1973 - when I started asking questions, like, "Why are we all dressed so funny?"
Showing posts with label Strange Connections. Show all posts
Showing posts with label Strange Connections. Show all posts

Thursday, April 23, 2020

The USA in "Us"?

Us Movie Explained - What Jeremiah 11 11 Means in Us Movie

Envy, Resentment - Oh, My!

Intended or not, Jordan Peele's Us (2019) subtly rejects the politics of envy by highlighting the fact that the socially and economically aggrieved may know what's owed them but may very well lack the capacity to build anything. 

The film begins with an affluent African American family heading on vacation to some locale near Santa Cruz, CA. Despite the mother's early childhood trauma, the family appears to be the very picture of the American Dream: wealth, status and a couple of relatively normal kids. Alas, all is not well in Paradise. It turns out that each member of the family has his very own doppelganger dressed in red coveralls and armed with shiny, soon to be glistening, scissors. 

The paired families consist of Adelaide-Red (mom), Gabe-Abraham (dad), Zora-Umbrae (sister), and Jason-Pluto (brother). After letting themselves in (against the will of the Wilsons), Red laboriously and laconically lectures everyone about how (1) each is tethered or connected to the other, (2) life is really bad downstairs in the underworld, and (3) some human though certainly not humane power has made each sunshine suburbanite paired  to a downcast, demented demoniac. 

The good news is that the Fabian Four are "Americans"; the bad news is that momma bear has been hearing God's voice (this usually does not end well in a horror movie) and the voice tells her that happiness and freedom can be obtained only by slicing and dicing their betters (Red calls this "untethering" but the less morally obtuse might just term it "murder"). To go from bad to worse, it turns out these folks who self-identify as Americans have no desire to pull themselves up by their sandal straps but to prosper by displacing-by-death the very decent and upright people who made America great.

I'm reminded here of some of the words found in the title track of Black Sabbath's Heaven and Hell (1980; twenty years young this year): 
Do me a wrong, you're a bringer of evil.
The Devil is never a maker.
The less that you give, you're a taker. 
Like the Devil, these dread doppelgangen build nothing, life lifelessly and are propelled by rage's resentment. Not an attractive group.

Lifestyles of the Rich and Famous - Wikipedia

Cheers, I owe you!

Are the gated communities of America's rich, prosperous and famous made possible because of the suffering and degradation of a permanent underclass? Did Gabe attend Howard University on the back of Amblin' Abe? Did Zora's neglect of cross country running and love of electronics make Umbrae the fleet-footed loonie she became? 

Peele does not provide answers but his film illustrates nicely is that without a positive proposal for living life, one can easily fall into comparing one's life with that of others and grasping for the Good at the expense of another. In biblical language this is called covetousness, and it leads only to resentment, envy and pain. And perhaps a raw rabbit or two. 

Tuesday, July 31, 2018

Some Big Ideas for Little People

Downsizing


Image result for downsizing

Scanning the reviews on IMdB one notices a wide-range of opinions from 1/10 to 10/10, which can be a sign that a film has - at least - potential. This is a film with potential but is definitely not for everyone. 

I had expected a more dystopian angle: the noble goal of saving the resources of the planet by reducing everyone down to roughly six inches tall is certainly a recipe for the powers that be to oppress by compression on a global scale. The political abuses are an important part of the story in the character of Ngoc Lan Tran (Hung Chau) who is shrunken against her will by the communists in Vietnam but the abuses are not a major part of the story.

The scenario is this: in the future scientists discover a way to reduce any organic matter to a fraction of its original size. The benefits for economizing on existing resources are terrific: one could make a saltine cracker last for months. The economics are also tantalizing. For Paul (Matt Damon) and Audrey (Kristen Wiig) they can get a dream home and comfortably retire at a small-person paradise called "Leisureland," just by selling their existing home. It sounds too good to be true, and when Paul opts to proceed with the shrinky-dink procedure, Audrey backs out without Paul's knowledge -- leaving him stuck without a spouse and stuck with a penurious divorce.

Paul finds himself working at a call center for Land's End and near the end of his rope in Leisureland without a whole lot of leisure. When things don't work out with a single mum, Paul reluctantly accepts an invitation from his playboy neighbor Dusan (Christoph Waltz) to let his hair down. This leads Paul to a night of excess and later meeting the aforementioned Ngoc Lan Tran who escaped Vietnam via a TV box but lost her foot. Paul finds himself commandeered by Tran who is a lady who will not take No for an answer: Paul is shanghaied to help Tran's dying room-mate and repair Tran's prosthesis which he breaks and finds himself working for her to pay off the debt. 

Dusan looks with pity at Paul's decline in fortunes and suggests Paul join him in a smuggling operation to the original tiny guy colony in Scandinavia. Tran insists that she join him. The northern Europeans have science on their side and have become convinced that THE END has come for planet Earth. They scurry down a rabbit hole and Paul is tempted to join them. However his affection for Tran overcomes his instinct for self-preservation. 

Dusan notes that the Swedes have been hollering about a global catastrophe for years and well, so far, so good! Paul returns with Tran and he spends his days helping the poor in Leisureland's ghetto. 

