British Actor Bob Hoskins Helped Thousands Learn to Read in On the Move, a 1970s “Sesame Street for Adults”

British char­ac­ter actor Bob Hoskins has been remem­bered for “play­ing Amer­i­cans bet­ter than Amer­i­cans,” as USA Today wrote when Hoskins passed away in 2014. Char­ac­ters like Who Framed Roger Rab­bit?’s Eddie Valiant, Nixon’s J. Edgar Hoover, and The Cot­ton Club’s Owney Mad­den stand out as some of his best per­for­mances in Hol­ly­wood. But he began his career in British film and tele­vi­sion, play­ing cops and gang­sters. Helen Mir­ren, who starred oppo­site him in his first major role, The Long Good Fri­day, and onstage in The Duchess of Mal­fi, penned a glow­ing trib­ute for The Guardian. “Lon­don,” she wrote, “will miss one of her best and most lov­ing sons, and Britain will miss a man to be proud of.”

Mirren’s sen­ti­ments were echoed by British actors every­where. Shane Mead­ows called him “the most gen­er­ous actor I have ever worked with.” Stephen Wool­ley described Hoskins as a work­ing-class hero. “With his tal­ent, Bob gate­crashed the world of celebri­ty, and made all of us ordi­nary peo­ple feel a lit­tle bet­ter about our­selves.” It was a role he was seem­ing­ly born to play, despite his range. Hoskins was “a great actor,” writes Wool­ley, “yet unlike many actors he was first and fore­most a cour­te­ous, sweet and car­ing human being. He could make mon­sters human and wring a smile out of any sit­u­a­tion with­out a whisker of embar­rass­ment.”

Those are the very qual­i­ties that endeared view­ers to Hoskins’ first break­out char­ac­ter, Alf Hunt, a fur­ni­ture removal man who strug­gled with read­ing and writ­ing in On the Move, a kind of “Sesame Street for adults” that ran in 1976 on the BBC. The 10-minute shorts ran on Sun­day after­noons “as part of the BBC’s adult edu­ca­tion remit,” Mark Law­son writes at The Guardian. Hoskins’ per­for­mance brought to life for view­ers “a proud man who has des­per­ate­ly dis­guised his learn­ing dif­fi­cul­ties.” It met a seri­ous need among the nation’s pop­u­lace.

“The show attract­ed 17 mil­lion view­ers a week, (way beyond the size of its tar­get audi­ence),” notes a MetaFil­ter user. On the Move “helped make Hoskins famous. It was also respon­si­ble for per­suad­ing 70,000 peo­ple to sign up for adult lit­er­a­cy pro­grammes.” Hoskins trea­sured the let­ters he received from view­ers who decid­ed to change their lives after see­ing the show. They may well have done so because he gave his all to the char­ac­ter, as Law­son writes:

Hand­ed a work­ing-class stereo­type (not for the last time in his career), Hoskins gave Alf a vul­ner­a­bil­i­ty and poignan­cy far beyond the require­ments of a pub­lic infor­ma­tion short. Apart from its intend­ed audi­ence of adults strug­gling with read­ing and writ­ing, On the Move gained a large sec­ondary fol­low­ing among lit­er­ate view­ers because, even then, Hoskins’ expres­sive face and grow­ly voice made you want to watch and lis­ten.

In each episode, Alf revealed his strug­gles to his friend Bert, played by Don­ald Gee. The show also fea­tured inspir­ing inter­views with adults who had tak­en adult lit­er­a­cy class­es and appear­ances by spe­cial guest stars like Patri­cia Hayes and Mar­tin Shaw (who both appear in the episode at the top). While oth­er famous actors may dis­own ear­ly tele­vi­sion work, Hoskins nev­er did. On the Move “shared the qual­i­ties of his best stuff. Where­as most footage in Before They Were Famous type shows is cal­cu­lat­ed to be bathet­ic or embar­rass­ing,” Hoskins’ ear­li­est work does quite the oppo­site, explain­ing why he “went on to become the star he did.”

On the Move may also have earned Hoskins anoth­er title, one he might have cher­ished as much as any act­ing plau­dit. George Auck­land, who lat­er direct­ed the BBC’s adult edu­ca­tion pro­gram, called him “the best edu­ca­tor Britain has pro­duced” because of his wide reach among adults strug­gling with lit­er­a­cy in 1970s Britain. See an episode of On the Move at the top of the post and hear what com­menters call “the catchi­est theme song ever” just above.

via Metafil­ter

Relat­ed Con­tent: 

How to Read Many More Books in a Year: Watch a Short Doc­u­men­tary Fea­tur­ing Some of the World’s Most Beau­ti­ful Book­stores

Grow­ing Up Sur­round­ed by Books Has a Last­ing Pos­i­tive Effect on the Brain, Says a New Sci­en­tif­ic Study

Take The Near Impos­si­ble Lit­er­a­cy Test Louisiana Used to Sup­press the Black Vote (1964)

Josh Jones is a writer and musi­cian based in Durham, NC. Fol­low him at @jdmagness

A 4,000-Year-Old Student ‘Writing Board’ from Ancient Egypt (with Teacher’s Corrections in Red)


Amer­i­cans raised on Lau­ra Ingalls Wilder’s Lit­tle House books tend to asso­ciate slates with one room school­hous­es and rote exer­cis­es involv­ing read­ing, writ­ing and ‘rith­metic.

