Archive for November, 2017

Sloganeering: An American Critique of Identity and Place in the Neoliberal University

November 23, 2017

The University of North Florida boldly boasts its twelve-year-old slogan throughout campus: “No one like you, no place like this.” This slogan rings like an apology, vehemently denying an accusation that no one has made. The slogan promises to retain “that small college feel,” according to President John Delaney, without yielding to the fact that “we’re growing larger” (Kormanik). But, like all slogans, the vacuity and imprecision of these words – promising individuality and appealing to the neoliberal banking model of education – betrays Delaney’s intentions. The antecedent premise, “No one like you,” appeals to archaic notions of selfhood that are inscribed in the pronoun “you,” a signifier that the UNF slogan takes for granted. More accurately, the UNF slogan uncritically appeals to the shifter pronoun “I” implied in “you.” The UNF slogan appeals to what traditional American literature has revealed as the now-vacant status of the “I” pronoun, a vacancy to which the UNF slogan is now anachronistically performing. The UNF slogan’s consequent premise, “no place like this,” appeals to an outdated and mistaken metaphysics (of subjecting reference to essence). This mistake is effortlessly revealed by the self-examining writings of Walt Whitman and Ralph Waldo Emerson. These two writers warrant the call for a new slogan.

“No one like you.”

The interpellative and thereby obfuscating function of the pronoun “you” is one indication that the first premise of the UNF slogan (“No one like you”) rests on a faulty foundation. Ralph Waldo Emerson’s timeless essay, “Self-Reliance,” harshly accuses society of manipulating its citizens such that they thoughtlessly defer to authority: even one’s pronouns are not one’s own. Emerson’s description of thoughtless deference to authority that “you” provokes could just as easily apply to the UNF slogan’s invocation (though not explicit use) of the “I” pronoun, which signifies the same thing: “the hieroglyphic by which they obscurely signified their consciousness” of rights and responsibilities within the University (149). Emerson does not (explicitly) define the pronoun “I” in this precise manner, but psychoanalytic and deconstructive thought have, for the past decades, mutually vacated the pronoun “I” in ways that might recast Emerson’s writings on authority such that it decays into a “hieroglyphic” that “obscurely [signifies (or, outdatedly, signified) one’s own] consciousness.” The hieroglyphic pronoun in the UNF slogan might be fairly described, then, as obscurely signifying one’s conscious relation to the University itself. That is, if the first premise (“No one like you”) obscures one’s relation to oneself, then the University of North Florida is implicated in a shell game of promising individuality, and attending to it, all while subordinating it to the incoherently assembled collective of “you.”

Walt Whitman modifies Emerson’s “hieroglyph” to explicate the interpellative effect of each utterance of “I” (or “you,” in the UNF slogan’s terms): each hieroglyph is uniform. Walt Whitman’s epic lyrical ballad, “Song of Myself,” openly interrogates the relationship of “I” with the rest of the world (not-I) through an anecdote of a child offering the narrator a blade of grass: “Or I guess the grass is itself a child…the produced babe of the vegetation. // Or I guess it is a uniform hieroglyphic” (29). This “uniform hieroglyphic,” a simple blade of grass, is, according to Whitman, referentially identical to a child: an individual with potential. In other words, the grass is a yet-to-be (perhaps already) “I” pronoun. Indeed, a blade of grass even (uniformly) looks like an “I” pronoun. The uniformity might be the primary reason that UNF chose their current slogan; it masquerades as a caring, individualistic, hieroglyphic appeal to each student, while actually applying to everyone in a uniform way that applies to no one. One might even say that the UNF slogan appeals to no one (like you).

Whitman further distinguishes a “Me myself” pronoun which problematizes the lazy, uncapitalized pronoun “you” that the UNF slogan appeals to. Whitman crafts the curious phrase “the Me myself” first in place of the “I” pronoun, which is another reason to suspect the truth-claim to which the pronoun “I” (and, for the purposes of this argument, “you”) adheres. The opening stanza of the fourth section of “Song of Myself” loquaciously lists off gobs of gossip and nugatory news, concluding: “but [these externals] are not the Me myself” (28). The capitalization involved in Whitman’s diction of “Me” evokes the proper noun status of the pronoun “I,” but somewhat redundantly continues to modify “Me” with the common noun “myself.” This hierarchical redundancy serves to distinguish not only between “I” and “not-I,” but to distinguish the thoughts and cares of others with the narrator’s (Whitman’s?) own. It also breaks down the interpellative effect of “you” that the UNF slogan employs. But even further, the “Me myself” evokes a kind of spirituality: an inner life which isn’t immediately accessible in the presence of others. Whitman’s spiritual idea of the “Me myself” is precisely what’s missing in the UNF slogan.