Image result for downsizing damon chau

While the film is unsure which direction it wants to take (satire, social criticism, comedy, drama...), it ends on a very interesting note: the secular northern Europeans are sharply contrasted with the religiously inclined poor living in the shadows of prosperity. Paul's decision to stay with the poor despite the uncertainty suggests a subtle but powerful critique of the view that technology, science and consumerism can save us. In the words of Tran: See, Paul? Jesus smile for me. Indeed He does.
Read more: https://www.springfieldspringfield.co.uk/movie_script.php?movie=downsizing

Monday, July 09, 2018

Finding "Equilibrium"


Image result for equilibrium film

Equilibrium, Dir. Kurt Wimmer, 2002

Not a Matrix knock-off

Despite the obvious marketing pitch, this film shares almost nothing in common with The Matrix. That doesn't make for a deeply original film regarding source material, but it is still original in the way it plays with the dystopian genre and pay homage to many classics in the literary canon.

All totalitarian systems promise to eliminate a serious problem, whether it be the oppression unleashed by the greedy capitalists in Marxism or the elevation of Nation or People in fascism. The lesson of history is that these "solutions" always and everywhere bring their own brutalizing consequences. 

The new world order that emerges from the ashes of World War III is Libria. The leader of this Calm New World is named "Father" whose politburo is the Tetragrammaton Council. For Jews and Christians the Tetragrammaton -- YHWH -- is the four letters in Hebrew that denote the divine name, but this unheavenly Father seeks humanity's abasement, not their good. 

Society's new configuration is justified by appeal to solving the root causes of war: hate, envy, rage. The method is found in Prozium, a drug which gives everyone a kind of creepy affect of total calm. Neither happy nor sad, merely robotic. Naturally, the elimination of negative emotions lead to the suppression of the good ones such as love and empathy or for an appreciation of beauty. 

Emotions thus become identified as the great defect (some would say our Sin) but better living through chemistry takes away all the bad. Also taken away is a rationale for living. This bit of dialogue captures well the Faustian bargain:
Mary (Emily Watson): Let me ask you something. [Grabs his hand] Why are you alive?
John Preston (Christian Bale): [Breaks free] I'm alive... I live... to safeguard the continuity of this great society. To serve Libria.
Mary: It's circular. You exist to continue your existence. What's the point?
John Preston: What's the point of your existence?
Mary: To feel. 'Cause you've never done it, you can never know it. But it's as vital as breath. And without it, without love, without anger, without sorrow, breath is just a clock... ticking.
Mary (Emily Watson) surnamed O'Brien in what can only be a nod to George Orwell's Nineteen Eighty-four) may have a rather impoverished view of life's horizon's but compared to the cold logic of Libria's powers-that-be, her desire grasps for the infinite.

The Grammaton Cleric John Preston will soon be aiding the "sense-offenders" who deliberately stay off their meds to enjoy things such as literature, poetry and art. He is not the only one of the enforcers of the status quo who begins to question. His partner Partridge (Sean Bean) has been off his meds for some time but raises John's suspicions early on in the film when he snags a collection of Yeats' poems and implies that perhaps their work is not as blameless as it seems.

Image result for equilibrium film partridge

Being a good (that is, fully-medicated) Cleric enables John Preston to kill his partner without blinking. But accidentally skipping a dose of Prozium gives him the opportunity to feel the sheer awfulness of that act and recall his previous blithe acceptance of his wife's arrest and execution for similar "sense-crimes." His lapse from his meds opens up a new world and he begins questioning the system he serves.

Besides the aforementioned Orwell classic, there is also a bit of Ray Bradbury's Fahrenheit 451 inasmuch as the preferred method of destruction for books, art and music is a flamethrower. The "Mona Lisa" is consigned to the flames without a flicker of regret.

Aldous Huxley's Brave New World is only slightly present but in an important premise of the film: drugs can form the very foundation of order in society (in BNW Soma serves to flatten the occasional hiccup that the genetically predetermined people experience in their suppressed but still-human consciousness; in Equilibrium drugs are THE solution, not eugenics).

Like good B-movies of old, the good guys win and the evil system is taken down. They may not live happily ever after but they'll face their future in a human way.

Best dialogue: "It is not the message; it is our obedience to it..."

Worth watching and serves as an invitation to deeper and more compelling works by Huxley, Orwell, Bradbury and others.











Saturday, January 16, 2016

CSET, English, Subtest IV

These Things I Carried ...

Books, notes, and colorful pens

I was flummoxed by my inability to pass the fourth subtest. I generally test well (I achieved the highest possible score on the GRE written exam), so failing the first and then second time were bitter disappointments. The first time I failed, I attributed it to fatigue: after attending to 100 multiple choice questions on literature, textual analysis, composition, rhetoric, language, linguistics and literacy, and two long essays on these same area, I was done. Having to write four shorter responses to unpredictable questions on topics ranging from drama to media to technology to poetry, graphic design, elocution, stage combat, oral interpretation, pantomime and underwater macrame (OK, officially it's only speech communication, journalism/media, drama, and creative writing, which is diverse enough) after hours of testing was akin to taking the Army's PT test consisting of push-ups, sit-ups and a two mile run, and then completing some activities that require fine motor skills such a Jenga and "pick up sticks."

I couldn't blame my second failure on fatigue. I blew it by misreading the directions. I thought I was limited to no more than 125 words per short response but the direction state clearly that the written response should be "approximately, but not limited to, 75-125 words..."  Ugh. Hence I wasted valuable time paring down my responses to this self-imposed limit and failing to attend to having thorough answers.

The Third Try 
Another unacknowledged unvictim of gender bias?

