the_quest:reflections_on_research
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# Learning from Lisa # | # Learning from Lisa # | ||
- | Lisa Simpson [[Revising|revised her essay]] when she went to Washington ("Mr. Lisa Goes To Washington" | + | Lisa Simpson [[Revising|revised her essay]] when she went to |
+ | Washington ("Mr. Lisa Goes To Washington" | ||
+ | she walked into the auditorium and said, "I would like to read a | ||
+ | different essay, if I may." | ||
+ | for the editors of Reading Digest.((I actually like to think of Lisa | ||
+ | speaking to the Optimist Society, a vaguely Ronald Reaganesque US | ||
+ | organization which holds public speaking competitions for children. I | ||
+ | went to a regional final in Fargo, North Dakota while riots broke out | ||
+ | in Los Angeles in response to the Rodney King verdict, and, perhaps | ||
+ | inspired by Lisa, changed my essay. It didn't go over so well, but heh | ||
+ | heh, that's kind of like winning anyways.)) | ||
- | Lisa had the best essay by far, way better than “Lift High Your Lamp, Green Lady” and “USA A’OK.” She knew this even though she didn’t win a prize. She wasn’t praised | + | Lisa had the best essay by far, way better than "Lift High Your Lamp, |
+ | Green Lady" | ||
+ | prize. She wasn't just praised | ||
+ | concluded herself that she had succeeded. She saw the reaction she got | ||
+ | from the audience when she delivered her key argument: | ||
- | > The city of Washington was built on a stagnant swamp some 200 years ago, and very little has changed. It stank then, and it stinks now. Only today, it is the fetid stench of corruption that hangs in the air. And who did I see taking a bribe but the " | + | > The city of Washington was built on a stagnant swamp some 200 years |
+ | > ago, and very little has changed. It stank then, and it stinks | ||
+ | > now. Only today, it is the fetid stench of corruption that hangs in | ||
+ | > the air. And who did I see taking a bribe but the " | ||
+ | > Arnold! Don't worry, Congressman, | ||
+ | > you need with your dirty money! And this will be one nation, under | ||
+ | > the dollar, with liberty and justice for none. (#8F01) | ||
- | OK, so the thesis statement could clearer, and it could more directly answer a why question, rather than just muckrake. Still, Lisa had a realization. When she saw the congressman take the money, she not only had new information, | + | OK, so the [[Stating a thesis|thesis statement]] could be clearer, and |
+ | it could more directly answer a [[Asking a question|why question]], | ||
+ | rather than just muckrake. Still, Lisa had a realization. When she saw | ||
+ | the congressman take the money, she not only had new information, | ||
+ | [[Choosing a topic|a problem]]. In a sense, her essay is a solution to | ||
+ | that problem. So she knew that she had succeeded because, in the end, | ||
+ | she saw that she herself was changed by this discovery. She couldn't | ||
+ | see the world the same way again. | ||
+ | |||
+ | At the same time, the episode | ||
+ | says "The system works!" | ||
+ | reaffirms a lot of conventional wisdom about democracy (e.g. The | ||
+ | American people are the " | ||
+ | Uncle Sam," etc.). | ||
+ | thought it was, we ultimately have to ask why Lisa concludes "I don' | ||
+ | believe it! The system works!" | ||
+ | she sees the government for what it is, not what she wants it to be. | ||
## Lisa the citizen? ## | ## Lisa the citizen? ## | ||
- | If Lisa has learned | + | In this respect, I differ from another claim about this episode made |
+ | by Lauren Berlant (1993). Berlant describes a genre of texts she calls | ||
+ | " | ||
+ | that these stories are instances of an American cultural myth, and as | ||
+ | such, they not only represent Washington as a beacon of freedom, but | ||
+ | they draw people into a particular way of seeing themselves which she | ||
+ | calls " | ||
+ | citizen not merely by teaching one to think about American government | ||
+ | in a certain way, but teaching one to see oneself as a person who is | ||
+ | incapable of independence without government, and thus one who is | ||
+ | dependent on the state as a parent. Thus the stories reinforce the | ||
+ | cultural representation of the state by presenting it not only as the | ||
+ | best form of government, but in fact as the only possible | ||
+ | government. Berlant claims that Lisa is one such infantile | ||
+ | citizen. Her discoveries lead her to reject her democratic piety, but | ||
+ | in the end she accepts that there is a " | ||
+ | allowed to hope for. | ||
+ | |||
+ | Berlant's main interest is the mythic character of American cultural | ||
+ | representations of its government, which this episode both parodies | ||
+ | and reiterates. Because | ||
+ | she fails to see the various processes of learning with which Lisa | ||
+ | engages these lessons, and how through these processes she comes to | ||
+ | move beyond them. One of the most powerful themes of //The Simpsons// is | ||
+ | an unrelenting critique of formal education and the traditional | ||
+ | Western model of learning. It is in this context that we must read | ||
+ | Lisa's trip to Washington. This trip, which begins with what is | ||
