Deciding over Derrida’s Différance

As far as I understand Jacques Derrida’s différance, he observes that we understand our experiences as distinctive – but not exhaustive – communicated links or marks comprising an on-going decisive chain of experiential moments.

As to the language we use to describe our experiences, any word we use has contextual meaning, both from its usage at any given time as well as from its etymology over the course of time. I tend to agree with this attendance to context as furnishing meaning, and I can also spot the rabbit hole that it poses. For example, to understand some word’s definition, I might look it up in the dictionary and be left to rely upon the definition provided by [ whomever ], e.g. some editor, who decided what it meant. At the same time, I am faced with all sorts of words in the definition, and they need looking up, too – Sisyphean, indeed! Cruel but so usual. On the other hand, thanks to whomever for compiling the dictionary, a pretty utile compendium, I have to say.

To be clear, I am not intending to invoke logocentrism, by which all our words are accorded a decided meaning from a cultural centre, which propagates existing biases or “privileges”; Derrida would roll over in his grave. Granted, I may already have laid grounds here to be accused of logocentrism, myself, by writing with words (and I confess to using English because I didn’t think anyone had the patience to muddle over Wingdings). My present aim is to suggest how we might address the afore-mentioned rabbit-hole dilemma by searching for or (… almost afraid to say it) by deciding upon some definitions of our own. Not like a dictionary, but more like – – well yes, okay, like a dictionary, but one that we’ll fashion from the ground-up, like when the light bulb would go on above Darla’s head, and Spanky would snap his fingers to say, “Hey, everyone! Maybe we can put on a play!” So, in the spirit of dissemination, hey everybody, maybe we can compile a dictionary! A real, deconstructive, crowd-sourced dictionary!

I’m not really compiling a dictionary. I’m just trying to make some sense of Derrida and différance. Let me try to illustrate what I mean from my own experience. Sometimes I play Walking Football, a version of the game where players are not permitted to run. Naturally, the debate is over what differentiates walking from running. We’ve agreed that walking means “always having at least one foot in contact with the ground during the striding motion.” Running means “having both feet leave the ground at some point during the striding motion.” This makes for certainty, and so long as our eyes are trained enough to spot feet in motion, which I can spot sometimes so clearly, with such immediacy, that its more like I’m watching, not playing – I’m even ghinding it tuff right now to ghet the right words, but trust me. And so long as each player is willing to obey the rules – and, ohh my, there’s always that one player who just won’t. You know who I mean… *sigh… Anyway, so long as they’re not just words uttered, which then float away in the breeze, then our definitions of the rules for ‘walking’ and ‘running’ are useful.

Luckily, too, I might add, when we clarify the rules, we do so out loud, together, and don’t whisper it around in a circle, like when my daughter plays Telephone at a birthday party – after all, we want everyone to be clear. Finally, even if we have trouble spotting feet in motion, because it all happens too quickly, or even if that one player is a cheater at heart, the definitions themselves remain clear, and usually at least one or two of us can remember them well enough to recite back, as needed, usually with a lot of furrowed brows and finger-pointing. One time we even wrote the no-running rule on the gym chalkboard, and even though no one challenged this on the grounds that writing is secondary to speech, everyone still understood why it was scrawled there, by which I mean everyone knew exactly who should read it the most – wow, does every game have that player?

Bottom line: accountability is down to the sincerity and respect offered to each player by every other player who decides to participate. As an aside, the need for a referee, an arbiter, is all the more clear when the stakes are as high as bragging rights and free beer. But, even as we play for fun, the rules exist or else the game, as such, does not. (On that note, I find a lot of players simply don’t like Walking Football and would rather play with running, and that’s fine, too: it’s their decision, and plenty other like-minded players keep both games afloat. I find the Walking game amplifies decision-making, so maybe this feature just appeals to me. And I still play traditional football, too.)

My broader point is that any one person must decide to accept what has been defined and, likewise, any group of people must reach a consensus. Shared meaning matters because, otherwise, as I say, we don’t have a game, or else we have a very different game, or we just have anarchy. But whether that person, alone, or the group, altogether, searching for a way to decide upon meaning, has the patience to delve down the rabbit hole… well, yes, context does indeed matter – both usage and etymology. I’ve said and written as much, myself, for a long time. So, in light of all this, I hope I’ve gathered a little something of Derrida’s différance. I’m still learning.