Excursus

I toyed with idea of filing a class-action lawsuit claiming gender bias on behalf of all the other men who have repeatedly failed this subtest, but that didn't seem like a productive use of time. Did you know that in 2009 nearly 70% of the Ph.D.s in English Lit went to women? Or that around 60% of all secondary teachers in the U.S. are female? That's up 5% from 1999. I could not find statistics on percentages of male versus female high school English teachers but I suspect it's close to 25/75 (merely anecdotal: I've subbed for half a dozen female English teachers but only one male).

The unease I experienced taking and preparing again and again for subtest IV is rooted in this: these four domains (speech communication, drama, media/technology, creative writing) require their own set of competencies. On the test one is asked to do two things well: first, to have a firm grasp of theory and practice on each of them; secondly, to be able to summarily articulate how one would approach a problem in each area. The breadth of this task seems to favor women if the observation is valid that women tend to be better generalists and men specialists.

What is the point of this silliness? Merely to say that complaining is much more fun than buckling down and doing the work require.d to complete a task. I'm glad that I chose the route of work instead of complaining ... this time

Let the games begin...

Instead of launching a frivolous lawsuit, I took an online course (more of a set of resources) from the San Diego County Office of Education which proved really useful. It was $40 for the single subtest, but spending money motivated me to take the test seriously.  I also purchased a test preparation book. The resources are only as good as the effort one puts into studying so made flashcards with key terms and ideas, wrote sample responses to sample prompts, and perhaps what proved most important, I racked my brain to remember relevant teaching experiences and anecdotes. 

Notice the missing checkmark beside drama. This lack was evident in the results.

Just the facts, Ma'am... 

For each of the areas (speech, drama, media, creative writing) I made an outline of how I had taught some aspect of the category before. While not exactly having a "canned" answer, I tried to have a grasp of things that could be quickly recalled and applied to potential questions. Interestingly, as seen above, I passed all three of the areas with flying colors but the feedback I got on drama was "lacking support." Hello, I've never taught drama in my whole life nor do I expect I will. 

Preparing for the speech portion, I outlined an experience I had with adults at a parent-teacher night while a middle school teacher. I used this experience during the test. One of my potential media/technology topics was a beautiful Proctor & Gamble commercial for the 2012 Olympics, which I was able to use. Finally, for creative writing (the essay questions are more about editing or teaching writing), I used a comparison of two narration styles used in two chapters of The Things They Carried: third person omniscient in "The Man I Killed" and first person in "Ambush"). As the paper indicates above, I prepared for at least two scenarios for each of the areas. This preparation was very worthwhile. 

Concerning that drama essay, a note I took after the exam reminded me that the essay question was something about an Oscar Wilde play and what I would do to help students be funny or somesuch thing. Hmm...  I had no clue so I was reduced to blowing smoke.


One last hint

While not explicitly recommended, I chose to go back and read (or more accurately, read for the first time)a half dozen  "classic" high school books. This gave me a lot of familiarity with books that might be alluded to on the exam. This didn't have a big impact on the exam but it was important to do anyway. It boosted my confidence a bunch. Another "final" hint: I read and re-read Shakespeare's Hamlet, Tim O'Brien's The Things They Carried, and Steinbeck's Of Mice and Men. 



Why bother anyway? I'm already certificated in Social Sciences... 

My rationale was straight-forward. About 10% of secondary teachers teach history while a full 20% teach English. Demonstrated competency in these two areas makes me theoretically employable for almost 1/3 of the teaching vacancies. Any minute now I'm expecting that call to come with this invitation: Mr. McGuiness, come pick out your classroom!

Monday, January 11, 2016

The Way Back

The Way Back 

Director Peter Weir has taken a controversial book and made a great film. The book is The Long Walk by Slavomir Rawicz. The Way Back is inspired by the book but does not pretend to be a "based on a true story" kind of film because it cannot be verified that what the Polish author (who was indeed imprisoned by the Soviets) actually made the journey or if someone else did or whether it happened at all. There seems to be evidence that something did happen along the lines of escaped prisoner trekking from Siberia to India during the Second World War.

This is a film that probably can be used in the form of film clips but would not justify viewing the entire film for the purposes of understanding Stalin and his particular form of evil. But it is a great film for understanding that the weakness of kindness can actually be a strength that restores humanity to a person.


Enter Irena 

Derived from the name of a Greek pagan goddess of peace, Irena does bring peace but also an opportunity for the characters to grow more human. Irena tells a tale of being a farm girl who witnesses the murder of her parents at the hands of the Soviets and is then sent for work on a collectivized farm. She escapes. Mr. Smith puts her story to the test by Irena's improbable geography. The truth is, her parents were Polish communists who emigrated to Russia during the salad days of the post-Revolution period but are later arrested by Stalin's regime. Irena is placed in an orphanage.

Irena serves as a bridge between the men, allowing their own crimes and evil to rise to the surface. The admission of the past is not something that destroys them but serves as an opportunity for grace and forgiveness. She exhibits the feminine genius of at once disarming and empowering men to be more themselves.

For how she does it one must watch the film.

Saturday, January 09, 2016

Hidden Curriculum, Hidden Anthropology (Phase I)



I. Critical Pedagogy and Hidden Curriculum

Promoters of "critical pedagogy" sometimes speak of the "hidden" curriculum that is present and assumed within the public or overt teaching that happens day-to-day. Joan Wink writes: "The hidden curriculum is the unexpressed perpetuation of dominant culture through institutional processes" (Critical Pedagogy, p. 46). Wink gives a good example of some Native American kids who think Thanksgiving is the celebration of when white guys taught the Indians how to farm! One could argue that what these students expressed is less about what goes at school than what is received as common "wisdom" from a multiplicity of sources (friends, family, media, etc.). But I digress.

