{"id":7104,"date":"2007-08-08T15:37:14","date_gmt":"2007-08-08T15:37:14","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2007\/08\/08\/veysey-the-plur\/"},"modified":"2007-08-08T15:37:14","modified_gmt":"2007-08-08T15:37:14","slug":"veysey-the-plur","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2007\/08\/08\/veysey-the-plur\/","title":{"rendered":"Veysey, "The Plural Organized Worlds of the Humanities""},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 3<\/span> mins<\/span><\/span>

Veysey,
\nLaurence. "The Plural Organized Worlds of the Humanities." The Organization of
\nKnowledge in Modern America, 1860-1920. Alexandra Oleson and John Voss, eds.
\nBaltimore: Johns Hopkins, 1979. <\/p>\n

<\/p>\n

Daly-Goggin<\/a>
\nrefers to this chapter and Veysey’s book-length work, The Emergence of the
\nAmerican University<\/i> (Chicago, 1965) in her discussion of patterned
\nisolation<\/i><\/b>. Here, Veysey examines the humanities during the period
\nof 1865-1920. The historical focus isn’t especially relevant for my work,
\nand I can’t find specific references to "patterened isolation" (which does
\nappear explicitly in
\n
\nEmergence<\/a><\/i>). Veysey’s discussion of professionalization (pp. 57-72)
\npresents a few useful pieces for returning to, maybe. The chapter itself
\npresents three perspectives on the humanities to characterize the 55 year era:<\/p>\n

    \n
  1. Burgeoning variety<\/b>: the humanities as a continuation of the
    \n\tgenteel tradition, which gave way to the fading of generalists around 1890
    \n\tand the beginnings of advanced research, professionalization, and
    \n\tspecialization. pp. 52-57.<\/li>\n
  2. Professionalization<\/b>: National organizations, learned societies
    \n\tand groups, and a devil may care attitude toward disciplinary
    \n\tinterrelatedness (Veysey says the social sciences had a much more pronounced
    \n\tinterrelatedness). pp. 57-72.<\/li>\n
  3. Homogenous social context<\/b>: Four kinds of groups: educational
    \n\t(school-related), custodial (keepers of special collections), voluntary
    \n\tassociations (clubs, etc.), and media (publishers, performance agencies,
    \n\tetc.). pp. 72-85.<\/li>\n<\/ol>\n

    The final two sections of the essay are concerned with a review of the
    \nforces at work<\/b> (85-89) and an assessment of the "basic intellectual
    \nachievement of the era<\/b>" (89-92). Veysey suggests that the era can be
    \nreduced to 50 or 60 names (92), and he proposes that a comparable survey should
    \nbe considered for the period running from 1920-1970. This move to
    \nname-counting indicates that the contributions were individual and typically
    \nmeasured as such. He refers briefly to movements–constrasting low-brow
    \n(counter-culture, avante-garde, and revolutionary) and high-brow (old world high
    \nculture) movements, but his final judgment is a count of notable, named
    \ncontributors and their exemplars–Santayana for those outside the academy and C.
    \nS. Peirce for those affiliated with the academy. <\/p>\n

    "On the plane of thought, they claimed to represent the heritage<\/b> of
    \nhigher ‘civilization.’ Thus, in a time of rapid academic transformation marked
    \nby strongly progressive assumptions, the humanities stood for an important
    \ndegree of continuity<\/b>. While participating to some extent in the pervasive
    \nonward and upward mood, their spokesmen insisted that an acquaintance with<\/b>
    \nthe literary and artistic remains of the long-term past<\/b> still ought to
    \nfurnish the hallmark of the truly educated man or woman" (52). 1865-1920: An
    \ninertial humanities concerned with remnants.<\/p>\n

    "To the generalists, research<\/b> meant submergence in arcane
    \ndry-as-dust materials<\/b> located within subfields they could scarcely
    \ncomprehend, along with the acceptance of a dubious and pretentious scientific
    \nposture<\/b>. The Ph.D. and the entire Germanic style of graduate training
    \nthreatened liberal education<\/b>. Did it threaten the existence of the
    \ncultivated social elite<\/b> as well?" (54)<\/p>\n

    "Those who reject the dominant scientific conception<\/b> of the pursuit
    \nof knowledge<\/b> can only wander off in a score of mutually unrelated
    \ndirections. It is easy to see these as amounting to no more than a mixed bag
    \nof random leftovers<\/b>. In particular, when such fields as history, English,
    \nforeign languages, and the history of art and music rejected science and yet
    \ninvoked the past, there was the grave danger that they would run around in a
    \nspirit of sheer antiquarianism<\/b>–calling attention to anything merely
    \nbecause it existed, with no self-conscious principle of selection, no concept of
    \nthe logical relationship between evidence and larger hypothetical
    \ngeneralizations<\/b>. Of course none of this matters if one stops dreaming of
    \nintellectual unification<\/b> and rests content with the celebration of
    \nparticular achievements in art, music, poetry, literary criticism, or
    \nphilosophy. But these symptoms of confusion, drift, and retreatism<\/b>
    \ndeserve emphasis in dealing with a rubric that to outsiders appears far more
    \ncoherent than it is" (57).<\/p>\n

