenty and probably too much for one blog post! It’s as long as many of the Arts One essays!