Suffice to say that teachers and schools communicate far more than what is said or read in school. Education is always an "incomplete" process, of course, but what happens when entire fields of human knowledge are ignored? What might one call that? Hmm, unexamined subjects. Perhaps Unsub could be the Newspeak word. Or perhaps the omission of certain subjects are the result of the "hidden anthropology" of public education?

An East German soldier seeks an absent good
What's lacking in the American curriculum?

II. Hidden Anthropology - An Initial Sketch 

If one were to examine K-12 state standards (or Common Core) and ask, "What is omitted?" one would discover some interesting things. First, by "what is omitted?" I mean, What is a substantial field of human knowledge that is neglected or disproportionately small in the curriculum? The next step is to ask, "What do these omissions suggest about the nature of the human person that is assumed by the absence of these subject areas in the curriculum?"

A Premise. This may be so obvious as to seem unnecessary to state: Important things ought to be taught. This statement seems platitudinous, after all, who will argue that education ought to consist in the communication of trivia and frivolity? Hopefully no one. However, this premise could have transformative implications for the public school curriculum if it were taken seriously.

Fields of Knowledge versus State Standards. This is where "Phase II" comes into play. To find the missing like and hence the hidden anthropology. Stay tuned for details.











Sunday, November 01, 2015

Religion in the Public School - What's Over the Line?

As a substitute teacher I often find myself giving "micro-lessons". on a topic. Recently I was in a Civics class and they were just beginning a unit on the Bill of Rights. "First things first," thought I. Placing things firmly in the hypothetical, I said, "Let us begin this lesson in the name of the Father and of the Son and of the Holy Spirit, Amen. Brothers and Sisters...."

What's wrong with this picture? I asked. "You can't do that," they said. "Right, so where's MY freedom of religion?" A good discussion ensued from there. Rights, responsibilities, teaching versus indoctrinating, the teacher as representative of the State. In short, a glorious can of worms.

This moment led me to go back and re-read this document: A Teacher's Guide to Religion in the Public Schools which has strange bedfellows ranging from the National Education Association to the National Association of Evangelicals. Well worth a read whether one is religiously inclined or not.










Functionally, the above cartoon may be applied to religion in the public schools in an Orwellian way:

IGNORANCE
=
NEUTRALITY

Which would be to not have a grasp of the Court's rulings on the 1st Amendment, religion and the public schools. Sadly, religion does get ignored because it can be contentious, so better ignorance than a hassle, right? Er,...

Tuesday, May 07, 2013

I Dreamt of Jello

I know what you're thinking: "No way! Too far!"

http://rockthecam.de/wp-content/gallery/jello-biafra-radio-onda-20090827/jello-biafra-radio-onda-20090827-10.jpg They say that the raw material for one's dreams comes from everyday experience.

The night before I watched a bit too much of Jello, Ice-T and others on an Oprah episode from way back.

Jello was there with a vengeance in my dreams that night.

I knew it was a dream because Jello was listening to me.

We were at a bar and I was telling him how I credited him with part of my return to Christianity -- Catholicism in particular.

He took it really well.

I thought then (the late 1980s) and still stand by it: punk was asking the right kinds of questions. Sure, the questions generally don't ascend beyond the sociological, but still, in many ways DK was on the right track.


Here's but one example (on the nature of work): "Soup is Good Food"* treats the nature of work and the evils of treating people as disposable. It's a great song, but what's missing? Well, in a word or two: hope, transcendence, meaning. The negative is there (which is not nothing -- in an age where Original Sin is vilified or ignored), but what is the "ought" that ought to be there?

That's why punk ultimately fails. One needs not perpetual cheerfulness but reality. Neither optimism nor unbridled pessimism, but simply the whole truth of the human condition.

He will surely laugh and scoff, but I pray for Jello.

*CAUTION: The song has some naughty words.





Thursday, April 11, 2013

Fairly imbalanced: the Denver Post on gun control



http://www.pensitoreview.com/Wordpress/wp-content/themes/mimbo2.2/images/still-fox-news-idocracy.jpg Dear Editor,

One continually finds reference to the ominous "gun lobby" in the pages of the Denver Post, but not much is said about the anti-gun lobby. I've wondered why. Then I opened today's op-ed pages and found what might be the explanation: the anti-gun lobby is you, Denver Post. Well, if you are not the anti-gun lobby, you are definitely a key and influential sympathizer.

How else does one explain two op-ed pieces, three letters to the editor and two cartoons excoriating, mocking and demonizing the pro-gun side against one sly pro-gun letter?* 1500 words to a mere 80. This betokens not only advocacy for gun prohibition (yeah, that worked real good before; even “better” than the War on Drugs) but a deep-seated fear. This is America, so you can advocate for whatever you want but hysteria is no way to run a newspaper. Coloradans of all political persuasions deserve better.

*Note: You can find all of the anti-gun pieces on the Denver Post website, but here's a sample.