Had we been reared along the banks of the Nile, would our minds go to ancient ges­soed boards like the 4000-year-old Mid­dle King­dom exam­ple above?

Like our famil­iar tablet-sized black­boards, this paper — or should we say papyrus? — saver was designed to be used again and again, with white­wash serv­ing as a form of eras­er.

As Egyp­tol­o­gist William C. Hayes, for­mer Cura­tor of Egypt­ian Art at the Met­ro­pol­i­tan Muse­um wrote in The Scepter of Egypt: A Back­ground for the Study of the Egypt­ian Antiq­ui­ties in The Met­ro­pol­i­tan Muse­um of Art. Vol. 1, From the Ear­li­est Times to the End of the Mid­dle King­dom, the writ­ing board at the top of the page:

…bears parts of two mod­el let­ters of the very for­mal and ultra-poite vari­ety addressed to a supe­ri­or offi­cial. The writ­ers con­sis­tent­ly refer to them­selves as “this ser­vant” and to their addressees as “the Mas­ter (may he live, pros­per, and be well.)” The longer let­ter was com­posed and writ­ten by a young man named Iny-su, son of Sekhsekh, who calls him­self a “Ser­vant of the Estate” and who, prob­a­bly in jest, has used the name of his own broth­er, Peh-ny-su, as that of the dis­tin­guished addressee. Fol­low­ing a long-wind­ed pre­am­ble, in which the gods of Thebes and adja­cent towns are invoked in behalf of the recip­i­ent, we get down to the text of the let­ter and find that it con­cerns the deliv­ery of var­i­ous parts of a ship, prob­a­bly a sacred bar­que. In spite of its for­mal­i­ty and fine phrase­ol­o­gy, the let­ter is rid­dled with mis­spellings and oth­er mis­takes which have been cor­rect­ed in red ink, prob­a­bly by the mas­ter scribe in charge of the class.

Iny-su would also have been expect­ed to mem­o­rize the text he had copied out, a prac­tice that car­ried for­ward to our one-room-school­hous­es, where chil­dren droned their way through texts from McGuf­fey’s Eclec­tic Read­ers.

Anoth­er ancient Egypt­ian writ­ing board in the Met’s col­lec­tion finds an appren­tice scribe fum­bling with imper­fect­ly formed, uneven­ly spaced hiero­glyphs.

Fetch the white­wash and say it with me, class — prac­tice makes per­fect.

The first tablet inspired some live­ly dis­cus­sion and more than a few punch­lines on Red­dit, where com­menter The-Lord-Moc­casin mused:

I remem­ber read­ing some­where that Egypt­ian stu­dents were taught to write by tran­scrib­ing sto­ries of the awful lives of the aver­age peas­ants, to moti­vate and make them appre­ci­ate their edu­ca­tion. Like “the farmer toils all day in the burn­ing field, and prays he does­n’t feed the lions; the fish­er­man sits in fear on his boat as the croc­o­dile lurks below.”

Always thought it sound­ed effec­tive as hell.

We can’t ver­i­fy it, but we sec­ond that emo­tion.

Note: The red mark­ings on the image up top indi­cate where spelling mis­takes were cor­rect­ed by a teacher.

via @ddoniolvalcroze

Relat­ed Con­tent: 

A 3,000-Year-Old Painter’s Palette from Ancient Egypt, with Traces of the Orig­i­nal Col­ors Still In It

Who Built the Egypt­ian Pyra­mids & How Did They Do It?: New Arche­o­log­i­cal Evi­dence Busts Ancient Myths

What Ancient Egypt­ian Sound­ed Like & How We Know It

Ayun Hal­l­i­day is an author, illus­tra­tor, the­ater mak­er and Chief Pri­ma­tol­o­gist of the East Vil­lage Inky zine.  Fol­low her @AyunHalliday.

Google & Coursera Launch Career Certificates That Prepare Students for Jobs in 6 Months: Data Analytics, Project Management and UX Design

We live in an age of less-than-total agree­ment as to the pur­pose of high­er edu­ca­tion. Should it immerse stu­dents in the best that has been thought and said? Pro­vide an envi­ron­ment in which to come of age? Pro­duce “lead­ers”? Or should it, as increas­ing­ly many argue, first and fore­most secure pro­fes­sion­al futures? In the prac­tice of recent decades, high­er edu­ca­tion has done a bit of each, to the sat­is­fac­tion of some and the dis­sat­is­fac­tion of oth­ers. It has, in oth­er words, become an indus­try sub­ject to “dis­rup­tion” by oth­er play­ers offer­ing spe­cial­ized solu­tions of their own. Take for exam­ple the new Career Cer­tifi­cates offered by Google and the online edu­ca­tion plat­form Cours­era.

