Dog and Cat Kiss: Interpretations differ - what's your take?

Many folks look at this photo and see a pretty little dog and cat kissing. What we see depends a lot on what we expect. I live with these two characters and what I see are two rivals inspecting the competition.  My pets are companionable but not affectionate with each other, and are often jealous of, or at least very interested in the attention or tidbitts the other gets. In this photo, I think they are checking each others cheeks and breath to see if one has eaten anything the other has missed, checking each others physical status and mood. This sweet little kitty often bites the dogs ears, lips or toes to drive her out of a spot of sun that the cat wants for herself.  The dog, who is aware that direct aggression on the cat is not an option within this pack, for her part will secretly steal the cat's food whenever she has the opportunity.

We often find it necessary to anthropomorphize or romanticize animals, especially when describing them to children, but they have their own agenda and motivations which differ greatly from our own.  This is the cause of a lot of injury.  A child assumes this is their beautiful stuffed toy to hug and drag about by an ear or a limb.  The cat, dog, rabbit, hamster responds with teeth to this attack, ends up euthanized, not beause they were evil or dangerous -- but because their owners were irresponsibly ignorant of their needs and nature.  When any dog is left alone with a small child and injury results it is most usually the fault of the supervising human being. If you own a gun and your toddler shoots someone with it, you are negligent and you get a fine. If you own a dog, and someone is injured, you might pay damages, but in the final tally its the poor dog that pays the price for your lack of objective knowledge about nature.

-- Mar Walker

iPhone App Art with a homecooked sound track

Yes, is true that I like to fiddle around with materials and with technology. This is a video slide show of art made on an iPhone. Click on the photo to watch the video.

ARTWORK: The slides were created in SpinArt a $1.99 cent IPhone app.
MUSIC: The sound track is made in three distinct tracks each recorded driectly into iMoive HD (the old iMovie) For one track I used "mouth percussion" on another I smacked the TV remote against a lamp, on a third I improvised a tune (me singing). Then I manipulated each track using IMovie's audio editor applying pitch changes, delay and reverb i varying proportions and doing a little graphic equalization until the three tracks together had a sound I liked. It's short so give a little listen....  I kind of like the effect even though it's different from both my acoustic songs and from the classical music I used to do.

-- Mar Walker

Poem: Wannamakers Rising - from Inverse Origami

This is a poem from my first chapbook, Inverse Origami - the art of unfolding. (Puzzled Dragon Press 1998) It's about the progress of personal growth.    Wannamakers is or was a big department store in downtown Philadelphia.

---

Wannamakers Rising

We'd like to rise
on the gliding stair
of effortless progression
a smooth escalator ascent
over a receding panorama of display.
More often we grope blindly
up sweaty
closed stairwells
steep and demanding concrete
followed by
emergence.

---

from Inverse Origami - the art of unfolding
--- Mar (Mistryel) Walker, © 1998
Puzzled Dragon Press

/

Repackaging the familiar for a novel view

Anything, no matter how plastic, ubiquitous or overstated, can be framed purposefully to evoke something different or new.  This photo was taken at night, with a phone, while waiting in line for the drive-up window....

As I was writing the graph above - I  saw a very clever  TV ad by American Express that uses this 'reframing' idea. In it,  more than a dozen or so common scenes and/or objects were reframed as smilie faces or smilie frowns. The audio featured a gorgeous cello line, no shouting or flashing, and many of the changing pseudo faces required watching the screen intently.

The process was oddly involving, surprising, delightful - intriguing even, more than most shows these days.  I have a better impression of the advertiser for mounting such a clever ad campaign.   Reframing is a neat trick. Well done.

-- Mar Walker

Gertrude Stein: The Autobiography of Alice B. Toklas

A Cubist Memoir

 A response to Gertrude Stein's book "The Autobiography of Alice B. Toklas"

Gertrude Stein is a cubist name dropper! After introducing herself to readers as one of only three true geniuses in her acquaintance, she, as Alice B. Toklas, drops the name Gertrude Stein one to fives times on nearly all of the 252 pages in the Autobiography of Alice B. Toklas. While it is autobiographical, it is most certainly not about Alice B. Toklas, who 'sits with the wives of geniuses.' Instead it is Stein's own extremely self-reflexive cubist memoir which comments on itself, calls attention to its own materials and production processes, is obsessed with surface, is cyclic rather than linear and offers simultaneous views over time of both its own structure and its autobiographical vignettes. A genus? Yes, indeed.

As Stein clearly states, she is interested in surface versus interior, the outside of things as differing from the inside.  "She always was, she always is, tormented by the problem of the external and the internal," she says of herself on page 119. So with a wink, she writes, with the name and voice of her companion, her own story, dotes on herself as her lover and companion would and tabulates her own talent's progress in the voice of her mate.

Besides surfaces of name, there is also the narrative's surface - what was done and what was said, told with "the refusal of the use of the subconscious," and without emotiveness.  In this way she allows readers to make intellectual conclusions about the emotional nature of the narrative rather than offering a directed vicarious experience of it, so that experience of her life in print is essentially intellectual and analytical rather than emotional. Of writing this way she says "...that listening to the rhythm of his (the dog's) water-drinking made her recognize the difference between sentences and paragraphs, that paragraphs are emotional and the sentences are not."  --- In order for this to be so, one must detach from immediately experienceable emotion in any one sentence, so that the emotion becomes apparent only after the whole of the paragraph is perceived in the mind.