Saturday, March 16, 2013

A Violent Grace: Flannery O'Connor and the Nature of Art

The following is the "script" followed for the Crossroads Cultural Center presentation, "A Violent Grace: Flannery O'Connor and the Nature of Art" on Friday, March 15, 2013 at the Knights of Columbus Hall (Council #539) in Denver.
Presenters included David Hazen and Matt & Teresa McGuiness
DAVID: Prologue: (On Flannery O'Connor's utter lack of Political Correctness.) In what follows, you may be offended. There are racial slurs, violence against women, violence against men and domestic abuse. In this regard, please listen carefully to the words of Miss O'Connor herself:
What leads the writer to his salvation may lead the reader into sin. (The Church of the Fiction Writer 810)
You've been warned.
I. A SHOCKING INTRODUCTION
A GOOD MAN IS HARD TO FIND
MATT (Concise explanation of the story thus far): The Grandmother is traveling with her son and his family. The Grandmother gets them lost and causes an accident. They are set upon by three escaped convicts headed up by a fellar who calls himself The Misfit.
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NARRATOR: Alone with The Misfit, the grandmother found that she had lost her voice. There was not a cloud in the sky nor any sun. There was nothing around her but woods. She wanted to tell him that he must pray. She opened and closed her mouth several times before anything came out. Finally she found herself saying,
GRANDMOTHER: "Jesus. Jesus."
NARRATOR: Meaning, Jesus will help you, but the way she was saying it, it sounded as if she might be cursing. As if he agreed, The Misfit said,
MISFIT: "Yes'm, Jesus thown everything off balance. It was the same case with Him as with me except He hadn't committed any crime and they could prove I had committed one because they had the papers on me. Of course, they never shown me my papers. That's why I sign myself now. I said long ago, you get you a signature and sign everything you do and keep a copy of it. Then you'll know what you done and you can hold up the crime to the punishment and see do they match and in the end you'll have something to prove you ain't been treated right. I call myself The Misfit because I can't make what all I done wrong fit what all I gone through in punishment."
NARRATOR: There was a piercing scream from the woods, followed closely by a pistol report.
MISFIT: "Does it seem right to you, lady, that one is punished a heap and another ain't punished at all?"
GRANDMOTHER: "Jesus! you've got good blood! I know you wouldn't shoot a lady! I know you come from nice people! Pray! Jesus, you ought not to shoot a lady. I'll give you all the money I've got!"
NARRATOR: Looking beyond her far into the woods, The Misfit said,
MISFIT: "Lady, there never was a body that give the undertaker a tip."
NARRATOR: There were two more pistol reports and the grandmother raised her head like a parched old turkey hen crying for water and called out for her son as if her heart would break,
GRANDMOTHER: "Bailey Boy, Bailey Boy!"
THE MISFIT: "Jesus was the only One that ever raised the dead, and He shouldn't have done it. He thown everything off balance. If He did what He said, then it's nothing for you to do but thow away everything and follow Him, and if He didn't, then it's nothing for you to do but enjoy the few minutes you got left the best way you can by killing somebody or burning down his house or doing some other meanness to him. No pleasure but meanness."
NARRATOR: The Misfit's voice had become almost a snarl.
GRANDMOTHER: "Maybe He didn't raise the dead"
NARRATOR: The old lady mumbled. She didn't know what she was saying and feeling so dizzy that she sank down in the ditch with her legs twisted under her
MISFIT: "I wasn't there so I can't say He didn't, I wisht I had of been there."
NARRATOR: As The Misfit said this he hit the ground with his fist.
MISFIT: "It ain't right I wasn't there because if I had of been there I would of known. Listen lady, if I had of been there I would of known and I wouldn't be like I am now."
NARRATOR: His voice seemed about to crack and the grandmother's head cleared for an instant. She saw the man's face twisted close to her own as if he were going to cry and she murmured,
GRANDMOTHER: "Why you're one of my babies. You're one of my own children !"
NARRATOR: She reached out and touched him on the shoulder. The Misfit sprang back as if a snake had bitten him and shot her three times through the chest. Then he put his gun down on the ground and took off his glasses and began to clean them.
Hiram and Bobby Lee returned from the woods and stood over the ditch, looking down at the grandmother who half sat and half lay in a puddle of blood with her legs crossed under her like a child's and her face smiling up at the cloudless sky.
Without his glasses, The Misfit's eyes were red-rimmed and pale and defenseless-looking.
MISFIT: "Take her off and thow her where you thown the others"
NARRATOR: The Misfit picked up a cat that was rubbing itself against his leg.
"She was a talker, wasn't she?" Bobby Lee said, sliding down the ditch with a yodel.
MISFIT: "She would of been a good woman, if it had been somebody there to shoot her every minute of her life."
NARRATOR: "Some fun!" Bobby Lee said.
MISFIT: "Shut up, Bobby Lee. It's no real pleasure in life."
COMMENTARY: Between GM & DP
MATT: The first time I read this story I was confused but fascinated.
Q. Who out there has read a Flannery O'Connor story?
One way to MISREAD Flannery O'Connor is to stay on the surface. In a letter of 1961, Miss O'Connor pointed out the following to a puzzled reader:
DAVID:
“This story [“A Good Man Is Hard to Find”] is, of course, not meant to be realistic in the sense that it portrays the everyday doings of people in Georgia. It is stylized and and its conventions are comic even though its meaning is serious” (LOA, p. 1148).
MATT: On behalf of Crossroads Cultural Center, Aggiornamento and the Knight's of Columbus Council #539, we welcome you to A Violent Grace: Flannery O'Connor and the Nature of Art.