“Designed to pre­pare learn­ers for an entry-lev­el role in under six months,” as Cours­era CEO Jeff Mag­gion­cal­da explains it, these new­ly-unveiled Career Cer­tifi­cates “don’t have any pre­req­ui­sites,” which means that most any­one inter­est­ed in earn­ing them can do so right now. This goes for “new grads land­ing their first job, front-line work­ers seek­ing sta­ble employ­ment, mid-career pro­fes­sion­als mak­ing a piv­ot, or par­ents plan­ning their return to the work­force,” and pre­sum­ably myr­i­ad oth­er walks of life besides.

Avail­able in Data Ana­lyt­ics, Project Man­age­ment, and User Expe­ri­ence (UX) Design, “each cer­tifi­cate is com­plete­ly online, self-paced, and costs $39 per month” — sig­nif­i­cant­ly less than most exist­ing forms of high­er edu­ca­tion, even of the most pro­fes­sion­al­ly or tech­no­log­i­cal­ly ori­ent­ed vari­eties.

If you’ve dipped into our list of online cours­es, you’ve prob­a­bly encoun­tered Cours­era, a lead­ing plat­form for mas­sive online open cours­es (or MOOCs) used by some of the world’s best-known tra­di­tion­al uni­ver­si­ties. Its new pro­vi­sion of Google’s Career Cer­tifi­cates should go some way to mak­ing more famil­iar — at least to those us who’ve already learned online — a reimag­in­ing of pro­fes­sion­al edu­ca­tion. This pro­gram’s “dis­rup­tive” poten­tial, due not least to Google’s own con­sid­er­a­tion of these cer­tifi­cates as equiv­a­lent to a four-year degree, has already been well not­ed. “But while the new pro­grams offer a fast track to new skills and pos­si­bly even a new job in a frac­tion of the time of a degree pro­gram,” writes Inc.‘s Justin Bariso, “stu­dents should­n’t expect the cours­es to be a walk in the park.” And giv­en that they’re unlike­ly to get eas­i­er, any­one inter­est­ed in earn­ing a Career Cer­tifi­cate would do well to look into it today.

Below, you can find a list of the new Career Cer­tifi­cates.

  • User Expe­ri­ence (UX) Design Pro­fes­sion­al Cer­tifi­cate – UX design jobs are pro­ject­ed to steadi­ly grow over the com­ing years, with medi­an salaries for an entry-lev­el role around $82,000. This sev­en-course cer­tifi­cate explores UX prin­ci­ples, UX terms, and indus­try-stan­dard tools, includ­ing Fig­ma and Adobe XD. By the time they com­plete the pro­gram, learn­ers will have three port­fo­lio projects to use in their job appli­ca­tions.
  • Data Ana­lyt­ics Pro­fes­sion­al Cer­tifi­cate – In the U.S., there are near­ly 15,000 open entry-lev­el data ana­lyt­ics roles, with an annu­al medi­an entry-lev­el salary of more than $63,000. This sev­en-course cer­tifi­cate explores ana­lyt­i­cal skills, con­cepts, and tools used in many intro­duc­to­ry data ana­lyt­ics roles – includ­ing SQL, Tableau, RStu­dio, and Kag­gle.
  • Project Man­age­ment Pro­fes­sion­al Cer­tifi­cate – Employ­ers will need to fill near­ly 2.2 mil­lion new project-ori­ent­ed roles each year through 2027, accord­ing to the Project Man­age­ment Insti­tute. This six-course cer­tifi­cate pre­pares learn­ers to launch a project man­age­ment career. It cov­ers indus­try-stan­dard tools and meth­ods, includ­ing the agile project man­age­ment sys­tem, and key soft skills, such as stake­hold­er man­age­ment, prob­lem-solv­ing, and influ­enc­ing.
  • IT Sup­port Pro­fes­sion­al Cer­tifi­cate — Pre­pare for an entry-lev­el job as an IT sup­port spe­cial­ist. In this pro­gram, you’ll learn the fun­da­men­tals of oper­at­ing sys­tems and net­work­ing, and how to trou­bleshoot prob­lems using code to ensure com­put­ers run cor­rect­ly. This is for you if you enjoy solv­ing prob­lems, learn­ing new tools, and help­ing oth­ers.
  • IT Automa­tion Pro­fes­sion­al Cer­tifi­cate — This is an advanced pro­gram for learn­ers who have com­plet­ed the Google IT Sup­port Pro­fes­sion­al Cer­tifi­cate. This is for you if you want to build on your IT skills with Python and automa­tion.

The new cer­tifi­cates have been added to our col­lec­tion, 200 Online Cer­tifi­cate & Micro­cre­den­tial Pro­grams from Lead­ing Uni­ver­si­ties & Com­pa­nies.

Note: Open Cul­ture has a part­ner­ship with Cours­era. If read­ers enroll in cer­tain Cours­era cours­es and pro­grams, it helps sup­port Open Cul­ture.

Relat­ed Con­tent:

Online Degrees & Mini Degrees: Explore Mas­ters, Mini Mas­ters, Bach­e­lors & Mini Bach­e­lors from Top Uni­ver­si­ties.

