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Thursday, 18 June 2015 - 2:12pm

Published by Matthew Davidson on Thu, 18/06/2015 - 2:12pm in

On a whim, I decided to read C. Wright Mills' The Sociological Imagination, and am very glad I did. I had aquired - rightly or wrongly - an impression from textbooks that this was a pretty dry staking out of academic turf, bit it's actually quite a jolly table-thumping call-to-arms against bad academic practices and (for want of a better word) thinking. This exerpt is from a chapter taking the work of Talcott Parsons as its example, but it's not hard to think of many more examples one could point to since the book was published in 1959(!):

The basic cause of grand theory is the initial choice of a level of thinking so general that its practitioners cannot logically get down to observation. They never, as grand theorists, get down from the higher generalities to problems in their historical and structural contexts. This absence of a firm sense of genuine problems, in turn, makes for the unreality so noticeable in their pages. One resulting characteristic is a seemingly arbitrary and certainly endless elaboration of distinctions, which neither enlarge our understanding nor make our experience more sensible. This in turn is revealed as a partially organized abdication of the effort to describe and explain human conduct and society plainly.

When we consider what a word stands for, we are dealing with its semantic aspects; we we consider it in relation to other words, we are dealing with its syntactic features. I introduce these shorthand terms because they provide an economical and precise way to make this point: Grand theory is drunk on syntax, blind to semantics. Its practitioners do not truly understand that when we define a word we are merely inviting others to use it as we would like it to be used; that the purpose of the definition is to focus argument upon fact, and that the proper result of a good definition is to transform argument over terms into disagreements about fact, and thus open arguments to further inquiry.

The grand theorists are so preoccupied by syntactic meanings and so unimaginitive about semantic references, they are so rigidly confined to such high levels of abstraction that the 'typologies' they make up - and the work they do to make them up - seem more often an arid game of Concepts than an effort to define systematically - which is to say, in a clear and orderly way - the problems at hand, and to guide our efforts to solve them.

What he said.

Thursday, 18 June 2015 - 1:23pm

Published by Matthew Davidson on Thu, 18/06/2015 - 1:23pm in

You have to laugh: "internal classes have been cancelled […] As there are no internal classes there will be no recorded lectures for you to view so ignore sections of the Study Guide that refer to these things." Classes or lectures formerly in Room 101 are now down the memory hole. There never were any classes or lectures, and we've always been at war with Eastasia. We hope you have enjoyed the flexible delivery of your increased human capital.

Thursday, 18 June 2015 - 9:58am

Published by Matthew Davidson on Thu, 18/06/2015 - 9:58am

Good buried lede here. Given the tendency of Coffs employers to combine what they are legally allowed with whatever they think they can get away with, I'm sure it would be surprising news to many Coffs employees that employers are not currently permitted to force the taking of annual leave over Christmas/New Year.

Add to this common practice the new ability to cash out the remaining two weeks leave per year, and you have the effective end of paid leave at a time chosen by the employee. I'm sure that this ugly period now passing has indeed seen many a headache for employers, who have longed to transfer all, rather than just most, of the cost of demand fluctuations and their own incompetence onto their serfs.

Thanks, Fair Work Commission!

Sunday, 14 June 2015 - 5:38pm

Published by Matthew Davidson on Sun, 14/06/2015 - 5:38pm in

This week, I have been mostly reading, and what I have been mostly reading is:

Sunday, 7 June 2015 - 6:47pm

Published by Matthew Davidson on Sun, 07/06/2015 - 6:47pm in

This week, I have been mostly reading:

Friday, 5 June 2015 - 5:07pm

Published by Matthew Davidson on Fri, 05/06/2015 - 5:07pm

The real meth manufacturers are the property developers and planners who build a desolate moonscape of mile after mile of dormitory suburbs, without amenities or transport. The definition of madness is building Mount Druitt on the mid north coast and expecting different results.

Sunday, 31 May 2015 - 12:22pm

Published by Matthew Davidson on Sun, 31/05/2015 - 12:22pm in

This week, I have been mostly frantically writing essays, with a bit of reading:

Thursday, 28 May 2015 - 6:40pm

Published by Matthew Davidson on Thu, 28/05/2015 - 6:40pm in

A thought on student retention in "thin markets of less academically prepared students": If you live in regional Australia—well, Coffs Harbour at least—you can expect at least one serious extra-curricular catastrophe per year that will seriously undermine your ability to cope with a full-time undergraduate workload. Your options then are to either drop out of all your units and rack up additional fees when you come to redo them (which I did last year), or plead for unreasonable deadline extensions (which I'm doing right now). So why can't you pick up your studies later at the point where you left off? By which I mean the university loses the ability to double dip on fees, but potentially gains students who might otherwise drop out altogether.

Any assignments you've completed in one session would not have to be re-done the following session, which gives the students additional study/life wiggle room early in the session when they're likely to still be recovering from whatever misfortune stuffed them around. Some universities might have to worry about class sizes inflating, but certainly not at SCU's end of the market, where it's a challenge to get more than a few people to the end of each unit. Another objection might be that assignments could change from session to session, but I think it's reasonable to just proportionally adjust marks for completed work if, say, assignment one is worth 20% in one session and 25% in the next. It's not like you can game the system, given that at SCU nobody can be certain what's happening in advance, or even if a unit is running at all, until about a week before the start of a session. If anything, you can be pretty confident that each curriculum revision dumbs down the content, so earlier work should count for more anyway.

Sunday, 24 May 2015 - 6:56pm

Published by Matthew Davidson on Sun, 24/05/2015 - 6:56pm in

This week, I have been riddled with angst, hopelessness, and despair, and have been mostly reading:

Friday, 22 May 2015 - 8:54pm

Published by Matthew Davidson on Fri, 22/05/2015 - 8:54pm in

The next time somebody asks you to believe that the best way to allocate educational resources is through the well-informed consumer choices of (mostly) 18 year old kids, or that the best way to assess the performance of academic staff is through the considered judgement of those same kids, I ask that you make an earnest effort to remember what you were like when you were 18 years old.

When I was 18, I borrowed from the library a book on metaphysics, expecting it to be a popular science book. Which is how I came to be sitting on a train thinking "Windowless monads? Carl Sagan never said anything about windowless monads! Who is this Leibniz crank?"

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