Crossroads Cultural Center was established in New York in 2004 by a few members of Communion and Liberation, the international movement in the Roman Catholic Church that was founded in Italy in 1954 by Msgr. Luigi Giussani. These friends shared an interest in the relationship between religion and culture, more specifically on the ways in which Christianity, by revealing the ultimate meaning of reality, gives new impulse to the human desire for knowledge.

Our goal is to offer opportunities for education, making it possible to look with openness, curiosity, and critical judgment at every aspect of reality. Our ideals are summed up by the suggestion of Saint Paul "Test everything; retain what is good."

In our experience, the mark of a Christian culture is that it fosters interest in the full spectrum of reality, rather than focusing on a predetermined set of “religious” issues.

A sign of its authenticity is the ability, or at least the desire, to encounter people from all walks of life, and to look for and appreciate everything that is true, good, and worthwhile in the various expressions of human life. These expressions include science, the arts, politics, journalism and the media, theology, history, economy, sociology, and education. This openness and desire is the fruit of the education received in the Roman Catholic Church.

Crossroads currently operates in New York, Washington (DC), New Bedford (MA), Houston, Chicago, and Denver!

This is Teresa McGuiness, David Hazen and I'm Matt McGuiness. Together we want to give you a very short introduction to Flannery O'Connor.

Our task tonight is a bit overwhelming. We have an hour to say something profound and interesting about a woman who is one of the top ten writers of the 20th century. In light of the sheer impossibility of our task, I was inspired by something Flannery wrote in this regard:

DAVID:
“The writer [or speaker!] learns, perhaps more quickly than the reader, to be humble in the face of what is. What is is all he has to do with; the concrete is his medium; and he will realize eventually that fiction can transcend its limitations only by staying within them” (The Church and the Fiction Writer)

MATT: Within our limited time, we have decided to give you as much of Miss O'Connor as possible and only as much of ourselves as seems necessary. Our selections come from three of her short stories: “A Good Man Is Hard to Find,” “The Displaced Person” and “Revelation.”

Three things about art struck me as I went back and re-read these stories:

1. Art should mostly SHOW not tell (thus art is not pedantic)

2. Art reveals us to ourselves and helps to explain our place in the Cosmos (art is not indifferent to reality)

3. Art, good art, is open to multiple interpretations (so while art can sometimes seem simple, it contains an inner depth or complexity)

At the risk of pointing out the obvious, all three of these artistic factors are at work in O'Connor's “Good Man.”

The next selection is from “The Displaced Person.” The protagonist is a Polish refugee who has survived World War II and its aftermath and is now working on the McIntryre farm. Unfortunately, Mr. Guizac {GWEE-ZAC} has a strong work ethic and has a bad habit of telling the truth. He excites envy and resentment from everyone on Mrs. McIntyre's farm – black and white, good people and trash alike.

At this point in the story, Mrs. McIntyre has finally worked up her courage and has decided to fire Mr. Guizac.


THE DISPLACED PERSON
DAVID: There was a heavy frost on the ground that made the fields look like the rough backs of sheep; the sun was almost silver and the woods stuck up like dry bristles on the sky line. The countryside seemed to be receding from the little circle of noise around the shed. Mr. Guizac was squatting on the ground beside the small tractor, putting in a part.

TERESA: Mrs. McIntyre hoped to get the fields turned over while he still had thirty days to work for her. The colored boy was standing by with some tools in his hand and Mr. Shortley was under the shed about to get up on the large tractor and back it out. She meant to wait until he and the Negro got out of the way before she began her unpleasant duty. She stood watching Mr. Guizac, stamping her feet on the hard ground, for the cold was climbing like a paralysis up her feet and legs. She had on a heavy black coat and a red head-kerchief with her black hat pulled down on top of it to keep the glare out of her eyes. Under the black brim her face had an abstracted look and once or twice her lips moved silently.

DAVID: Mr. Guizac shouted over the noise of the tractor for the Negro to hand him a screwdriver and when he got it, he turned over on his back on the icy ground and reached up under the machine. She could not see his face, only his feet and legs and trunk sticking impudently out from the side of the tractor. He had on rubber boots that were cracked and splashed with mud. He raised one knee and then lowered it and turned himself slightly.

TERESA: Of all the things she resented about him, she resented most that he hadn't left on his own accord.

DAVID: Mr. Shortley had got on the large tractor and was backing it out from under the shed. He seemed to be warmed by it as if its heat and strength sent impulses up through him that he obeyed instantly. He had headed it toward the small tractor but he braked it on a slight incline and jumped off and turned back toward the shed.

TERESA: Mrs. McIntyre was looking fixedly at Mr. Guizac's legs lying flat on the ground now. She heard the brake on the large tractor slip and, looking up, she saw it move forward, calculating its own path. Later she remembered that she had seen the Negro jump silently out of the way as if a spring in the earth had released him and that she had seen Mr. Shortley turn his head with incredible slowness and stare silently over his shoulder and that she had started to shout to the Displaced Person but that she had not. She had felt her eyes and Mr. Shortley's eyes and the Negro's eyes come together in one look that froze them in collusion forever, and she had heard the little noise the Pole made as the tractor wheel broke his backbone.

DAVID: The two men ran forward to help and she fainted.