Google Intro­duces 6‑Month Career Cer­tifi­cates, Threat­en­ing to Dis­rupt High­er Edu­ca­tion with “the Equiv­a­lent of a Four-Year Degree”

Cours­era and Google Launch an Online Cer­tifi­cate Pro­gram to Help Stu­dents Become IT Pro­fes­sion­als & Get Attrac­tive Jobs

New Deep Learn­ing Cours­es Released on Cours­era, with Hope of Teach­ing Mil­lions the Basics of Arti­fi­cial Intel­li­gence

Cours­era Part­ners with Lead­ing Uni­ver­si­ties to Offer Master’s Degrees at a More Afford­able Price

Free Online Com­put­er Sci­ence Cours­es

1,500 Free Online Cours­es from Top Uni­ver­si­ties

Based in Seoul, Col­in Mar­shall writes and broad­casts on cities, lan­guage, and cul­ture. His projects include the Sub­stack newslet­ter Books on Cities, the book The State­less City: a Walk through 21st-Cen­tu­ry Los Ange­les and the video series The City in Cin­e­ma. Fol­low him on Twit­ter at @colinmarshall or on Face­book.

Watch Cartoonist Lynda Barry’s Two-Hour Drawing Workshop

We know you’re Zoomed out, but might you make an excep­tion for the pre-record­ed draw­ing and writ­ing ses­sion above with leg­endary car­toon­ist and illus­tra­tor Lyn­da Bar­ry?

Under the aus­pices of Graph­ic Med­i­cine’s par­tic­i­pa­to­ry online series, Draw­ing Togeth­er, the noto­ri­ous­ly play­ful Bar­ry led par­tic­i­pants through a series of exer­cis­es from her book, Mak­ing Comics, and seemed gen­uine­ly pleased to be back in teach­ing mode. (All of her in-per­son class­es at the Uni­ver­si­ty of Wis­con­sin have been can­celled until fur­ther notice due to the Covid-19 pan­dem­ic, as has her usu­al sum­mer stint at the Omega Insti­tute.)

Bar­ry endeav­ored to loosen her stu­dents up right away, bran­dish­ing toys and danc­ing to an amaz­ing playlist in a friend’s bor­rowed attic, con­fid­ing that the wifi sit­u­a­tion here was far supe­ri­or to that in her old farm­house.

Teacher divid­ed the large group in half by birth­days, as a way to orga­nize view­ing each other’s work after each timed exer­cise.

This couldn’t quite repli­cate the expe­ri­ence of the live class­room, where stu­dents have the oppor­tu­ni­ty to han­dle each other’s work, and more time to take it in, but still fun to see the incred­i­ble diversity—and in the case of closed-eye exercises—thrilling sim­i­lar­i­ties on dis­play.

Barry’s delight extend­ed beyond the con­fines of the page, imi­tat­ing the way some stu­dents beam like sway­ing sun­flow­ers through­out the 60-sec­ond closed eye ses­sions, while oth­ers knit their brows, low­er their chins and pow­er through.

A series of self-por­traits fol­lowed, with prompts designed to tap into the sort of imag­i­na­tive pow­ers that fre­quent­ly seep away in adolescence—draw your­self as an ani­mal, an astro­naut, a mem­ber of a march­ing band, any fruit that’s not a banana…

Longer exer­cis­es involved turn­ing ran­dom squig­gles into mon­sters, with an extra minute grant­ed after the timer went off to add what­ev­er miss­ing things the artist felt each draw­ing need­ed, then choos­ing one of those mon­sters to star in a fam­i­ly album of sorts.

Bar­ry, who has, over the course of her career, filled a num­ber of pan­els with hilar­i­ous­ly out-of-touch teach­ers mak­ing life a hell for child char­ac­ters, is audi­bly appre­cia­tive of her stu­dents’ efforts, fre­quent­ly con­grat­u­lat­ing them for bring­ing some­thing into the world that didn’t exist a few min­utes pri­or:

This is the thing about comics! They come intact, they come all togeth­er and the most impor­tant thing you need to do is just make time to draw them, the unin­ter­rupt­ed time, even if it’s just 2 min­utes.

Truth!

The final exer­cise of the day drew on some of the writ­ing tech­niques Bar­ry fea­tured in Syl­labus, with par­tic­i­pants, quick­ly jot­ting down mem­o­ries after a prompt, then choos­ing one  to explore more deeply, with spe­cial atten­tion devot­ed to sen­so­ry recall.

To play along from home after the fact, you’ll need a cou­ple of hours, ten or so sheets of paper, a pen­cil or pen (Bar­ry favors black felt tips), and your “orig­i­nal dig­i­tal devices” (hint: they’re attached to the ends of your arms).

Find infor­ma­tion on how to par­tic­i­pate in upcom­ing free Draw­ing Togeth­er ses­sions here.

All draw­ings used with the per­mis­sion of par­tic­i­pant Ayun Hal­l­i­day.