Another illustration: in my teaching, I occasionally introduced this matter of contextual meaning by offering students a list of synonyms: “slim,” “slender,” “skinny,” “thin,” “narrow.” Each word, of course, has its own particular meaning. “If they meant the same thing,” I offered, “then we’d use the same word,” so just what explains the need for all these synonyms? Well, students would say, there are lots of different things out there that possess or demonstrate these various ‘adjectives’ (my word, not theirs), so we’ve come up with each adjective to describe each thing (and I think that’s a charitable “we,” like the Royal “We.”)

During the ensuing discussion, I might ask which of these words typically describe human traits versus those – leaving aside metaphors – that typically do not. Next, which words typically possess positive connotations, and which negative, or neutral? And, as it pertains to the personification metaphors, which words are more easily envisioned versus those that really stretch the imagination, or even credibility?

Eventually, I would shift from ontology to epistemology, posing the questions at the heart of my intention: For any of the previous questions about these synonyms, how do you know what you’re talking about? For what each of these words could mean, where have your assurances come from? Of course, the most frequent reply to that question was “the dictionary,” followed by “my parents” or “books I’ve read,” or “just everyday experience, listening and talking to people.” Occasionally, the reply was something akin to “Who cares… it just means what it means, doesn’t it?” In every reply, though, one common thread was detectable: the involvement of other people as part of the meaning-making process. Fair enough, we can’t all be Thoreau.

One more illustration: when is “red” no longer red but perhaps orange or purple? Well, for one thing, if you’re colour blind, the question means something entirely different, which I say not flippantly but again to illustrate how important dialogue and community are to deciding what something means. For another thing, in keeping with context-dependency, we might wish to ask, “Why even ask?” Again, this is not flippant or dismissive but practical: when does it matter so that we distinctly need to identify the colour red? Where a group of people might face the question over what is red versus what is orange or purple, we might expect some kind of discussion to ensue. And, whether one asks as part of such a group or as a hermit, alone, I submit this one person’s decision about what is “red” ultimately comes down to one person to determine: “Red is this,” or “This is red,” or even, “Gosh, I still can’t really decide.” Even a coerced decision we can still attribute to the one who forces the issue – one person has decided on behalf of another, however benignly or violently: might makes right, or red, as it were.

Coercion introduces a political consideration about whose authority or power has influence, similar to needing referees on account of those players who decide to run. The point, for now, is simply that a decision over what something means to a person is ultimately made by a person, leaving others to deal with that decision on their own terms in whatever way. But other people are part of the meaning-making process, even passively, or else I wouldn’t need language to begin with since the rest of you wouldn’t trouble me by existing. Not to worry, by the way, I appreciate you reading this far. From what I understand (and I am convinced I must learn more, being no avid student of either postmodernism or Derrida), his observation of différance either discounts or else offers no account for the arbitrary decision-making that people might make when they decide they’ve had enough. People tend to land somewhere in a community, and it’s the rare person who lives and plays wholly and uncompromisingly by their own rules. However, the fact that he felt différance was worth the effort to publicise and explain to the rest of us does reflect an arbitrary decision on the part of Derrida and says something – sort of ‘out loud’ – about him.

So this is where I have more fundamental trouble understanding Derrida and différance – the very notion of “different,” as in, in what world could there not be an arbiter? Even a life alone would face endless decisions: what to eat, where to go, when to sleep, and so forth. From such musing – speaking of rabbit holes – I was led to reading about another philosopher named Jacques, this one Rancière, and what he calls the axiom of equality. In pure nutshell form, I take this to mean that no (socio-political) inequality exists until it has been claimed to exist – and note that it’s claimed in a boat-rocking kind of way, what the kids these days are calling “disruptive.” The upshot is that equality, itself, can only ever be theoretical because someone somewhere inevitably is and always will be marginalised by the arbitrary decisions of cultural hegemony. Still learning.

