Two New Articles: Toy Story and T. S. Eliot

I’m happy to announce that I have two new articles out this summer:

The first is my first-ever academic article, titled “Relocating the Great Good Place, from Dante to James to Eliot’s Cocktail Party.” Published by The T. S. Eliot Studies Annual, it argues that Eliot’s play The Cocktail Party isn’t just a reimagining of Dante’s Divine Comedy; it is also in dialogue with the Henry James short story, “The Great Good Place”—which is itself a reimagining of Dante’s Comedy. This article began a few years ago as a seminar paper in Dr. Sebastian Langdell’s class on Dante and Dante reception at Baylor University. I’m grateful to Dr. Langdell for giving me the opportunity to first explore this topic, to Dr. Julia Daniel for introducing me to Eliot’s play while I was her research assistant, and to Timothy Lawrence and Justice Flint for their feedback and encouragement while I was putting together and revising what has been one of my most complicated writing projects so far. For those who can access the article through academic libraries, I will provide the Project MUSE link here.

The second is a review of Pixar’s Toy Story 5, my first original article for FilmFisher in over five years. This is a follow-up to the two-part “A Toy’s Telos” essay that I wrote for FilmFisher seven years ago (click here for Chapter 1; click here for Chapter 2). I am grateful to FilmFisher’s new editor Timothy House for giving me the opportunity to keep writing on this subject, and again to Timothy Lawrence for helping me flesh out my thoughts on this latest sequel. (Since Toy Story 5 is about technology, writing the article also gave me the opportunity to reflect further on Andy Crouch’s idea of “truly advanced technology.”) The review can be found here.   

Alan Jacobs on the Humanities

Two posts that Alan Jacobs put on his blog earlier this year keep rattling around in my brain and have helped me articulate for myself why studying the humanities (history, philosophy, literature, and the arts) matters, for all of us, whether we are inside or outside an academic environment.

Here’s his first post, “A Small Parable,” from January 28. The parable is more than half the post, but it I think it falls within “fair use” guidelines to quote in full.

Once there was a man named Jack who owned a nice house. One day, though, Jack noticed that one end of the house was a little lower than it had been. You could place a ball on the floor and it would slowly roll towards that end. Jack was a practical man, so he called Neil, another practical man he knew, who worked in construction. Neil said that he could jack up that end of the house and make everything level again. Jack agreed, and Neil got to work.

Jack had a neighbor named Hugh. Hugh was interested in many things, and watched closely as Neil jacked up the low end of the house. With Jack’s permission, he looked around the basement of the house. All this made him more curious, so he walked down to the town’s Records Office and got some information about Jack’s house: when it had been built, who had built it, and what the land had been used for before. Hugh also learned a few things about the soil composition in their neighborhood and its geological character.

Hugh paid Jack a visit so he could tell Jack about all he had learned. He stood at Jack’s door with his hands full of documents and photographs, and rang the bell. But when Jack answered he told Hugh that he didn’t have time to look at documents and photographs. He had a very immediate problem: that end of his house was sinking again. In such circumstances Jack certainly couldn’t attend to Hugh’s ragbag of information and discourses about ancient history. After all, Jack was a practical man.

When parents, employers, teachers, and school administrators emphasize degrees or courses in “practical” subjects like Business and Engineering at the expense of degrees or courses in subjects like English or Classics, they risk falling into the same shortsightedness as Jack. Practical classes can help us learn what is possible, but they aren’t as good at helping us discern what is beneficial. To quote Dr. Ian Malcolm from Spielberg’s Jurassic Park, “your scientists were so preoccupied with whether or not they could that they didn't stop to think if they should.” Studying the humanities, as the name implies, is about studying what it means to be human. Once we better understand what makes for true human flourishing, we’ll be in a better position to judge whether X business strategy (no matter how lucrative) or Y technology (no matter how efficient) is really conducive to our human flourishing in the longterm.

I love the Sara Groves song, “Scientists in Japan.” The chorus goes:

Who's gonna stay here and think about it?
Who's gonna stay?
Everybody's left the room,
There's no one here to talk it through,
Now stay, stay, stay.

Whether it’s in a high school or college classroom, or a book club, or a discussion with friends after watching a movie together, engaging with the humanities is a way for us to slow down and “stay here and think about it.” 

This post of mine is long enough already, so I’ll write about the other Alan Jacobs post another time.

The Problem with Highways

From Andy Crouch, Culture Making: Recovering Our Creative Calling (InterVarsity, 2008):

“What does [the interstate highway] assume about the way the world should be? The world should be smoother and faster, and the world should be safer—its corners, hills and valleys literally rounded off in the interests of efficiency. Rivers and mountains should be scenery, not obstacles. The perceived distance from one place to the next should shrink—the mile should seem like a short distance rather than a long one. Consistency from place to place is more valuable than the particulars of each place—uniform in signage and road markings, fixed radii for curves and angles for exit ramps, and identical rules of the road should make local knowledge unnecessary. We should be able to go anywhere and feel more or less at home. Goods from far away should become more economically competitive with goods from nearby; goods nearby should have new markets in places far away” (33).

And from John Steinbeck, Travels with Charley in Search of America (Penguin, 2017):

“These great roads are wonderful for moving goods but not for inspection of a countryside. You are bound to the wheel and your eyes to the car ahead and to the rear-view mirror for the car behind and the side mirror for the car or truck about to pass, and at the same time you must read all the signs for fear you may miss some instructions or orders. No roadside stands selling squash juice, no antique stores, no farm products or factory outlets. When we get these thruways across the whole country, as we will and must, it will be possible to drive from New York to California without seeing a single thing” (89-90).

“Localness is not gone but it is going. … [N]o region can hold out for long against the highway, the high-tension line, and the national television. What I am mourning is perhaps not worth saving, but I regret its loss nevertheless” (107).

"The People Who Change Nature"

“A Yup’ik hunter on Saint Lawrence Island once told me that what traditional Eskimos fear most about us is the extent of our power to alter the land, the scale of that power, and the fact that we can easily effect some of these changes electronically, from a distant city. Eskimos, who sometimes see themselves as still not quite separate from the animal world, regard us as a kind of people whose separation may have become too complete. They call us, with a mixture of incredulity and apprehension, ‘the people who change nature’” (39).

“What every culture must eventually decide, actively debate and decide, is what of all that surrounds it, tangible and intangible, it will dismantle and turn into material wealth. And what of its cultural wealth, from the tradition of finding peace in the vision of an undisturbed hillside to a knowledge of how to finance a corporate merger, it will fight to preserve” (313).

From Barry Lopez, Arctic Dreams (Vintage, 2000).