Relat­ed Con­tent:

Lyn­da Barry’s New Book Offers a Mas­ter Class in Mak­ing Comics

Lyn­da Bar­ry on How the Smart­phone Is Endan­ger­ing Three Ingre­di­ents of Cre­ativ­i­ty: Lone­li­ness, Uncer­tain­ty & Bore­dom

Lyn­da Barry’s Illus­trat­ed Syl­labus & Home­work Assign­ments from Her New UW-Madi­son Course, “Mak­ing Comics”

Ayun Hal­l­i­day is an author, illus­tra­tor, the­ater mak­er and Chief Pri­ma­tol­o­gist of the East Vil­lage Inky zine. She most recent­ly appeared as a French Cana­di­an bear who trav­els to New York City in search of food and mean­ing in Greg Kotis’ short film, L’Ourse.  Fol­low her @AyunHalliday.

Wired Co-Founder Kevin Kelly Gives 36 Lectures on Our Future World: Education, Movies, Robots, Autonomous Cars & More

Giv­en recent events, 2019 may now seem to us like the dis­tant past. But to those who were think­ing hard about the future the year before last, noth­ing that has hap­pened since has been whol­ly unex­pect­ed — and espe­cial­ly not to those who’d already been think­ing hard about the future for decades. Take Kevin Kel­ly, co-founder of Wired mag­a­zine and writer on tech­nol­o­gy as well as a host of oth­er sub­jects. It was in 2019 that state telecom­mu­ni­ca­tions com­pa­ny Chi­na Mobile com­mis­sioned him to give a series of 36 short video lec­tures on the “Future of X”: not the future of the inter­net in Chi­na and the future of India in com­pe­ti­tion with Chi­na, but a range of top­ics that will sure­ly affect us all, no mat­ter our part of the world.

Self-dri­ving cars, vir­tu­al real­i­ty, 5G, robots: Kel­ly has giv­en con­sid­er­a­tion to all these much-dis­cussed tech­nolo­gies and the roles they may come to play in our lives. But the impor­tant thing about them isn’t to know what form they’ll take in the future, since by def­i­n­i­tion no one can, but to devel­op habits of mind that allow you to grasp as wide a vari­ety of their pos­si­bil­i­ties as you can right now.

The future, as Kel­ly frames it in his talk on uncer­tain­ties, con­sists of “known knowns,” “known unknowns,” and “unknown unknowns.” Those last, bet­ter known as “black swans,” are events “com­plete­ly unex­pect­ed by any­body” that “change the world for­ev­er.” As exam­ples of pos­si­ble black swans to come he names World War Three, the dis­cov­ery of cheap fusion ener­gy, and, yes, a pan­dem­ic.

Soci­etal prepa­ra­tion for the future, to Kel­ly’s mind, will involve devel­op­ing “a very sys­tem­at­ic way of col­lect­ing these unknown unknowns and turn­ing them into known unknowns.” Per­son­al prepa­ra­tion for the future, accord­ing to his talk on schools and learn­ing, will involve cease­less acqui­si­tion and refine­ment of knowl­edge and under­stand­ing.

If we want to thrive in an uncer­tain future, he argues, we should “adopt a method of learn­ing called delib­er­ate prac­tice, falling for­ward or fail­ing for­ward,” in which we keep push­ing our­selves into unknown intel­lec­tu­al ter­ri­to­ry, always remain­ing “new­bies” at some­thing, assist­ed all the while by tech­nol­o­gy.

Just a cou­ple of decades into the 21st cen­tu­ry, we’ve already caught a glimpse of what tech­nol­o­gy can do to opti­mize our learn­ing process — or sim­ply to enable learn­ing where it would­n’t hap­pen oth­er­wise. “I don’t imag­ine that we’re going to go away from a class­room,” Kel­ly says, but we also “have the online video world, and more and more peo­ple today are learn­ing how to do an amaz­ing vari­ety of things, that we would­n’t have thought would work on video.”

Of course, since he spoke those words, one black swan in par­tic­u­lar has pushed much of human­i­ty away from the class­room, and we’ve found out a good deal more about what kind of learn­ing works (and does­n’t) over the inter­net. The future, it seems, is now.

You can watch the full playlist of videos, all 36 of them, below. We also rec­om­mend his very insight­ful book, The Inevitable: Under­stand­ing the 12 Tech­no­log­i­cal Forces That Will Shape Our Future.

Relat­ed Con­tent:

What Tech­nol­o­gy Wants: Kevin Kel­ly @ Google

The Best Mag­a­zine Arti­cles Ever, Curat­ed by Kevin Kel­ly

What Books Could Be Used to Rebuild Civ­i­liza­tion?: Lists by Bri­an Eno, Stew­art Brand, Kevin Kel­ly & Oth­er For­ward-Think­ing Minds

Octavia Butler’s Four Rules for Pre­dict­ing the Future

9 Sci­ence-Fic­tion Authors Pre­dict the Future: How Jules Verne, Isaac Asi­mov, William Gib­son, Philip K. Dick & More Imag­ined the World Ahead

Based in Seoul, Col­in Mar­shall writes and broad­casts on cities, lan­guage, and cul­ture. His projects include the Sub­stack newslet­ter Books on Cities, the book The State­less City: a Walk through 21st-Cen­tu­ry Los Ange­les and the video series The City in Cin­e­ma. Fol­low him on Twit­ter at @colinmarshall or on Face­book.