+ | essentially a school project, ends with Lisa's intellectual | ||
+ | transformation. While Lisa ultimately | ||
+ | works," I read this as a statement | ||
+ | are different ways to make the system work. Lisa begins by choosing to | ||
+ | write an essay for a Reading Digest contest, an extracurricular | ||
+ | activity based her interests, but also, as it requires a " | ||
+ | pro-American" | ||
+ | formal schooling (#8F01). In struggling with her first draft, she goes | ||
+ | for a bike ride to a national park, and finds her inspiration. Her | ||
+ | first version was a good effort, but probably relied too much on the | ||
+ | sources available to her at her school. While cleverly employing an | ||
+ | effective metaphor as its main claim, it failed to consider | ||
+ | alternatives, | ||
+ | |||
+ | When she finally discovers corruption first-hand, she faces a genuine | ||
+ | intellectual problem. Berlant remarks | ||
+ | essay and " | ||
+ | disagree. This is a cartoon and thus the story is necessarily told | ||
+ | through visual shorthand. When Lisa tears up her draft, this is a | ||
+ | visual code for an internal change in her character. She is revising | ||
+ | her thinking, and she does this by tossing out her old writing and | ||
+ | generating new prose. In practice, we do this all the time, but just | ||
+ | because we dramatically crumple up a paper and shoot a free throw into | ||
+ | the wastepaper basket, that does not mean that the ideas are simply | ||
+ | forgotten. Rather we work on them and eventually they take a new form | ||
+ | as part of a new draft. Berlant also remarks that Lisa turns to the | ||
+ | " | ||
+ | think Berlant neglects the role of dialogue in the formation and | ||
+ | improvment of an explanation. When Lisa cannot reach the hero Lincoln, | ||
+ | she perfectly happy to talk to Thomas Jefferson, and earlier she | ||
+ | sought to go to the Winnifred Beecher Howe Memorial (fictional, but | ||
+ | still highly unpopular). Finally, she presents a new paper which | ||
+ | exposes the corruption, but also puts forward a new thesis, a new | ||
+ | conception of how the system works. (As Berlant notes, this comes to | ||
+ | Lisa in a vision of Washington as a distorted " | ||
+ | parody where Orwellian walking pigs eat money.) Just because she | ||
+ | recognizes that the congressman has been punished by the government, | ||
+ | Lisa does not thereby revert to her former self. Berlant interprets | ||
+ | Lisa's remark as a kind of humiliation which all subjects must | ||
+ | internalize to become citizens. I believe that, placed in the larger | ||
+ | parody of education which is so much a part of the //The Simpsons//, | ||
+ | we can see that this story is in fact a very genuine celebration of | ||
+ | the scholar, the auto-didact and the freethinker. | ||
+ | |||
+ | |||
+ | ## Lisa the scholar ## | ||
+ | |||
+ | In another episode several years later, Lisa sets about researching | ||
+ | the town's founder, Jebediah Springfield, | ||
+ | Springfield' | ||
+ | a visit to the Springfield Historical Society, she finds evidence that | ||
+ | Jebediah Springfield is actually Hans Sprungfeld. She concludes from | ||
+ | this that the origin of Springfield is not what she learned in | ||
+ | school. Rather than a city on a hill, it was a den of pirates. When | ||
+ | she consults with historian Hollis Hurlbut((Hurlbut | ||
+ | Donald Sutherland in perhaps one of the finest roles of his career.)), | ||
+ | he rejects her argument out of hand, and her evidence. Teacher and | ||
+ | student, guru and disciple, mentor and mentee are all very rewarding | ||
+ | relationships. But they are defined by a tension that cannot be | ||
+ | removed. So, Lisa has to break away, and keep going on her own. She | ||
+ | knows what she is saying makes sense. The pieces fit. | ||
+ | |||
+ | Finally she wins over Hurlbut, not with her own logic, but when her | ||
+ | persistent critique forces him to admit his own irrational commitment | ||
+ | to an illusion. At the end of the episode, Lisa ultimately chooses not | ||
+ | to publish her work and destroy this illusion altogether. She says, | ||
+ | "The myth of Jebediah Springfield has value too" as a cultural | ||
+ | symbol. I accept this more than "The system works!" | ||
+ | about the relationship of knowledge to reality. She doesn' | ||
+ | she will deny what she knows, of course. More importantly, | ||
+ | that the conclusion she reached changed her, and so it doesn' | ||
+ | whether people know what she knows, or agree with her, or tell her she | ||
+ | is right. Again, the value of her research was to bring her to a point | ||
+ | where she cannot ever see the world the same way again. | ||
+ | |||
+ | ## You don't win friends with salad ## | ||
+ | |||
+ | Lisa is a vexing figure. When the teachers at her school go on strike, | ||
+ | she teaches herself, but this teaching consists of reproducing the | ||
+ | atrocious intellectual conditions of Springfield Elementary: "Is that | ||
+ | gum? Is that gum?" ("The PTA Disbands" | ||
+ | [[Brainstorming# | ||
+ | (Mehan 1979: 285). Later she panics and Marge can only mollify her by | ||