COMMENTARY: between DP & Revelation
MATT: What does Miss O'Connor show us in this short extract?
Well, here's one of many things: this is what Original Sin looks like:
TERESA:
“[Mrs. McIntyre] heard the brake on the large tractor slip and, looking up, she saw it move forward, calculating its own path. Later she remembered that she had seen the Negro jump silently out of the way as if a spring in the earth had released him and that she had seen Mr. Shortley turn his head with incredible slowness and stare silently over his shoulder and that she had started to shout to the Displaced Person but that she had not. She had felt her eyes and Mr. Shortley's eyes and the Negro's eyes come together in one look that froze them in collusion forever.”
MATT: O'Connor doesn't tell us about evil, she makes us feel it. Ouch.
This brings me to something that may be offensive to some. Broadly speaking, it touches upon religion and the artist. More specifically it has to do with us Catholics and our secret expectations about Catholic artists:

DAVID:

“I once received a letter from an old lady in California who informed me that when the tired reader comes home at night, he wishes to read something that will lift up his heart. And it seems her heart had not been lifted up by anything of mine she had read. I think that if her heart had been in the right place, it would have been lifted up” (Some Aspects of the Grotesque in Southern Fiction).

MATT: Ah, yes, pious platitudes. That's what the people want. Or do we? Perhaps we, the “consumers,” of art need to be educated in the nature of art itself. Art becomes something perverse when it is “fraudulently manipulated” in the name of some higher good. Again, Miss O'Connor:
DAVID:
“When fiction is made according to its nature, it should reinforce our sense of the supernatural by grounding it in concrete observable reality. If the writer uses his eyes in the real security of his faith, he will be obliged to use them honestly and his sense of mystery and his acceptance of it will be increased. To look at the worst will be for him no more than an act of trust in God; but what is one thing for the writer may be another for the reader. What leads the writer to his salvation may lead the reader into sin” (The Church and the Fiction Writer).
MATT: Thus art (literature included) can serve to educate us. My favorite explanation of what education ought to do, comes from Luigi Giussani who stole it from Josef Jungmann, the Austrian theologian:
“Education ought to be an introduction to the whole of reality.” [repeat]
Miss O'Connor surveyed the whole of reality of the human: sin, redemption, human destiny. She affirmed the ultimate positivity of reality in the most grotesque of circumstances.
If we are provoked by an artist, we can begin a journey of verification: Is it true? Is it beautiful? Is it good? This is a path toward maturity if we are willing to admit that cheap piety is not what we seek but reality in all it's depths.
Our final selection is from the last story O'Connor ever wrote. It is entitled “Revelation.” In “A Good Man Is Hard to Find” the violence is overt, visible. But in “Revelation,” the obvious violence is short-lived; the real violence is a painful interior struggle.
Mrs. Turpin's revelation is a painful discovery of her place in the Cosmos. Painful though it may be for Mrs. Turpin, there is also humor along the way.




REVELATION
TERESA (Mrs. Turpin before Mary Grace):
The Doctor’s waiting room, which was very small, was almost full when the Turpins entered and Mrs. Turpin, who was very large, made it look even smaller by her presence.
[As she waited, she occupied] herself with the question of who she would have chosen to be if she couldn't have been herself. If Jesus had said to her before he made her, "There's only two places available for you. You can either be a nigger or white trash," what would she have said? "Please, Jesus, please," she would have said, "Just let me wait until there's another place available," and he would have said, "No, you have to go right now", and I have only those two places so make up your mind." She would have wiggled and squirmed and begged and pleaded but it would have been no use and finally she would have said, "All right, make me a nigger then-but that don't mean a trashy one." And he would have made her a near clean respectable Negro woman, herself but black.
MATT (Mrs. Turpin during/after Mary Grace):
[Sitting next to Mrs. Turpin in the Doctor's waiting room] was a fat girl of eighteen or nineteen [named Mary Grace. She was] scowling into a thick blue book which Mrs. Turpin saw was entitled Human Development. The girl raised her head and directed her scowl at Mrs. Turpin as if she did not like her looks.