Stein's narrative is not linear but cyclic and gives one the feeling of moving ahead and at the same time going back. Stein was a friend of Picasso and Juan Gris and notes Marcel Ducamp's "Nude Descending a Staircase: on page 113.  It was not surprising to see it mentioned, as it had already come to mind by the second or third time the dinner where the painters sat opposite their paintings was described. This odd familiarity caused a hasty look back to see if I'd lost my place and was rereading the same paragraphs. The same thing happened in other places: the incident where Maitisse gets fried eggs rather than an omelet, the description of William Cook driving a taxi and of Gertrude Stein driving a car for the American Fund for the French Wounded, and the many returns to Paris. Each mention seemed familiar, out just a little off from the last time, with sometimes more and sometimes less of the incident visible, like one of the iterations of the figure's limbs as it descends the stars and seems to move, in Ducamp's painting.

Stein hints at her fascination with lulling repetition and the glint of surface: "It was this summer that Gertrude Stein, delighting int he movement of the  tiny waves on the Antibes shore, wrote the Completed Portrait of Picasso."  In the end, the tide of surfaces recedes and leaves a bit of truth dry on the shore. Stein admits many had badgered her to write an autobiography. In turn she badgered Alice B. Toklas to write one instead.

"About six weeks ago Gertrude Stein said, it does not look to me as if you were ever going to write that autobiography. You know what I am going to do. I am going to write it for you. I am going to write it as simply as Defoe did the autobiography of Robinson Crusoe. And she has and this is it." (pg. 252)

 Of course, like Defoe's work, it is about a stranded traveler and his companion. Yet it is about quite another thing than it purports to be and it glides along tongue in cheek, a surface cleverly concealing and revealing simultaneously.

--- Mad Mar Walker

Original date: Sept. 2003

Bent Pin: Poetry & Fiction - Jess Del Balzo & Bonnie Thompson Enes

Table dressings and undressings that didn't come off, so to speak. Here we have some novel metaphor by Jess Del Balzo in her work "What does one do with a butter swan anyway?"  and Bonnie Enes in her poem "Hermaphrodite" which features some lush words about tabletop lilies.   The page decor is a bit out of season but fall is rather blah this year so why not....

NOTE: The incomplete Bent Pin Archive is now found at http://bentpinquarterly.blogspot.com but this particular month is not as yet online....

-- MM Walker

James Moffett: The Universal SchoolHouse

What is the role of education in society? James Moffett addresses this question in his controversial book  The Universal SchoolHouse in which he proposes the abolition of compulsory education in the United States. This book created a stir when it came out back in 1994 and is now out of print.  You can still get a copy on bay, alibis, at amazon etc.

Mr. Moffett's proposals are innovative and represent the kind of "out-of-the-box" thinking he hopes would be engendered by an ideal education; but there are many pragmatic and philosophical matters that will prevent any widespread embrace of his proposals.

In the opening paragraphs he begins his assault on the status quo with a handful of assertions and assumptions:

• 1) Compulsory education is the antithesis of the democratic ideal of freedom and should be abolished.
• 2) Education is currently delivered via "agents of the state" and is somehow sinister and repressive.
• 3) The production of an educated workforce for the maintenance of commercial venture is a less than lofty goal.
• 4) Standardization through a common curriculum is in no way to be desired in public education because it will have a detrimental effect on future citizens by stamping out the capacity for diverse thinking, which might be considered a survival contingency for that society as a whole.   
• 5) Current educational practices will in only a few decade, be considered primitive, obsolete.

Compulsory education verses freedom for minors

    If compulsory education were suddenly abolished in the United States as is advocated by Mr. Moffett, its chief result would be not be freedom from restriction and standardization.  Its end would be freedom from knowledge for a large portion of the next generation. Without compulsory education, future citizens would be free indeed - free to be as blissfully ignorant as their parents would allow.

    In fact his proposal would result in completely disenfranchising those who are already least likely to get a good education from the current system. For parents with resources and a commitment to educate their children, home schooling or private schooling would be options. For their children, little would change. But children of parents without either time, concern or finances would have six or seven extra hours a day to soak in all the rebellious angst they could get from a peer culture largely created by inherently avaricious corporate enterprise in the media of television, movies, music, and music videos. This diet of sexuality and spleen could be supplemented with intellectual excursions into the whinny politics of victimhood, via "talk radio," and a certain strain of performance oriented poetry where being a victim is rewarded by a higher score - and also by the undocumented web sites of various Internet pundits (like me) whose notion of the term "credentials" stops with a photo ID drivers license.

Agents of the state or flotsam on the tide?

    Really, I cannot see teachers as agents of the state as Mr. Moffett implies. I could easily see them as a too-willing professional in-group committed to the current prevailing fashion in "educational" thought and further influenced by the goals of local parent-teacher organization. Sometimes teachers seem to inadvertently indoctrinate students with the prevailing popular "ism" of the day as if it were a verifiable scientific fact or a moral imperative. The approach sometimes seems to be one of "mission" rather than inquiry.

