A new book considers the “Hipster”

A new and short guide to the Hipster has been published: What Was the Hipster: A Sociological Investigation. One writer gives a concise guide to when the term came into popular usage:

According to a panel convened by n+1 last year at the New School, the term “hipster” re-entered the contemporary lexicon in or about 1999 (it had earlier been used interchangeably with “hepcat” in the Beat era), with the arrival of modish young men in trucker hats on Bedford Avenue.

This seems to be one of those buzz words that is difficult to define exactly. And what percentage of hipsters live on college campuses?

The book title also seems to suggest that hipsters have already had their time. If this is the case, what is next?

College courses created by students include looks at Mad Men and Seinfeld

The University of California-Berkeley has a program called DeCal. In the program, college students teach other college students for college credit. One recent article about the program highlights how some of the courses take a longer look at television shows:

That’s because the popular show based in the 1960 is the subject of a fall course.

It’s a two-unit class that meets once a week in the school’s DeCal program. It focuses on the “thematically, symbolically and historically rich television series.” DeCal classes give a platform to students who want to dig into atypical subjects, according to the university.  This fall’s topics range from a class on the “Sociology of Seinfeld” to longboarding. DeCal is run by the students themselves, but the classes give real college credits…

The teachers…say they are covering the following themes:

  • contemporary culture
  • politics of the 1960s
  • the role of women, class and society
  • the family unit

Students have more than just a television show to watch as homework, they are also given supplemental reading assignments.

I can imagine one category of reactions to the article: “of course, when you let students teach their own courses for credit, you will end up studying television shows.”

On the other hand, there are courses like this at other schools where media content, film, movies, and other cultural products, are analyzed. As one of the student teachers suggests, Mad Men could be read/watched as saying important things about our culture. Not only does it offer some reflection on early 1960s life, it also could be read as how people in 2010 view that era.

Overall, teenagers (8-18 years old) and emerging adults (18-25) consume a lot of media-produced stories like Mad Men. Courses like this might help them better understand what they are viewing and how it lines up with the real world.

(I would be curious to know what kind of evaluations these kinds of courses receive. Do students perceive that they learned more or less in a student taught course? And then, did they actually learn more or less?)

Sociology, among other disciplines, under review in Iran

When I first saw the story a few days ago that the Iranian government wanted to review certain disciplines in Iranian universities, I wondered if sociology made the list. Indeed it did, among other academic fields of study:

Iranian Ministry of Science and Technology announced that 12 disciplines in the humanities will have to be revised before any further developments are approved in those fields.

Abolfazl Hassani, head of Education Development at the Ministry of Education, told reporters today that the fields of “law, human rights, women’s studies, economics, sociology, media, political science, philosophy, psychology, education, administration as well as cultural and artistic administration” are under review…

He added that the contents of these sciences as taught at present are not consistent with religious principles and are based on “Western culture.”

Hassani went on to say: “It is imperative that we revise the contents of these disciplines in view of our religious and indigenous ideology and principles.”

Why exactly are these disciplines under review? One guess is that these disciplines may be considered subversive in that they suggest ideas and values that don’t line up with the ideas and values of the Iranian government. This does seem to be the general nature of a lot of sociology: an interest in questioning why things are the way they are when they might be otherwise.

Several academics question intellectual property and originality

Several professors have recently published books questioning accepted ideas about intellectual property. One professor illustrated his approach in a recent “reading” of his new book in front of a bookstore audience:

But they didn’t hear a single word written by Mr. Boon.

Instead, he read from a 1960s sex manual, an Italian cookbook, and Bob Dylan’s memoir, among others. He had grabbed those books, more or less at random, from the store’s shelves an hour before the event. So why not read from the book he actually wrote? “I didn’t see a need to,” says Mr. Boon, an associate professor of English at York University, in Toronto. That’s because, he says, the same concepts could be found elsewhere, albeit in slightly altered form.

Not coincidentally, that’s the case he makes in his book, In Praise of Copying (Harvard University Press). Mr. Boon argues that originality is more complicated than it seems, and that imitation may be the sincerest form of being human. He writes: “I came to recognize that many of the boundaries we have set up between activities we call ‘copying’ and those we call ‘not copying’ are false, and that, objectively, phenomena that involve copying are everywhere around us.”

He read from the cookbook because recipes aren’t protected by copyright law (unless they contain a “substantial literary expression,” according to the U.S. Copyright Office). He read from the memoir because of Dylan’s liberal borrowings from traditional folk music. And he read from the sex manual because, well, sex is all about reproduction, isn’t it?

