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Author Topic: Dont get at me on no bullshit hating  (Read 81 times)
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Dont get at me on no bullshit hating
« on: May 12, 2008, 10:23:23 pm »

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Alissa Romanow: Some of your students would describe you as maternal in the classroom. What do you think
of that?
Gayatri Chakravorty Spivak: If that is how I am perceived, I have to acknowledge the perception. I would
certainly not want to be maternal, I don’t know what it is to be maternal. I myself should have thought that I
was too harsh to be quite a mother figure, but on the other hand there is the bad mother.
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Well, because it’s not enthusiasm that you’re teaching. That produces disciples. What you are conveying is
empty enthusiasm. There are teachers, especially male teachers but not invariably so, who think this is a
good thing. But I don’t think it’s a good thing to teach that—that enthusiasm for the subject rather than the
subject itself. I think it’s much better, especially with students who don’t yet know the material very well,
not to emote too much. Paradoxically, that sort of enthusiasm closes doors because the student is not in
a position to judge. And quite often I find that when I am teaching material like Derrida, which is not popular
here, that students’ minds have been closed the other way. You don’t convey either your enthusiasm or
your contempt for
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It’s not a good idea. I mean, for me, it’s a mature passion that has stood all kinds of tests of time. I think of
[Wordsworth’s] “Preface to the Lyrical Ballads.” It’s a bit of a specious argument he’s making for meter and
rhyme. When he was asked why he put in meter and rhyme when he was supposedly offering the reader
the real language of man, he said it was because his imagination
was so strong that that kind of going out of oneself which the strong imagination can perform and still come
back to itself, if he just gave that undiluted to the reader, they might have a delusional experience. Obviously
I’m quoting from memory so it may be like Marco Roth’s memory of the Nietzsche quote. But it seems to me that
that’s the kind of point that I’m trying to make. You know the passion of a mature scholar for a subject is
something that should develop. It is not enthusiasm that you teach. What you teach is a method that can
be practiced in calm of mind. You know what I mean? Then, if the passion develops for the person who
is working at this, that is a wonderful thing. But one must allow for that to develop in the student, rather
than swaddle them with thinking that one author or another deserves passion because the teacher is
passionately enthusiastic. Passion, passion for learning, should come as a result of dispassionate teaching
, I think. Otherwise there seems to be a bit of fascism there.
something to the student. It should be difficult for the student to tell where you fall in terms of your estimation.
AR: How does harshness function in your pedagogy?
GCS: I’m not particularly happy with that. I am somewhat harsh. I think it may be a reaction against the gradual trivialization of the humanities, though, that there are very smart students coming less well-equipped. I shouldn’t be harsh with them but it’s a measure of my deep dissatisfaction as a result. I think it may also be a reaction to the idea that good group dynamics make a good class. Neither of these is a good excuse for harshness, but if I am harsh in class, it would probably be for either of those reasons.
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