The Open Syllabus Project Visualizes the 1,000,000+ Books Most Frequently Assigned in College Courses

The Prince, The Can­ter­bury Tales, The Com­mu­nist Man­i­festo, The Souls of Black FolkThe Ele­ments of Style: we’ve read all these, of course. Or at least we’ve read most of them (one or two for sure), if our ever-dim­mer mem­o­ries of high school or col­lege are to be trust­ed. But we can rest assured that stu­dents are read­ing — or in any case, being assigned — these very same works today, thanks to the Open Syl­labus project, which as of this writ­ing has assem­bled a data­base of 7,292,573 dif­fer­ent col­lege course syl­labi. Great­ly expand­ed since we pre­vi­ous­ly fea­tured it here on Open Cul­ture, its “Galaxy” now visu­al­izes the 1,138,841 most fre­quent­ly assigned texts in that data­base, pre­sent­ing them in a Google Maps-like inter­face for your intel­lec­tu­al explo­ration.

If you click on the search win­dow in the upper-left cor­ner of that inter­face, a scrol­lable rank­ing of the top 100 most fre­quent­ly assigned texts opens imme­di­ate­ly below. Num­ber one, appear­ing on more than 15,000 of the syl­labi col­lect­ed so far, is Strunk and White’s clas­sic writ­ing-style guide.

Click on its title and you’ll find your­self in its cor­ner of the map, and you’ll see high­light­ed oth­er pop­u­lar read­ings that tend to be assigned togeth­er with it: Diana Hack­er’s A Writer’s Ref­er­ence (at the moment the sec­ond-most assigned text), Aris­totle’s Rhetoric, Mar­tin Luther King Jr.‘s “Let­ter from the Birm­ing­ham Jail,” Jür­gen Haber­mas’ The Struc­tur­al Trans­for­ma­tion of the Pub­lic Sphere.

Michel Fou­cault holds by some mea­sures the record for the great­est num­ber of cita­tions in the human­i­ties. If you’ve read only one of his books, you’ve prob­a­bly read Dis­ci­pline and Pun­ish, his 1975 study of the penal sys­tem — and cur­rent hold­er of six­teenth place on the Open Syl­labus rank­ings. But zoom in on it and you’ll find plen­ty of rel­e­vant books and arti­cles you might not have read: Alan Elsner’s Gates of Injus­tice, William Ian Miller’s The Anato­my of Dis­gustSoledad Broth­er: The Prison Let­ters of George Jack­son. Sim­i­lar­ly, an excur­sion in the neigh­bor­hood of Bene­dict Ander­son’s Imag­ined Com­mu­ni­ties brings encoun­ters with oth­er inves­ti­ga­tions of coun­try and cit­i­zen­ship like Ernest Renan’s What Is a Nation? and Dun­can S.A. Bel­l’s Myth­scapes: Mem­o­ry, Mythol­o­gy, and Nation­al Iden­ti­ty.

In every sense, the results to be found in the Open Syl­labus Galaxy are more inter­est­ing than those offered up by the stan­dard you-may-also-like algo­rithms. Back in col­lege you may have enjoyed, say, Edward Said’s Ori­en­tal­ism, but the range of texts that could accom­pa­ny it would have been lim­it­ed by the theme of the class and the intent of your instruc­tor. Here you’ll find Noam Chom­sky’s Failed States on one side, John R. Bowen’s Why the French Don’t Like Head­scarves on anoth­er, Hans Wehr’s Dic­tio­nary of Mod­ern Writ­ten Ara­bic on anoth­er, and even Mes­sages to the World: The State­ments of Osama bin Laden on anoth­er still. If we want to under­stand a sub­ject, after all, we must read not just about it but around it. In col­lege or else­where, you might well have heard that idea; here, you can see it. Enter the Open Syl­labus Galaxy here.

Relat­ed Con­tent:

David Fos­ter Wallace’s 1994 Syl­labus: How to Teach Seri­ous Lit­er­a­ture with Light­weight Books

W.H. Auden’s 1941 Lit­er­a­ture Syl­labus Asks Stu­dents to Read 32 Great Works, Cov­er­ing 6000 Pages

Lyn­da Barry’s Won­der­ful­ly Illus­trat­ed Syl­labus & Home­work Assign­ments from Her UW-Madi­son Class, “The Unthink­able Mind”

Don­ald Barthelme’s Syl­labus High­lights 81 Books Essen­tial for a Lit­er­ary Edu­ca­tion

Junot Díaz’s Syl­labi for His MIT Writ­ing Class­es, and the Nov­els on His Read­ing List

“Call­ing Bull­shit”: See the Syl­labus for a Col­lege Course Designed to Iden­ti­fy & Com­bat Bull­shit

Based in Seoul, Col­in Mar­shall writes and broad­casts on cities, lan­guage, and cul­ture. His projects include the Sub­stack newslet­ter Books on Cities, the book The State­less City: a Walk through 21st-Cen­tu­ry Los Ange­les and the video series The City in Cin­e­ma. Fol­low him on Twit­ter at @colinmarshall or on Face­book.

