Category Archives: essay

The Secret Knowledge

David Mamet shares his journey from liberal to conservative and offers his understanding of his past beliefs and the strengths of his more traditional views in The Secret Knowledge. The book is well written and Mamet offers insights that never occurred to me. I think it’s good practice to taken in insights from a wide variety of perspectives and with that in mind, I got a lot out of The Secret Knowledge. 

If you’ve seen or read, Mamet’s plays, you won’t be surprised by his forceful writing. He packs a punch, which is probably why he likes boxing.

Published in 2014, Mamet doesn’t comment on the Trump Presidency, but he does examine the 60s, 70s, and on up to 2012. He is well read and thoughtful.



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Posted by on June 8, 2018 in contemporary, essay, fiction, non-fiction, postaweek


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Non-Critical Thinking in China

February 24, 2014

Justin Renteria for The Chronicle Review

By Jennifer Ruth

It’s late October at a Chinese university in Fujian province, and I’m sitting in a large, chilly classroom. The class is “Introduction to Critical Thinking,” and the topic is credibility in journalism. Using a microphone to compete with an industrial-size heater belching tepid air, the instructor asks 60 Chinese undergraduates, “Do you believe what you read in the newspaper?”

The Chinese Service Center for Scholarly Exchange flew me over as a “foreign expert” to evaluate a pilot program in general education. I am to observe a class, talk with faculty and students, review course materials, and report my impressions. The invitation and the very name of the class are signs that times have changed, or so I think. Gone are the Maoist days when swaths of the past were off limits, or when student monitors reported their professors’ and peers’ politically incorrect remarks to Communist Party secretaries. Gone are the days when “critical thinking” meant only bashing the United States.

The scholarly-exchange center started the program three years ago, when Wen Jiabao was still premier. “Students don’t only need knowledge; they have to learn how to act, to use their brains,” he once said. The consensus among many commentators in both China and the United States is that China’s educational system creates skilled but unimaginative students.

So do the Chinese students in “Introduction to Critical Thinking” believe what they read in newspapers? I never heard an answer.

At the outset of the discussion, a young man raised his hand and mentioned People’s Daily, but the instructor firmly directed the students to American newspapers. “Since our textbook focuses on America, let’s stick with American examples,” he said. Straying from the assigned material is considered bad teaching.

Few students had traveled to the United States or consumed American-produced news. Less sophisticated than their peers in Beijing and Shanghai, they were unfamiliar with The New York Times, the primary example used in the lecture. (The irony that The New York Times is periodically blocked in China was not discussed.) The lecture focused on corporate and business influence on Western journalism. When a few conglomerates own the news, how much independence does it really have?

This is a daunting enough question in the West, but it was totally lost on these Chinese freshmen and sophomores, most of whom responded with blank looks, while a few seemed merely baffled. I felt frustrated. More pertinent would have been an analysis of political pressure on the press. It seemed odd that no one in the class mentioned politics—as if money were the only thing to ever compromise objectivity—even though I knew that the party tells Chinese news media what they can and cannot cover, that it imprisons journalists who report on sensitive topics, and that it hires tens of thousands of Internet scrubbers.

When I talked with the instructor afterward—a Polish man with a Ph.D. in philosophy—he agreed with me. “But I can’t talk about the Chinese situation,” he said. “Were you told you couldn’t?” I asked. “No, but I know.”

He had taught in China before earning his Ph.D. in Europe and was back, after a year or two of failed job searches. “I don’t want to get the students in trouble,” he said. “What if one of them says something that causes trouble for them later?” We were laughing, but in that bitter, rueful way, as we acknowledged the irony of a critical-thinking instructor feeling that he must avoid fostering critical thought. “Mei banfa,” he said, using the phrase Chinese often use to express helplessness, as in “What choice do I have?”

Later that day, I was asked to give verbal feedback to the scholarly exchange center’s staff and the university’s administrators and faculty. “The textbook is too focused on America,” I said. “You’ve got to get the students talking about things that are real to them. People’s Daily is real; The New York Times isn’t.”