[This] ugly girl beside [Mrs. Turpin] cast an eye upward at the clock, smirked, then looked directly at her and smirked again. Then she returned her eyes to her book. [The girl's blue eyes] appeared alternately to smolder and to blaze.
There was no reason the girl should single her out for her ugly looks.
This raw-complexioned girl snapped her teeth together. Her lower lip turned downwards and inside out, revealing the pale pink inside of her mouth. After a second it rolled back up. It was the ugliest face Mrs. Turpin had ever seen anyone make and for a moment she was certain that the girl had made it at her. She was looking at her as if she had known and disliked her all her life-all of Mrs. Turpin's life, it seemed too, not just all the girl's life.
TERESA:
“Why, girl, I don't even know you.” …
MATT:
… Mrs. Turpin said silently.
The girl gripped the book in her lap with white fingers.
All at once the ugly girl turned her lips inside out again. Her eyes were fixed like two drills on Mrs. Turpin. This time there was no mistaking that there was something urgent behind them.
TERESA:
“Girl, I haven't done a thing to you!” …
MATT:
… Mrs. Turpin exclaimed silently. The girl might be confusing her with somebody else.
[Surveying the room,] the girl looked as if she would like to hurl them all through the plate glass window.
Mary Grace made a loud ugly noise through her teeth. The girl's face was almost purple.
[pause]
The book struck [Mrs. Turpin] directly, over her left eye. It struck almost at the same instant that she realized the girl was about to hurl it. Before she could utter a sound, the raw face came crashing across the table toward her, howling. The girl's fingers sank like clamps into the soft flesh of her neck.
[pause]
[Later] Mrs. Turpin's head cleared and her power of motion returned. She leaned forward until she was looking directly into the fierce brilliant eyes [of Mary Grace]. There was no doubt in her mind that the girl did know her, know her in some intense and personal way, beyond time and place and condition.
TERESA: "What you got to say to me?" ...
MATT:
… [Mrs. Turpin] asked hoarsely and held her breath, waiting, as for a revelation. The girl raised her head. Her gaze locked with Mrs. Turpin's. …
DAVID:
… “Go back to hell where you came from, you old wart hog.” …
MATT:
… Her voice was low but clear. Her eyes burned for a moment as if she saw with pleasure that her message had struck its target.
[Soon afterwards, the Turpins went home to their farm. Mrs. Turpin thought and thought and thought]
TERESA:
"I am not a wart hog. From hell."
MATT:
But the denial had no force. The girl's eyes and her words, even the tone of her voice, low but clear, directed only to her, brooked no repudiation. She had been singled out for the message, though there was [white] trash in the room to whom it might justly have been applied. The full force of this fact struck her only now. The message had been given to Ruby Turpin, a respectable, hardworking, church-going woman. The tears dried. Her eyes began to burn instead with wrath.
TERESA:
[low, fierce voice] "What do you send me a message like that for?"
"How am I a hog and me both? How am I saved and from hell too?"
[mad] "Why me? It's no trash around here, black or white, that I haven't given to. And break my back to the bone every day working. And do for the church.”
"How am I a hog? Exactly how am I like them?"
[getting angrier] "There was plenty of trash there. It didn't have to be me. If you like trash better, go get yourself some trash then. You could have made me trash. Or a nigger. If trash is what you wanted, why didn't you make me trash?"
[sarcastically] "I could quit working and take it easy and be filthy. Lounge about the sidewalks all day drinking root beer. Dip snuff and spit in every puddle and have it all over my face. I could be nasty.”
[now yelling] “Go on! Call me a hog! Call me a hog again. From hell. Call me a wart hog from hell!
MATT:
A final surge of fury shook her and she roared:
TERESA:
[shouting] "Who do you think you are?"
DAVID (Mrs. Turpin's revelation):
The color of everything, field and crimson sky, burned for a moment with a transparent intensity. The question carried over the pasture and across the highway and the cotton field and returned to her clearly, like an answer from beyond the wood.
TERESA: She opened her mouth but no sound came out of it.
DAVID:
At last she lifted her head. There was only a purple streak in the sky, cutting through a field of crimson and leading, like an extension of the highway, into the descending dusk. She raised her hands from the side of the pen in a gesture hieratic and profound.
A visionary light settled in her eyes. She saw the streak as a vast swinging bridge extending upward from the earth through a field of living fire.
Upon it a vast horde of souls were tumbling toward heaven. There were whole companies of white trash, clean for the first time in their lives, and bands of black niggers in white robes, and battalions of freaks and lunatics shouting and clapping and leaping like frogs.
And bringing up the end of the procession was a tribe of people whom she recognized at once as those who, like herself and Claud, had always had a little of everything and the God-given wit to use it right.
TERESA: She leaned forward to observe them closer.
DAVID:
They were marching behind the others with great dignity, accountable as they had always been for good order and common sense and respectable behavior. They, alone were on key. Yet she could see by their shocked and altered faces even their virtues were being burned away.
COMMENTARY: after Revelation
MATT: THE DRAMA OF INTERPRETATION: Flannery O'Connor lamented the fact that she like so many artists was not understood. This was not her fault, but, if I may be so bold, our fault. The interpretation of art takes hard work and patience; two things lacking in contemporary culture.
DAVID:
Catholic readers are constantly being offended and scandalized by novels they don’t have the fundamental equipment to read in the first place, and often these are works that are permeated with a Christian spirit (The Church and the Fiction Writer, 811).
I don’t believe you can impose orthodoxy on fiction. I do believe that you can deepen your own orthodoxy by reading if you are not afraid of strange visions... Catholics are much given to the instant answer. Fiction doesn't have any. (The Catholic Novelist in the South, 863).
MATT: Artists have their responsibilities. As artists, it is to stay true to the art form that has called you. Another way to put this is to say: tell the truth.
TRUTHFULNESS – THE RESPONSIBILITY OF THE ARTIST:
TERESA:
What the fiction writer will discover, if he discovers anything at all, is that he himself cannot move or mold reality in the interests of abstract truth. The writer learns, perhaps more quickly than the reader, to be humble in the face of what is (The Church and the Fiction Writer, 808).
MATT: The artist works with what is given. Not only is there a “given-ness” to pen, ink, paper, clay and metal. His audience is also given to him. Yet the audience too has a responsibility. I know, this may sound strange in our entertainment-driven society!
ATTENTIVENESS – THE RESPONSIBILITY OF THE READER (VIEWER):
DAVID:
It is popular to suppose that anyone who can read the telephone book can read a short story or a novel, and it is more than usual to find the attitude among Catholics that since we possess the truth in the Church, we can use this truth directly as an instrument of judgment on any discipline at any time without regard for the nature of that discipline itself.
A FINAL WORD:
TERESA:
When people have told me that because I am a Catholic, I cannot be an artist, I have had to reply, ruefully, that because I am a Catholic I cannot afford to be less than an artist (The Church and the Fiction Writer, 808-9).
Q&A...