While these are just a few academics with books on the subject, it does seem to tap into a growing movement (perhaps led by younger generations?) where originality is redefined as putting existing together in new ways, more of a mash-up than original idea. Whether this will catch on with a larger audience or pass legal muster remains to be seen.

But it does raise an interesting question: how many of our thoughts and ideas are original?

The future of textbooks: online and free?

Traditional textbooks can be problematic: they often are costly, hefty, and have difficulty keeping up current research and trends. But a new biology textbook may be paving the way for a change in the textbook field:

Within 2 1/2 years, the E. O. Wilson Biodiversity Foundation, named after the naturalist and founder, hopes to complete a 59-chapter digital textbook about biology called Life on Earth. As each chapter is finished, the foundation plans to put it into the hands of anyone who wants it. For free…

“No publisher is doing what we’re doing, which is developing, from scratch, a serious digital textbook,” Patterson said. He added that only $1 million of that funding — half of it from Life Technologies Foundation — is in place, and the remaining $9 million remains to be seen from private and public donors. “It’s expensive, but once you’re done you can keep it up to date across time, globally, essentially free of charge.”

The foundation plans to sell university-level editions for about 10 percent of the cost of the average print textbook, in part to fund that continuous updating. Kindergarten through 12th grade editions will be free.

Patterson said the idea is to provide any student in the world unprecedented learning tools, but acknowledged imminent backlash from profit-seeking publishers.

In some ways, this seems like a mash-up between traditional textbooks and Wikipedia: a constantly updated online text that is authoritative and offers video and other Web 2.0 features.

If the online version is to be used with classes, is there also an assumption that students will have the textbook open on their laptops? This would require all students to have some sort of viewing technology and there are other problems associated with laptops in the classroom.

It sounds like a major issue here might be funding: who is going to pay for all of this writing and computer work? What happens if the foundation can’t raise sufficient funds from donors?

Two economists explain why college has come to cost so much

Two economists first summarize some of the arguments for why a college education has become so expensive and then provide their own overview based on “the technological forces that have reshaped the entire American economy”: rising costs relative to the price of goods associated with the time necessary to build relationships between faculty and students, a highly educated workforce, and the necessity for schools to purchase expensive technology devices to keep up with particular fields of research.

Taking this sort of view suggests that it won’t be easy to reduce costs of education since the issues present in colleges and universities are issues the entire economy faces.

h/t Instapundit

The four easy steps to writing a novel

Writing a novel in one month has become a popular goal: “just head over to the NaNoWriMo website and check out how many people have actually done it: More than 165,000 people participated in 2009, and more than 30,000 managed to crank out the 50,000-word goal.”

This sort of guide from Wired that reduces a novel this size to four smaller steps is actually a good reminder of the writing process. It is a common perception that writers are geniuses, able to crank out inspired complete works in one extended session. In reality, writing requires sitting down, working on small chunks, and repeatedly doing this. With this method, reaching 50,000 words isn’t actually that hard – what would be much harder would be to write those 50,000 words and then edit and re-edit everything to craft a coherent and interesting work.

Fighting “cultural addiction to shoes”

A professor from Liberty is on a “crusade to challenge America’s cultural addiction to shoes.”

The barefoot movement is gaining attention, particularly among runners who say it is more natural to run barefoot.

I would be curious to know what kind of conversations this professor has with people in public. He is breaking a basic social norm that most people wouldn’t think twice about.

Another question: are stories like these generally positive for professors?

How the liberal arts can be good for a future in business

Edward Tenner argues that there is evidence that liberal arts degrees can be very helpful for business careers. Tenner considers the ramifications of one survey that showed that certain fields assumed to have direct links to jobs, like psychology, do not lead to satisfied majors:

The survey has clear implications for the humanities. Their degrees are not the prologues to flipping burgers that some people suppose. Many students are using degrees in humanities to launch satisfying careers. Why not study how their courses have helped them? Why not find better ways to link the humanities with business?

What might be most helpful for students is to hear this information directly from business owners and managers.

An agent tells his story of paying college football players

Former agent Josh Luchs talks to Sports Illustrated about paying college football players in the hopes that they would select him as their agent.

How many other stories like this are out there to be told? Are Division 1 college football and basketball, with all their various scandals (Reggie Bush being the latest major example), just a complete cesspool? And then the next question: how much do college and universities know about this and try to seriously deal with it?