I told them my concerns about their written work. The final essay assignment asked the students to: “Make an argument that either: (a) Everyone should be forced to exercise; or (b) TV should be abolished.” The results were moralistic essays comfortable with the idea that one authority should force everyone to do, or not do, something for their own good. For a class intended to teach students to think for themselves, I explained, this assignment is a kind of contradiction because it presumes that most people cannot think for themselves.

Nobody responded. One of the center’s leaders finally said, “Let’s skip this.” I’d given them what they’d asked for—my honest opinion—but the vibe in the room indicated that I’d done something wrong. I felt a kind of fight-or-flight panic coming on but managed to stay quiet. I reminded myself that I shouldn’t be surprised if everyone looked uncomfortable. Hadn’t I essentially called their class a farce, a kind of cruel joke? But what was I supposed to do?

After more silence, a man I’ll call Professor X—a Chinese professor evaluating a science class—asked if he might say something. I relaxed, sure that he was about to support my points. “I disagree with Jennifer,” he said, turning his body away from me and the exchange-center staff to speak directly to the administrators and faculty: “Do not have the students talk about their own lives or China. That might cause trouble. I want you to be able to continue to develop this class.”

Wen Jiabao might believe that greater political and educational freedoms are needed for China to continue its astonishing ascent, but apparently President Xi Jinping and Premier Li Keqiang, the current leaders, do not. They are attempting, according to the journalist Chris Buckley, “to carry out market-driven economic overhauls while reinforcing the Communist Party’s pillars of political and ideological control.”

Can a state fully liberalize the market without liberalizing society? History has not issued any definite conclusions. Economic growth without political and intellectual freedom worked so well in East Germany for a spell that in 1970 Hannah Arendt wondered in an interview if “people there … will live just as well and eventually even better than those in West Germany.” What if China’s authoritarian capitalism, Slavoj Žižek has asked, “shows that democracy, as we understand it, is no longer the condition and engine of economic development, but its obstacle?”

Xi’s strategy could succeed, at least long enough for several more generations to go through life muzzled.

Before I returned home, I had lunch with Professor X in Beijing. He apologized for disagreeing with me but said that he felt he had to. “That class is a baby step. You must encourage the baby steps,” he said. He hoped the students might apply the concepts learned with American examples to China.

But wouldn’t that require them to have understood the concepts in the first place? I asked. He conceded this, smiling. As we walked out of the restaurant, he told me that his father, a high-ranking party official, had said before he died that he wanted to live long enough to see Chinese Communism fall.

Arendt said that if East Germany caught up with West Germany economically, the only difference would be that “in one country people can say, and within limits, also do what they like and in the other they cannot.” She added, “Believe me, that makes an enormous difference to everyone.”

Professor X and I continue to correspond by email. He shares all of my concerns and none of my cynicism. He is optimistic that change will come, but he believes it will come from the party’s leadership, not its downfall. “In 120 years, there have been several changes in Chinese history,” he wrote me recently. “We may wait and see.”

Jennifer Ruth is an associate professor of English at Portland State University.

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Posted by on June 28, 2014 in essay


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Being Perfect

From the archives –

I grabbed this at the library and am so glad I didn’t buy it.

Being Perfect is an ultra-fast read. It also lacks insight. Quinlen states the obvious in a breezy fashion. A perfect graduation speech for a bad community college. There were a few perceptive quotations, but 20 minutes on the internet at say Quoteland would net the same.

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Posted by on August 27, 2011 in essay


Behind the Screen

A good collection of articles on filmmaking and television written by Act One faculty, who each contributed an insightful essay on media, faith and culture. Perceptive and engaging.

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Posted by on July 5, 2011 in essay, writers


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Two Cheers for Democracy

A character on MI-5 used E.M. Forster’s Two Cheers for Democracy as a source for old time codes. I was intrigued so I got the book. Forster is such a good writer and this collection of essays, all written around and after World War II, contain lively insights which are still worth reading.