The “Academic Tarot”: 22 Major Arcana Cards Representing Life in the Academic Humanities Under COVID-19

“Spec­u­la­tions about the cre­ators of Tarot cards include the Sufis, the Cathars, the Egyp­tians, Kab­bal­ists, and more,” writes “expert car­tomancer” Joshua Hehe. All of these sup­po­si­tions are wrong, it seems. “The actu­al his­tor­i­cal evi­dence points to north­ern Italy some­time in the ear­ly part of the 1400s,” when the so-called “major arcana” came into being. “Con­trary to what many have claimed, there is absolute­ly no proof of the Tarot hav­ing orig­i­nat­ed in any oth­er time or place.”

A bold claim, yet there are prece­dents much old­er than tarot: “A few decades before the Tarot was born, ordi­nary play­ing cards came to Europe by way of Arabs, arriv­ing in many dif­fer­ent cities between 1375 and 1378. These cards were an adap­ta­tion of the Islam­ic Mam­luk cards,” with suits of cups, swords, coins, and polo sticks, “the lat­ter of which were seen by Euro­peans as staves.”

Whether the play­ing cards invent­ed by the Mam­luks were used for div­ina­tion may be a mat­ter of con­tro­ver­sy. The his­to­ry and art of the Mam­luk sul­tanate itself is a sub­ject wor­thy of study for the tarot his­to­ri­an. Orig­i­nal­ly a slave army (“mam­luk” means “slave” in Ara­bic) under the Ayyu­bid sul­tans in Egypt and Syr­ia, the Mam­luks over­threw their rulers and cre­at­ed “the great­est Islam­ic empire of the lat­er Mid­dle Ages.”

What does this have to do with tarot read­ing? These are aca­d­e­m­ic con­cerns, per­haps, of lit­tle inter­est to the aver­age tarot enthu­si­ast. But then, the aver­age tarot enthu­si­ast is not the audi­ence for the “Aca­d­e­m­ic Tarot,” a project of the Vision­ary Futures Col­lec­tive, or VFC, a group of 22 schol­ars “fight­ing for what high­er edu­ca­tion needs most,” Stephanie Malak writes at Hyper­al­ler­gic, “a bring­ing togeth­er of thinkers who ‘believe in the trans­for­ma­tion­al pow­er and vital impor­tance of the human­i­ties.’”

To that end, the Aca­d­e­m­ic Tarot fea­tures exact­ly the kinds of char­ac­ters who love to chase down abstruse his­tor­i­cal questions—characters like the low­ly, con­fused Grad Stu­dent, stand­ing in here for The Fool. It also fea­tures those who can make aca­d­e­m­ic life, with its end­less rounds of meet­ings and com­mit­tees, so dif­fi­cult: fig­ures like The Pres­i­dent (see here), doing duty here as the Magi­cian, and pic­tured shred­ding “cam­pus-wide COVID results.”

The VFC, found­ed in the time of COVID-19 pan­dem­ic and “in the midst of the long-over­due nation­al reck­on­ing led by the Black Lives Mat­ter move­ment,” aims to “trace the con­tours of things that define our shared human con­di­tion,” says Col­lec­tive mem­ber Dr. Bri­an DeGrazia. In the case of the Aca­d­e­m­ic Tarot, the con­di­tions rep­re­sent­ed are shared by a spe­cif­ic sub­set of humans, many of whom respond­ed to “feel­ings sur­veys” put out by the VFC in a biweek­ly newslet­ter.

The sur­veys have been used to make art that reflects the expe­ri­ences of the grad stu­dents, pro­fes­sors, and pro­fes­sion­al staff work­ing the aca­d­e­m­ic human­i­ties at this time:

VFC artist-in-res­i­dence Claire Chenette, a Gram­my-nom­i­nat­ed Knoxville Sym­pho­ny Orches­tra musi­cian fur­loughed due to COVID-19, brought the tarot cards to life. What began as a three-card project to com­ple­ment the VFC newslet­ter grew in spir­it and in num­ber. 

“In tarot, the cards read us,” the VFC writes, “telling a sto­ry about our­selves that can pro­vide clar­i­ty, guid­ance and hope.” What sto­ry do the 22 Major Arcana cards in the Aca­d­e­m­ic Tarot tell? That depends on who’s ask­ing, as always, but one gets the sense that unless the quer­ent is famil­iar with life in a high­er-ed human­i­ties depart­ment, these cards may not reveal much. For those who have seen them­selves in the cards, how­ev­er, “the images made them laugh out loud,” says Chenette, or “they hit hard. Or… they even made them cry, but… it need­ed to hap­pen.”