Back to the Walking Football analogy: if the rabbit hole of defining a word in the context of those that surround it, then having to define, even further, all those words, and on and on, and experience is inexhaustible, and what’s the point, and lift a glass to nihilism… if that kind of limitless indefinite deconstructive search-and-compare lies at the heart of what is different, then maybe Derrida just found it difficult to reach agreement with other people. It stands to reason that, if he played Walking Football, Derrida might be the worst cheater on the floor, continually running when he should be walking, then denying it just the same as he tried to gain advantage. Maybe, fed up being called a cheater, he would take his ball and go home to play by himself, where no one could say he was wrong. Being alone, after all… who would be there, whether as an obedient player or as a sneaky one, to challenge him?

In fact, maybe that’s why he chose to return to play the next day – for all the arguing, he enjoyed the game, or the attention, or the camaraderie, or the exercise, or whatever, more than being accused of cheating. I wonder if, perhaps, in the great game of philosophy football, he would have been the only rival to strike real fear in Diogenes – I mean awe & respect kind of fear, and I mean if they had lived at the same time. It’s hard to know about Diogenes since nothing he wrote down ever survived, and these days, I doubt more than a few can recall any of whatever he said, besides that lamp-carrying honesty thing. (We should all have such good spirit when it comes to our first principles.) Anyway, I think Diogenes played for Wimbledon.

Well, I am being unkind to Derrida. Evidently, he was a kinder person by nature than I have let on, as well as an advocate for all voices, all people. And the professional care, the uncompromising expertise he took to convey his ideas, to trouble himself with delving down the rabbit hole so arbitrarily – to go down at all but, moreover, to go so far when he might, just the same, have decided to halt. Delve as far as you like, but accept responsibility for your decision, every time. In that respect, how does Derrida differ from any other person facing decisions? Did he have still other motivations? No player who kicks a football is deliberately playing to lose, not unless they have been coerced by someone else to do so. On the other hand, for all I know, maybe what Derrida called red I would call blue. Be careful not to pass the ball to the wrong team! (By the way, in sport, dynasties are remembered precisely because they eventually come to an end.)

Was Derrida no less accountable and open to scrutiny than you, or me, or anybody else? To suggest that a word only makes sense based on how it differs from those around it is no less arbitrary than its reciprocal suggestion: a word only makes sense based on how it describes only what it describes. Half-full / half-empty, a six and two 3s… Two sides of the same coin are still the same coin. Alternatively, who put him up to all this? Meanwhile, on his own, surely Derrida had it within himself, as people do when they reach a point, simply to say, “Here is enough. I decide to stop here. For me, [the item in question] means this.” If that doesn’t ring true and sound like him, well, I’d say that can be just as telling of his character; I heard it suggested, once, how we can be helped in knowing something by what it is not. So, fine – for Derrida to stake the claim called différance, I’m willing to concede him that moment. We all land somewhere, and we’re all hardly alike, even when we’re alike.

We are, each and every one of us, individual. But together we comprise something just as dynamic on a larger scale – one might construe us societally, or perhaps historically, anthropologically, or on and on, in whatever way through whichever lens. For me, différance appears an attempt to speak for all about all, prescriptively. A grand stab at philosophy, no question, and that’s the beauty of the equality of philosophy, with thanks to Rancière: we all have a part to play and a right to respond. For the time being, as I have understood Derrida and his thinking, and I willingly stand to be instructed further, différance strikes me as ironic, being an advocacy for the dynamic development of people and language and culture that self-assuredly asserts its own accuracy. That is not an uncommon indictment of postmodernists. What’s more, it is ohh, so human.

From PBS – Nova Next: “Fake News is Spreading Thanks to Information Overload”

Originally posted on Monday, June 26, 2017

 

Has the Internet Revolution helped to raise the level of discourse? Not necessarily – read on. But the situation isn’t entirely without hope, according to Bianca Datta, whose article also offers a dose of good news.

Why Read All This Stuff Into Literature?

Teaching Secondary English for sixteen years, I frequently faced questions from students like the ones listed below…

  • Why do we analyse stuff so much in English class?
  • Why read all this into a poem? How can we ever really know what the poet actually meant? Does it matter anyway? Why even study poetry in the first place?
  • Is [some deep analysis] what Shakespeare really intended? Didn’t he just write his plays to entertain people?
  • By over-analysing literature, aren’t we unfairly putting words in someone’s mouth?

Fair questions, all. Indeed, why do we read stuff into literature? English teachers can drive students up the wall with questions like, “What does this poem mean to you?” or “What’s the significance of the theme?”