Topics covered include politics, arts, and places. The first section contains articles about the Nazism brewing in Germany and the prospect o war, which are interesting looks back into another era. In another essay he writes about the beginning of what would become one of London’s first libraries. I found the essay on Virginia Woolf interesting as he chastises her for being too aggressively feminist. Now that’s nothing new, but he seemed generally on the side of feminism, but he expected women would be completely equal by say 1950. Right, we wish.

There’s an essay on the origins of the London Library. If Thomas Carlyle could have easily gotten all the reference books he needed, perhaps it wouldn’t be. Carlyle was working on a biography of Cromwell and couldn’t easily cross town every time he needed some facts. Thus he found a patron for this library. This essay not only tells of the origins of the London Library but praises libraries in general as they serve to help all to increase their knowledge. Noble indeed.

On his first trip to America Forster writes of seeing vaguely familiar birch trees in the Berkshires.

“Was I in England? Almost, but not quite. That was again and again to be my sensation, and in the Arizona Desert I was to feel I was almost but not quite in India, and in Yosemite Valley that it was not quite Switzerland. America is always throwing out these old-world hints, and then withdrawing them in favour of America.”

Like Waugh and Greene, whose Heart of the Matter I’m now reading, Forster’s writing is superb. Forster is obviously a well-heeled man. Reading these essays is like befriending this incredibly well-rounded man who shares everything he knows about culture, politics, government, publishing.

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Posted by on June 28, 2011 in British Lit, essay, non-fiction


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Writers at Work

Writers at Work, The Paris Review Interviews, Third Series is like sitting in a room listening to an interview between a reporter and a great writer. This edition featured interviews with Saul Bellow, Arthur Miller, Evelyn Waugh, Norman Miller and others of their calliber.

The questions are pertinent and serious; the responses trenchant and thoughtful. Readers can learn a lot about craft and how masters made the same early mistakes that novices do. Starting out Arthur Miller thought one could write a good play in six days. He soon learned otherwise. This book is like a 368 page MFA program. There are several others in the series.

From the archives

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Posted by on June 5, 2011 in essay, non-fiction


From Today’s Writers’ Almanac

Studs is a favorite of mine. His writing was so vibrant and true. He knew how to get to the heart of things. I used to listen to replays of his interviews on WFMT, but they’ve stopped them. It’s too bad. Now I’ve got to content myself with his books and the few recorded interviews I’ve got.

It is the birthday of writer and broadcaster Louis “Studs” Terkel (books by this author), born in the Bronx, New York (1912). His family moved to Chicago when Terkel was 10 years old and his parents ran rooming houses. Terkel remembers all different kinds of people moving through the rooming houses — dissidents, labor organizers, religions fanatics — and that that exposure helped build his knowledge of the outside world.

In 1934, he attended the University of Chicago and graduated with a law degree. But he soon fell into radio broadcasting, working first on radio soap operas, then hosting news and sports shows, and ultimately landing his own show, where he played music and interviewed people.
He is best known for his powerful interviews of ordinary people, which became a series of successful books, including Division Street: America (1967), Hard Times (1970), Working (1974), and Coming of Age: The Story of Our Century by Those Who’ve Lived It (1995). His last book, PS: Further Thoughts from a Lifetime of Listening, was released just after Terkel’s death in 2008. He was 96.

Terkel said: “Why are we born? We’re born eventually to die, of course. But what happens between the time we’re born and we die? We’re born to live. One is a realist if one hopes.”

And, “With optimism, you look upon the sunny side of things. People say, ‘Studs, you’re an optimist.’ I never said I was an optimist. I have hope because what’s the alternative to hope? Despair? If you have despair, you might as well put your head in the oven.”
And, “I’ve always felt, in all my books, that there’s a deep decency in the American people and a native intelligence — providing they have the facts, providing they have the information.”

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Posted by on May 16, 2011 in American Lit, essay, history


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New Essays on Catcher in the Rye

I just can’t stop thinking about Catcher in the Rye so I picked up New Essays on Catcher in the Rye at the library. It’s an intelligent collection of essays (not too pedantic or snobbish) that helped me get even more out of this classic.

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Posted by on May 2, 2011 in American Lit, essay