The pronoun “I” thus ontologically collapses into the vagaries of UNF’s “no one like you” slogan; “I” becomes “you,” for Whitman. Emerson, for instance, condemns the timidity of the times, the unwillingness to declare “I think,” or “I am.” These declarations are antithetical to Whitman’s project throughout “Song of Myself.” That is, Whitman answers Emerson’s criticism to the extent that Whitman vacates the “I/you” pronoun of all distinction: “I celebrate myself, / And what I assume you shall assume, / For every atom belonging to me as good belongs to you” (25). Hence, Whitman’s need to articulate the “Me myself” in contradistinction to Emerson’s charge. “I” and “you” are thus a self-reference, hyper-linking access points to sources of meaning in other parts (places) of the world. Whitman further develops this idea that the thoughts within his poem are, in fact, “the thoughts of all men in all ages and lands” (41). His ideas are, in other words, “not original” (41). And, in some sense, the opening lines of Whitman’s poem are not original: either they, the words, belong to you, or “I,” the narrator, belong to “you.” Yet, if these words belong to “you,” that is to say, everyone, then one can’t help but be timid and apologetic in a world where neoliberal institutions like UNF shamelessly rely on empty promises without nuanced distinctions regarding identity: “No one like you, no place like this.”


“No place like this.”

The second premise of the UNF slogan, “no place like this,” is similarly defeated by a cursory glance at the tradition of American literature. Whitman’s “Song of Myself” perplexingly evolves from an examination of the self, the “I,” into an examination of the self in a place. Or, more accurately, Whitman’s poem declares that “I resist any thing better than my own diversity, / Breathe the air but leave plenty after me, / And am not stuck up, and am in my place” (41). An overtly literal reading of these three lines might interrogate (in a similar fashion to the discussion above) the “I” in relationship to “my own diversity.” Furthermore, the buried double-negative in Whitman’s formulation “resist anything better than” could simply be rewritten as “can’t (or don’t) resist.” In other words, I can’t resist my own diversity. The diversity of the self, or the “I,” becomes present in the following lines, in which the the narrator describes the breath. Breathing entails an ebb-and-flow routine of inhalation and exhalation. In breathing, one takes a part of the world into oneself and then releases it back to itself. This reciprocal relationship of the body and external world (“I” and “not-I”) leads Whitman’s narrator to conclude that he is “in [his] place.” This feeling of being in one’s place might be a way to frame the following discussion of the UNF slogan’s second premise, “No place like this.” That is, if one is always in one’s place, then one is always in places “like this.”

This universal well-placedness of oneself, if Whitman is to be believed, fundamentally undermines UNF’s presupposition that there is, in fact, “no place like this.” And, to be charitable to the UNF slogan, Whitman isn’t as categorical about “always” being in one’s place. But the poem’s following (parenthetical) stanza warrants such a reading: “(The moth and the fish-eggs are in their place, / The bright suns I see and the dark suns I cannot see are in their place, / The palpable is in its place and the impalpable is in its place.)” (41). At the risk of being obvious, moths and fish-eggs live and breed in vastly different ecological conditions: ocean vs. air, hot vs. cold, etc. Yet, the disparity between such diverse creatures is insignificant for Whitman’s narrator. Furthermore, bright suns and dark suns that the narrator can’t even see are “in their place” as well. Epistemological ambiguity, in other words – something to which the narrator has no epistemic access – is still confidently “in its place.” Finally, both the palpable and impalpable are “in their place,” suggesting a metaphysical certitude on behalf of Whitman’s narrator. Both what seems tangible and what seems intangible, or real and fake, etc., are to be confidently believed in as “in their place” as well. At each instance, Whitman’s narrator walks the reader down the path of understanding the universal well-placedness of things. Again, to the UNF slogan, there are many places like this.

Here, one might object to Whitman, defending the UNF slogan to the extent that there will never be a place like this again: one’s experience at UNF in 2017 will be different than one’s experience at UNF in 2018, and so on. Even if this objection holds, and Whitman’s discussion of the universal well-placedness of things is an eccentric oversimplification of the world, Emerson’s “Self-Reliance” palliates this objection with a definitive discussion of temporal “place.” That is, Emerson writes of time in a fourth-dimension-evoking sense of place. Emerson argues further in “Self-Reliance” that, by civilizational disposition, “man postpones or remembers; he does not live in the present, but with reverted eye laments the past, or, heedless of the riches that surround him, stands on tiptoe to foresee the future” (151). By postponing or remembering something other than the present, one is, in effect, not where one is. And, in Emerson’s terms, one “does not live in the present.” One must thus avoid the “reverted eye” and “tiptoe,” for one will be “heedless” of that which surrounds oneself. Furthermore, if one rejects Whitman’s notion of the universal well-placedness of things, as Emerson does, then one is, in fact, never where one is (in time). Either instance – of spatial or temporal “place” – reveals the empty promise behind the UNF slogan that there is “no place like this.” Both defenses, spatial and temporal, fail. The situation is thus twofold: one is either always in a place like this, as Whitman would have it, or one is never in a place like this, as Emerson warns. Categorically, there can be no “no place like this.”


Symptoms of Sloganeering

For a place that claims to be unique, UNF spends an inordinate amount on advertising and facilitating international study abroad programs, a trend that Emerson’s “Self-Reliance” (predictably) warns about. To travel, or to study abroad, for Emerson, is to pursue a “fool’s paradise” (160). This paradise is that of a fool because one who travels for amusement, or seeks some external fulfillment or insight into the self, “travels away from [oneself]” (159). That is, as was the case above, one who travels is never where one is. The question then becomes whether the promise of UNF’s uniqueness as a place conflicts with its honored commitment to multicultural globalism, sending its students to novel places: places not “like this.”