+ | writing an A on a piece of paper. I prefer to think of her when she | ||
+ | learns, publicly, that she is failing gym: "Gym? That's the stupidest | ||
+ | thing I ever heard!" | ||
+ | |||
+ | Her relationship to knowledge is often troubling. We see her smarmily | ||
+ | correcting adults. (" | ||
+ | Baby Burns" 1996 [#4F05]) At times she obsesses over her cultural | ||
+ | capital, showing off her knowledge of fine art and literature. She | ||
+ | pleads with Stephen Jay Gould to support her position on some matter | ||
+ | ("Lisa The Skeptic" | ||
+ | Bart, offering a pop psych koan (" | ||
+ | [#1F05]), or silently providing a rocket for a message ("This Little | ||
+ | Wiggy" 1998 [#5F13]). Other times, though, she shows her friends tide | ||
+ | pools (" | ||
+ | of archaeology ("Lost Our Lisa" 1998 [#5F17]). Those moments, and her | ||
+ | research((And her early support to end apartheid in South Africa, as | ||
+ | well. In early episodes, scene' | ||
+ | "End Apartheid Now" poster in the background (e.g. " | ||
+ | (1991 [#7F19]), " | ||
+ | favorites. This is where she models true education. | ||
+ | |||
+ | Berlant' | ||
+ | the context of an American mythos. While I am anthropologist, | ||
+ | interested in this kind of cultural critique, I approach //The | ||
+ | Simpsons//, and especially Lisa, as an educator. So it is from this | ||
+ | position that I conclude that Lisa models what I consider | ||
+ | virtues of the educated person. | ||
+ | [[Asking a question|Lisa and Aristotle would have a lot to talk about]]. In | ||
+ | some ways, I think Berlant and I would probably agree in the end that, | ||
+ | as a bearer of these classical virtues of liberal education, Lisa' | ||
+ | lessons are particularly relevent for the contemporary late-capitalist | ||
+ | era. Today we are inundated with myths that teach us that, as Margaret | ||
+ | Thatcher used to say, "There Is No Alternative" | ||
+ | order. More now than ever, we need someone who shows us how to ask, | ||
+ | "How do you know?" ("The Boy Who Knew Too Much" 1994 [#1F19]). | ||
+ | |||
+ | ## References ## | ||
+ | |||
+ | " | ||
+ | |||
+ | Berlant, Lauren. 1993. "The Theory of Infantile Citizenship." | ||
+ | |||
+ | " | ||
+ | |||
+ | "Lisa on Ice." The Simpsons. Fox Broadcasting Company, 13 Nov. 1994. Television. | ||
+ | |||
+ | " | ||
+ | |||
+ | "Lisa the Iconoclast." | ||
+ | |||
+ | "Lisa the Skeptic." | ||
- | In this respect, I differ from another claim about this episode. In an essay on this episode, Lauren Berlant describes a genre of texts she calls "travel-to-Washington" | + | "Lost Our Lisa." |
- | Berlant' | + | "Mr. Lisa Goes to Washington." |
- | When she finally discovers corruption first-hand, she faces a genuine intellectual problem. Berlant remarks that Lisa "tears up" her first essay and " | + | "Summer of 4 Ft. 2." |
- | ## Lisa, the Scholar ## | + | "The Boy Who Knew Too Much." The Simpsons. Fox Broadcasting Company, 5 May 1994. Television. |
- | Several years later (or later that same year) in preparation for Springfield’s anniversary, | + | "The PTA Disbands." The Simpsons. Fox Broadcasting Company, 16 Apr. 1995. Television. |
- | Finally she wins over Hurlbut, not with her own logic, but when her persistent critique forces him to admit his own irrational commitment to an illusion. In this episode, Lisa ultimately chooses not to publish her work. She says, “The myth of Jebediah Springfield has value too” as a cultural symbol. I accept this more than “The system works!” It is more honest about the relationship of knowledge to reality. She doesn’t say that she will deny what she knows, of course. More importantly, | + | "This Little Wiggy." |
- | Lisa is often a vexing figure. When the teachers at her school go on strike, she teaches herself, but this teaching consists of reproducing the atrocious intellectual conditions of Springfield Elementary: “Is that gum? Is that gum?” (citation needed) “Very good, Denise.” (Mehan 1979: 2xx). Sigh. Later she panics and Marge can only mollify her by writing an A on a piece of paper. I prefer to think of her when she learns, publicly, that she is failing gym. “Gym? That’s the stupidest thing I ever heard!” | ||
- | Her relationship to knowledge is often troubling. We see her smarmily correcting adults. (“It’s not foilage, Mom. It’s foliage.” [citation needed]) At times she obsesses over her cultural capital, showing off her knowledge of fine art and literature. She pleads with Stephen Jay Gould to support her position on some matter. Sometimes, she’s just prop for Bart, offering some kind of pop psych koan, or silently providing a rocket for a message. Other times, though, she shows her friends tide pools, and she sneaks into a museum of Egyptology. Those moments, and her research((And her early support to end apartheid in South Africa, as well. In early episodes, scene’s in Lisa’s room featured a prominent “Free South Africa” poster in the background. In later seasons, but sadly, before 1994, this was removed)) are my favorites. This is where she models true education. |
the_quest/reflections_on_research.1422232211.txt.gz · Last modified: 2015/01/25 16:30 by Ryan Schram (admin)