    The possibility of diverse thinking and originally on the part of teachers is hampered, partly by curriculum but also by the need for a sanitized "political correctness" in the face of bullying, lawyer-brandishing parents and school boards.  If teachers are agents of the state they are somewhat hogged-tied lot.  They do remarkable work despite impossible demands for documenting paperwork and endless blame heaped on them by parents - some of whom regard the public school system as a convenient baby-sitting service, and an demands for homework as an imposition. While I agree that this arrangement is repressive and perhaps sinister, the "state" is not the only culprit.


Goal - the educated worker or the well-read lay-about?

    What exactly is wrong with educating with an eye to the needs of business as long as that is not the only consideration?  Everyone needs to earn a living or generate capital in some way or other. After all, if we all planned to spend our welfare money on Heidinger and Prost - who'd pay taxes to support us?

    The ideal of a free democracy and of an informed, involved citizenry originated in the Greek city-states. There, the well-rounded citizen was quite free indeed to develop his intellectual capacities as a sort of intellectual parasite - supported as he was by an enormous population of slaves.

    We do not however, live in a pure direct democracy like a  Greek polis. We live in a representative democracy with a capitalist economic system.  Is an educational system to serve the development of individual alone?  Does it not serve the society as a whole?  When teachers are in demand, do universities rally to produce them? When engineers are scarce - is it wrong to find that programs to encourage an interest in science and math pop up suddenly at the elementary school level?

    I expect that somewhere later in Mr. Moffett's book, I will find more references to the spiritual development of the individual in order to provide the most contingent value to the society as a whole. And that society's economy does not run on educated sincerity alone. Avaricious enterprise loathed and maligned by many, (including me), has an important place. Without it economies fail.  If it need s workers who can read and write good English, perform basic math and who actually show up for work when they say they will - are these capacities so at odds with freedom or "spiritual" development? Freedom from what? Self-discipline?

In this economic climate - it's a lot easier to see that those sometimes onerous jobs, now notable by their absence, do contribute something. But a versatile, self-empowered individual educated for change rather than a magic disappearing career at Bear Sterns, (may it rest in peace)  might weather the economic storm and find meaning in something other than a job. Hmmm.


Melting pot or soup pot...

    Mr. Moffett seems to feel that standardization through a common curriculum is in no way to be desired in a public education. He asserts that it has a detrimental effect on future citizens by stamping out the capacity for diverse thinking, which might be considered a survival contingency for that society as a whole.

    Yet common instruction in no way guarantees a common outcome. One assignment generates as many odd lines of thinking as there are students. Common material does not guarantee common conclusions.

    It is true that a healthy, viable capitalist democracy requires both structure and freedom. It wants order and knowledge as vital underpinnings to generative chaos. Where does a society's general, common knowledge come from?  Where do we get our ideas about what behavior is acceptable when we are not at home? In this era of fragmenting demographics, where there will be no majority only substantial, multiple minorities where commonalties of culture, language, ethnicity, religion, deportment, attitude, intention and assumption can not be assumed; where do we learn how to act? School? Church? Music Videos?

What exactly will hold us together as a society if a common core of learning and experience is no longer provided by the public school system?  In reality media sources in television and video games now provide part of that core. Watch cartoons with a child. There is a lot of moralizing and moral framework set out in cartoons. Yet without schools we'd have an over abundance of superhero myth and too little of practical day to day life experience inherent in the daily discipline of homework.

    When considering the merits of compulsory education for such a society, in fact for any society; a balance must be sought between the need for an educational core that lends itself to societal cohesion on the one hand and freedom for individuals on the other. Both are needed.


A note on the likelihood of systemic change

    Unlike Mr. Moffett, I doubt that much will have changed in structure of our public educational system in the next couple of decades. In fact it has been two decades since his book first came out. It's more of the same in public education. Our system features a multi-layered structure of authority which is  incredibly resistant to the kind of sweeping changes Mr. Moffett envisions. 

    On a unit by unit basis, each of thousands of school systems across the country is a purely local phenomenon governed by a locally elected school board. Naturally local boards are steeped in prevailing local politics. These boards are held in check by squabbling voters. Just try changing your school's sex education policy to see this effect in action.  School boards are also notoriously jealous of their power, and are quite unlikely to vote themselves out of existence

    In addition to local forces of inertia, there are state and federal mandates and funding incentives, all of which require reams of documenting paperwork. These are beyond the per-view of local boards to repeal. Indeed, these sometimes overbearing demands for local spending were not crafted by a single mind for a single purpose. They represent a haphazard crazy-quilt of educational policy, sewn together item by item, by congressmen and senators in a series of unwieldy political deals. Undoing any of these mandates is an equally arduous process.

    Finally, besides the local governance, the state and federal regulations and funding incentives - there are the national teachers unions, which are well financed and armed with attorneys.  Often it seems that the positions taken by large unions have more to do with the union's need to maintain its power, than with the philosophical visons of its more forward-thinking reformers.

-- Mar Walker