The UNF slogan promotes the “superstition” that Emerson condemns and attributes to the archaic urge, specifically amongst University students, to travel (159). Emerson associates this superstitious urge to travel with “all educated Americans” whose “fascination” still permeates educational spheres (159). One might suppose that students, as intellectuals or “all educated Americans,” would be immunized to superstition; obviously this is not the case. Rather, according to Emerson, “it is for want of self-culture” that students feel compulsion to study abroad (159). The compulsion to study abroad, seen as incompatible with UNF’s vain slogan, is the pathway towards growing old “even in youth,” according to Emerson (159). Surely, growing old is not the aim of students seeking fulfillment abroad or in travel. Rather, returning to Emerson’s earlier evocation of the temporal aspect of “place,” one travels to escape the present. Or, in this case, one travels to escape the present place: “this,” as UNF would articulately prefer.

The urge to travel manifests itself within the University’s culture and structure due to a deeper problem: intellectual morass. For Emerson, “the intellect is vagabond, and our system of education fosters restlessness” (160). Obviously, Emerson wrote “Self-Reliance” in 1841, nearly two centuries ago, far before publicly funded high schools were mandatory, much less Universities. Emerson’s prescient problematizations for pedagogy thus presage this historical worry which, to this day, fails to undercut the persistent “restlessness” of studenthood and the isolating  “vagabond” feeling that attends one’s completion of a college degree. One graduates restlessly insofar as one’s education misleadingly “trains” oneself for an incongruent, unforgiving world. One is restless when confronted with the prospect of what one does not already know; as one is educated (or, as one might worry, indoctrinated), one becomes increasingly aware of one’s uncertain relation to the world. And, to Emerson’s second point, one seeks to study abroad because one’s intellect is already vagabond. One might say that the University structurally disassembles people, that the role of a classical education was to train students for the project of becoming who one is, living out the heroic archetype underneath the foundations of Western culture. Only vainly does the UNF slogan project the heroic archetype onto its students; there is, after all, “no one like you.” If UNF sincerely squared itself against Emerson’s mordant critique of what the UNF slogan’s second premise promises, then perhaps the dissonance between the UNF slogan and the experience of individual students subsides. Perhaps there can be a harmonious relation between the UNF slogan and its students, if the University were to critically examine and recast its own slogan.


Giving the Devil his Due

Emerson warns that, in polemically addressing the UNF slogan and thereby its contradictory relationship with travel, the “rejection of popular standards” will be seen as a “rejection of all standard, and mere antinomianism” (155). This critique is not “mere antinomianism,” a cynical rendering of bureaucracy as such, or travel as such. Rather, the UNF slogan in particular reeks of detached corporate sterilization that seeks to please everyone, a task which no one need ever embark. Rather, UNF should rally around something else: laying out a path of coherent orientation for students who, ultimately, attend University in pursuit of direction and meaning in their lives.

Young people enter University with the primary intention of contributing meaning to the world. This seems to have been the purpose of the classical University structure, as Whitman’s “Song” suggests: to teach people how to meaningfully contribute to the world, to equip people with the vocabulary for generating significance in otherwise insignificant things like a blade of grass. But the University no longer participates in such activity; rather, the dominant narrative throughout the humanities departments is that the world is a corrupt and terrible place, that one’s sense of self (“you”) is conferred constitutive worth by one’s ability to undermine it. The problem with the impetus to undermine society is that it undermines the constitutive identities of the student. Then, undermined, students haphazardly search for that which is worthwhile, something which is easy to seek refuge in: the socially pressured escape in travel, partying, and the online advertising of identity. Hence the phrase that sounds equally lost: “No one like you, no place like this.” The attractiveness of these refuges, according to Emerson, arises from the University’s general cynicism towards cohesive, traditional meaning, the meaning that the classical University structure – as opposed to the banking model of contemporary Universities – once promised to produce.

Works Cited

Emerson, Ralph W. The Portable Emerson. Penguin Classics, 1981. Print.

Kormanik, Beth. “New logos, new slogan and a new angle for UNF.” The Florida Times Union, 19 August 2005, Accessed 10 November 2017.

Whitman, Walt. Leaves of Grass: The First (1855) Edition. Penguin Classics, 1961. Print.



Joyshtick II: Ludonarrative discussion of SOMA and The Last Guardian

November 16, 2017

The second of academic conferences in which Blake Guthrie and Preston Johnston argue that video games have literary value. This video took place at the FCEA conference in Melbourne, FL, in October 2017.

In this conversation, we discuss the history of video games, arriving at a discussion of SOMA and The Last Guardian. We move into other concerns such as The Witcher: 3 and Fallout: New Vegas towards the end of the Q&A.

Ben, our originally scheduled copanelist, sadly could not attend this presentation. Our discussion thus took a more formless structure towards the end.

Our third and final panel will take place on December 6th at the University of North Florida. We will be condensing the content from these first two discussions and proposing some paths forward for this field of study.