“AHHHRRRRG!!!!!” replies the student.

Here are some initial thoughts I’ve had on the subject (far from exhaustive!) to address this frustration. For simplicity, I refer to Shakespeare as one primary example, plus a few other writers, but I don’t mean by that to leave out or ignore other artists or creative types of expression as compared to literature alone. Therein the students must transpose for themselves.

  • Is our analysis what Shakespeare really intended? Didn’t he just write his plays to entertain people and make a living?

Shakespeare had his own intentions, of course. We will never really know what was on his mind. What’s more, Shakespeare is dead now, gone, kaput. For 400 years, the man himself has not been a factor in the literature – sad but inevitable!

But what he’s left behind, his poems and his plays, is what we have to work with. In his words live ideas and people and memories that he knew and loved and remembered. Shakespeare said as much himself in Sonnet 55:

“Not marble nor the gilded monuments
Of princes shall outlive this powerful rime;
But you shall shine more bright in these contents
Than unswept stone, …”

And sure, maybe it’s not one-to-one correspondence to actual living (now dead) people although there is oodles of studied conjecture about many of his characters and plot lines. But, despite the fascinating academic and journalistic exploration regarding possible real-life connections, consider that (a) nobody will ever truly know, since Shakespeare never explained one way or the other, and he’s dead now, and (b) Shakespeare had to have drawn upon his real-life relationships, cultural observations, and historical knowledge to develop any characters and situations because what else could any human being ever do? It’s not like he lived in isolation from all human contact on another planet or suffered from daily bouts of amnesia (although truly, again, who knows…?) But if you’re a human being who writes, especially for a living, I’ll bet you know other people and work from your human experience. Surely, your own life is your best source. Write what you know, isn’t that the advice?

You might also read the poems listed below, which express similar sentiments – the magic and music of poetic words and imagery; the lasting immutability of words and ideas that resist the entropic passing of time; the futility of our human attempts to create enduring institutions and monuments of brick and stone. Read on, and do not despair…

Scorn Not The Sonnet” by William Wordsworth
Ozymandias” by Percy Bysshe Shelley
Shakespeare” by Matthew Arnold

  • Why read all this detail into a poem or piece of literature? How can we ever really know what the poet / author actually meant? Does it matter anyway? Why even study poetry in the first place?

Not to ignore the human being who created something artistic, but what really matters as far as this question’s concerned is the literature itself – the poem, the song, the novel; the images, the ideas, the sensations that live within the words; the themes and nuances and rhythms that play in our ears or in front of our gaze or within our thoughts.

Shakespeare’s lingual creations are so wonderful if only for their magical, playful, balanced rhythms – it is beautiful poetry. We enjoy music for the same reason. We enjoy a painting on our wall for its palette, or its brushstrokes, or its portrayal. Sometimes we don’t even understand it yet like it all the same. A sculpture, a garden, a finely prepared meal, all these we enjoy and understand as art, for myriad reasons ranging from our senses and our emotions to our beliefs and our memories.

But not only are these art forms musical, or aesthetic, or appealing (or whatever), they’re also deeply human – art is a human response to the world around us, in which we live and share with other people and other living things and other non-living things. That world and all its contents and relationships are there for us to perceive. And if they are not enough, we’re able to look up at the sky, day or night, or down into the ocean, or into a microscope, or a microprocessor, or how about inward to our own imagination? On and on and on they go, our curiosity and creativity, hand in marvellous hand. The perceived world is the artist’s muse, and it’s likewise the artist’s resource. It’s fuel for the imagination.

In his short book, The Educated Imagination, Northrop Frye opens by suggesting that we possess three levels of perception, of “language”:

  1. State of Consciousness or Awareness: we distinguish things in the world around us from ourselves; a kind of “self-expression” prompting thinking and conversation
  2. Pragmatic Attitude: we project upon this outside world a “human” way of understanding such things; a kind of “social participation” prompting deliberate knowledge and practical action
  3. Imaginative Attitude: we combine the first two perceptions and imagine a world we would prefer to see as compared to the real one we occupy; a kind of creative exercise, producing art forms, literature among them

Back to the artist: in his literature, Shakespeare created such depth and complexity, so closely mirroring the real world, and our relationships and the human condition, that we simply can’t help but see ourselves in them. Yes, he was that good, and his works resonate so much that we still find ourselves studying, admiring, and marvelling over them four hundred years later. So, for example, the genius of Shakespeare’s plays, for me, is how realistically he captures the essence of people and motives and relationships, all by way of dialogue – we watch his plays, we study his literature, we know ourselves better. More than that, we admire it, we revel in it! In the same way that we listen to our most favourite music to enjoy its melodies, we read and watch and listen to Shakespeare because he stirs us at the core.