Strug­gling through yet anoth­er pan­dem­ic semes­ter of attempt­ing to teach, research, write, and gen­er­al­ly stay afloat? The Aca­d­e­m­ic Tarot cards are cur­rent­ly sold out, but you can pre-order now for the sec­ond run.

via Hyper­al­ler­gic

Relat­ed Con­tent: 

Divine Decks: A Visu­al His­to­ry of Tarot: The First Com­pre­hen­sive Sur­vey of Tarot Gets Pub­lished by Taschen

Behold the Sola-Bus­ca Tarot Deck, the Ear­li­est Com­plete Set of Tarot Cards (1490)

Sal­vador Dalí’s Tarot Cards Get Re-Issued: The Occult Meets Sur­re­al­ism in a Clas­sic Tarot Card Deck

Carl Jung: Tarot Cards Pro­vide Door­ways to the Uncon­scious, and Maybe a Way to Pre­dict the Future

Josh Jones is a writer and musi­cian based in Durham, NC. Fol­low him at @jdmagness

How Martin Luther King Jr. Got C’s in Public Speaking–Before Becoming a Straight‑A Student and a World Class Orator

How many Amer­i­cans have nev­er heard the name of Mar­tin Luther King Jr.? And indeed, gone more than half a cen­tu­ry though he may be, how many Amer­i­cans have nev­er heard his voice, or can’t quote his words? Long though King will doubt­less stand as an exam­ple of the Eng­lish lan­guage’s great­est 20th-cen­tu­ry ora­tors, he once showed scant aca­d­e­m­ic promise in that depart­ment. Tweet­ing out an image of his tran­script from Croz­er The­o­log­i­cal Sem­i­nary, where King earned his Bach­e­lor of Divin­i­ty, Har­vard’s Sarah Eliz­a­beth Lewis notes that King “received two Cs in pub­lic speak­ing,” and “actu­al­ly went from a C+ to a C the next term.”

Still, that beat the marks King had pre­vi­ous­ly received at More­house Col­lege. In an arti­cle for The Jour­nal of Blacks in High­er Edu­ca­tion, Stan­ford’s Clay­borne Car­son quotes reli­gion pro­fes­sor George D. Kelsey as describ­ing King’s record there as “short of what may be called ‘good,’ ” but also adding that King came “to real­ize the val­ue of schol­ar­ship late in his col­lege career.” This ear­ly under­achieve­ment may have been a con­se­quence of King’s entrance into col­lege at the young age of fif­teen, which was made pos­si­ble by More­house­’s offer­ing its entrance exam to junior high school­ers, its stu­dent body hav­ing been deplet­ed by enlist­ment in the Sec­ond World War.

But King “prob­a­bly real­ized that he would have to become more dili­gent in his stud­ies if he were to suc­ceed at the small Bap­tist insti­tu­tion in Chester, Penn­syl­va­nia, a small town south­west of Philadel­phia,” writes Car­son. “Evi­dent­ly wish­ing to break with the relaxed atti­tude he had had toward his More­house stud­ies,” he “quick­ly immersed him­self in Croz­er’s intel­lec­tu­al envi­ron­ment” and adopt­ed a mien of high seri­ous­ness. “If I were a minute late to class, I was almost mor­bid­ly con­scious of it,” King lat­er recalled. “I had a ten­den­cy to over­dress, to keep my room spot­less, my shoes per­fect­ly shined, and my clothes immac­u­late­ly pressed.”

The young King even­tu­al­ly rose to the role in which he’d cast him­self, thanks in part to the rig­or of cer­tain pro­fes­sors who knew what to expect from him. Apart from the sole minus blem­ish­ing his grade in “Chris­tian­i­ty and Soci­ety,”  his tran­script for 1950–51 shows straight As. “By the time of his grad­u­a­tion,” Car­son writes, “King’s intel­lec­tu­al con­fi­dence was rein­forced by the expe­ri­ence of hav­ing suc­cess­ful­ly com­pet­ed with white stu­dents dur­ing his Croz­er years.” Named stu­dent body pres­i­dent and class vale­dic­to­ri­an, “he was also accept­ed for doc­tor­al study at Boston Uni­ver­si­ty’s School of The­ol­o­gy, where he would be able to work direct­ly with the per­son­al­ist the­olo­gians he had come to admire.” Even then, one sus­pects, King knew the real work lay ahead of him — and well out­side the acad­e­my, at that.

Relat­ed Con­tent:

How Mar­tin Luther King, Jr. Used Niet­zsche, Hegel & Kant to Over­turn Seg­re­ga­tion in Amer­i­ca

Mar­tin Luther King, Jr.’s Hand­writ­ten Syl­labus & Final Exam for the Phi­los­o­phy Course He Taught at More­house Col­lege (1962)

Mar­tin Luther King Jr. Explains the Impor­tance of Jazz: Hear the Speech He Gave at the First Berlin Jazz Fes­ti­val (1964)

Albert Einstein’s Grades: A Fas­ci­nat­ing Look at His Report Cards

Famous Writ­ers’ Report Cards: Ernest Hem­ing­way, William Faulkn­er, Nor­man Mail­er, E.E. Cum­mings & Anne Sex­ton

John Lennon’s Report Card at Age 15: “He Has Too Many Wrong Ambi­tions and His Ener­gy Is Too Often Mis­placed”

Based in Seoul, Col­in Mar­shall writes and broad­casts on cities, lan­guage, and cul­ture. His projects include the Sub­stack newslet­ter Books on Cities, the book The State­less City: a Walk through 21st-Cen­tu­ry Los Ange­les and the video series The City in Cin­e­ma. Fol­low him on Twit­ter at @colinmarshall, on Face­book, or on Insta­gram.

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