Let’s consider one more example, the author, J. R. R. Tolkien. He tenaciously disliked allegory, and he continually denied as invalid, as definitely not his deliberate intention, all comparisons made between The Lord Of The Rings and the two World Wars [1]. Even so, evident in Tolkien’s storytelling, upon closer reading, are his concerns for the environment, polluted and abused by industrial development, his disquiet for the human race, stricken as it is with the potential for hubris and evil, and his belief that hope still exists for us, exemplified best by his beloved characters, the hobbits. Do we attribute such biased concerns as these to something from his life, say his Catholicism? Does it even matter since they’re genuine concerns whether you’re Catholic or not? His books express what they express, that much is evident. What need to pursue Tolkien’s motives or intentions when we’re able to glean something meaningful for ourselves? So far as there’s room for allegorical interpretation, it’s merely an intellectual luxury. Alright, then, Sauron is not a deliberate parallel either to Hitler or to Satan; there is nothing we are meant to spy of either Jesus Christ or an infantryman in Samwise Gamgee. The list goes ever on, but none was Tolkien’s intention for us to correlate in any direct way, according to the man himself. So I will take him at his word.

Yet how could Tolkien have written any of his stories without them somehow reflecting his background and beliefs? The case has been made, apart from any allegory, that his life necessarily had an impact on his storytelling. He remembered the Somme in dreadful detail while parts of The Lord Of The Rings he wrote during the London blitz. The very substance of his creative writing is as clear a reflection of Tolkien, the man, as any allegory we may seek to attribute to him. The Hobbit was borne of bedtime stories for his children, adventures he felt they would enjoy, undertaken by characters he thought they would like. We might even conclude that no other books were possible from Tolkien apart from the ones he produced. Tolkien himself described the entire phenomenon of Middle Earth as arising from his professional passion, philology, and his desire to express and share his passions in a tangible way. Sounds like art to me.

For a superb exposition on why to bother specifically with poetry, check out this article. For a more brief but still informative meditation, check out this one.

  • By over-analysing literature, aren’t we unfairly putting words in someone’s mouth?

Not really, no, and what’s more, be careful – asking this question is like giving away the freedom to decide for yourself. Now, I know when my students asked, they just didn’t want to do any thinking or work, and teens will be teens. But anyone seriously considering this question owes it to the rest of us, if not themselves, to reconsider.

As I mentioned above about Tolkien, he had intentions and motives behind his storytelling – who doesn’t? – irrespective of us knowing what they were. After it was published, though, Tolkien was famously bemused and upset by those in the audience who turned The Lord Of The Rings into an LSD experience, and by those who made it a screenplay. But whose problem is that? Copyright laws protect content and intellectual property, but heaven knows we’re unable to stop people from thinking. Attempts might try to control what is available to think about, or how what’s available is presented, or worse, how people think, period. We ignore such detail at our peril because whether we’re for or against a particular interpretation, how and why something is offered is at least as important as what. This is a whole ’nuther topic.

But, as to Tolkien’s problem, the only substantive response in the aftermath of publishing his story was not to have published it at all. That balance between private creativity and public expression is inescapable, unless you’re a hermit, I guess. As creative as you want to be, go crazy, but don’t forget that creativity for an audience means some lost degree of autonomy because everybody has an opinion. I don’t know if it’s a zero-sum equation, but there is a sliding scale from artist to audience, as far as we’re considering any kind of interpretive control. What else is criticism but artistic interpretation, Frye’s third language? The critic is an artist, sometimes a very good one, and there’s something to be said for the decline of public discourse (as compared to debate over the decline of public intellectualism, which is a different topic). But opinions are as numerous as the people who possess them, and sometimes just as popular.

For artists like Shakespeare and Tolkien, who have since died, this question of putting words in their mouths is moot anyway. And, as I mentioned above, once the creative process ends, once the artist decides it’s time to stop creating and start exhibiting, they rather exit the equation of their own accord. Even an explicit interpretive explanation from the artist during an interview or in a press release or on the back of a napkin is itself subject to interpretation. Bias is inescapable (and makes life worth living, so long as it’s checked by responsible morality). An artist is a catalyst, in this respect, nothing more. There are bound to be audience members who defend an artist’s interpretation of X-Y-Z, just as there are bound to be members who dispute it. But aside from any intended message, artist inevitably accedes interpretation to audience. There is no other way.

What of the creation, itself, the artefact or text, that contains the message – or should we say, by which the message is conveyed? As the medium, it enables us to experience a relationship with the artist by proxy – this avenue has lead to some fascinating cultural restoration that far exceeds in scope and import anything I offer here. It has also yielded some curious responses on behalf of artists by other artists. Still, for some others, an object of art somehow literally has its own “words in its mouth,” as people imbue an artefact with life all its own. To me, that’s the same as putting words in the artist’s mouth because, again, the kinds of artefacts I’ve had in mind here are not living, breathing things but more conventional creations such as books, paintings, songs, and sculptures.

I suppose someone out there will know a living, breathing artefact or text in this more conventional sense of art – fair enough although we now fall into discussion over a definition of “art,” which I’d argue has as its basis intentionality, which necessarily implicates the artist, not the artefact. Any conversation that might occur between an audience and an artefact or text would still depend on the frame of mind and experience of the audience after depending on the creative will of the artist. And with no two relationships ever being the same, every person unique, an art experience by its very nature is an intimate, personal phenomenon. Even when someone experiences the same art piece over and over, the interpretation will vary: a movie is different depending on your mood each time you watch it, say, or your age. In that sense, you’re putting words in your own mouth from the last time you watched it!

The same idea put a different way: I once heard from a Jimi Hendrix fan that he liked listening to songs over and over because he heard new things each time, stuff that he missed those other times. Then, after taking up guitar ten years later, he listened to the same songs with yet another new appreciation since his understanding of guitar playing had grown more sophisticated. It’s an easy example to grasp, and it respects both sides of the medium – in this instance, guitar players and guitar listeners.

So yes, then, we can respect this question being asked on behalf of an artist, that of putting words in their mouth, but it risks the cost of silencing your own words, which these days, especially, is anathema. When an audience gets involved, a published or exhibited creation of any kind takes on a new, unpredictable existence – many, in fact, each one personally derived by those who partake. As I briefly acknowledged above, this discussion can encompass not just objects or texts or songs but, more broadly, ideas, beliefs, and cultural practice. But leave the details of any such area for others to discuss who have the appropriate nuance and expertise.

Finally, an anonymous quotation – if anybody knows the source, please say so! – on the topic of literary interpretation and criticism in general…

“One way students learn to interpret fiction, poetry, and drama is through an understanding of the conventional elements of literature. Another way to deepen our appreciation and enhance our understanding of literature is to learn how readers have interpreted it over the years since it was written. Therefore, reading and discussing the ideas of scholars who have studied particular authors, periods, or genres provide us with knowledge that enriches all our reading experiences. Likewise, reading literature with an awareness of specific critical views of the major schools of literary theory – such as mythological, historical, psychological, reader-response, feminist, or deconstructive perspectives – further expands our reading experiences. Through knowledge of the historical impact of literature and the major literary theories, students of literature learn to appreciate a work of literature for its social, moral, or spiritual worth – in other words, its cultural value.”

It’s nothing so ground-breaking or, as I mentioned, music to the ears of students who just don’t want to study. Yet this response underscores a most fundamental precept of academics, across every discipline, just as it pleads for culture – the sincere stewardship of our stores of knowledge, inherited, refined, and passed on over time to future generations, is an artistic task of creativity, that is to say a shared process, and we all therefore bear a measure of responsibility. If that’s not a compelling “motive for metaphor,” then I don’t know what else to say!

I hope this helps to address some of the more common issues and questions that people raise regarding the analysis of literature, specifically, and of art in general.

[1] Letters of J.R.R. Tolkien. Ed. Humphrey Carpenter with Christopher Tolkien. George Allen and Unwin, London, 1981.