    "The most important boundary may well be not the formalistic one between
    \nso-called amateurs and professionals<\/b> but the line that divides those who
    \nWilliam James called the once- and twice-born<\/b>, between those persons of
    \nall backgrounds who have become converted to a profoundly sustaining
    \nintellectual allegiance<\/b> of this kind and those others (possibly laboring
    \nalongside them in the same academic departments) who have not" (61). Could this
    \nbe switched into a networks vocabulary re: homophily bias, boundary spanners,
    \nand centrality?<\/p>\n

    Terms: unguided drift [that characterizes the humanities] (56),
    \nspecialization (59), managerialism (60), "intensification of elitism" (63),
    \ncentrifugal forces (68), quasi-aristocratic clubbishness (68), MLA cliquishness
    \n(74).<\/p>\n","protected":false},"excerpt":{"rendered":"

    \u23f3 Approximate reading time: <\/span> 3<\/span> mins<\/span><\/span>Veysey, Laurence. "The Plural Organized Worlds of the Humanities." The Organization of Knowledge in Modern America, 1860-1920. Alexandra Oleson and John Voss, eds. Baltimore: Johns Hopkins, 1979.<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[167],"tags":[1811,601,1814,1815,736,403,1024,1816,1817,988,218,500,1818,445,1819,1812,1820,1158,672,143,963,657,1821,1822,1823,1813],"class_list":["post-7104","post","type-post","status-publish","format-standard","hentry","category-reading_notes","tag-1811","tag-academy","tag-allegiances","tag-clubs","tag-coherence","tag-disciplinarity","tag-education","tag-elitism","tag-fascination","tag-groups","tag-history","tag-humanities","tag-isolation","tag-knowledge","tag-liberal","tag-mla","tag-organizations","tag-pattern","tag-professionalization","tag-research","tag-science","tag-specialization","tag-subfields","tag-university","tag-variety","tag-veysey"],"yoast_head":"\nVeysey, "The Plural Organized Worlds of the Humanities" - Earth Wide Moth<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.earthwidemoth.com\/blog\/2007\/08\/08\/veysey-the-plur\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Veysey, "The Plural Organized Worlds of the Humanities" - Earth Wide Moth\" \/>\n<meta property=\"og:description\" content=\"\u23f3 Approximate reading time: 3 minsVeysey, Laurence. 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Authoring A Discipline: Scholarly Journals and the Post-World War II Emergence of Rhetoric and Composition. Mahwah, N.J.: Lawrence Erlbaum, 2000. Searchable text available in Google Book Search. Daly-Goggin presents a study of nine major journals in rhetoric an composition over 40 years as evidence of the discipline's emergence:\u2026","rel":"","context":"In "Reading Notes"","block_context":{"text":"Reading Notes","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/reading_notes\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7087,"url":"https:\/\/www.earthwidemoth.com\/blog\/2007\/03\/10\/unsworth-new-me\/","url_meta":{"origin":7104,"position":1},"title":"Unsworth, “New Methods for Humanities Research”","author":"Derek Mueller","date":"March 10, 2007","format":false,"excerpt":"Unsworth, John. \"New Methods for Humanities Research.\" The 2005 Lyman Award Lecture. National Humanities Center. Research Triangle Park, NC. 11 Nov. 2005. <http:\/\/www3.isrl.uiuc.edu\/ ~unsworth\/lyman.htm>. John Unsworth's 2005 Lyman Award address at the National Humanities Center lingers as a significant moment in efforts to expand research in the humanities to include\u2026","rel":"","context":"In "Dissertation"","block_context":{"text":"Dissertation","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/dissertation\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7314,"url":"https:\/\/www.earthwidemoth.com\/blog\/2011\/01\/09\/missing-cultura\/","url_meta":{"origin":7104,"position":2},"title":"Missing: Cultural Criticism","author":"Derek Mueller","date":"January 9, 2011","format":false,"excerpt":"Alan Liu's MLA 2011 paper, \"Where is Cultural Criticism in the Digital Humanities?\" arrived this morning in Google Reader. Basically, Liu introduces the 4Humanities advocacy initiative and then argues that a lack of cultural criticism in digital humanities may thwart the growth of this emerging field. Making data and making\u2026","rel":"","context":"In "Invention"","block_context":{"text":"Invention","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/invention\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7276,"url":"https:\/\/www.earthwidemoth.com\/blog\/2010\/08\/11\/the-humanities\/","url_meta":{"origin":7104,"position":3},"title":"“The Humanities Was Nice”","author":"Derek Mueller","date":"August 11, 2010","format":false,"excerpt":"In late May, media theorist Lev Manovich presented \"How to Read 1,000,000 Manga Pages: Visualizing Patterns in Games, Comics, Art, Cinema, Animation, TV, and Print Media\" at MIT's HyperStudio (via). The talk is relevant to my work because Manovich wants to create visualizations that deliberately alter the default scale at\u2026","rel":"","context":"In "Methods"","block_context":{"text":"Methods","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/method\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6005,"url":"https:\/\/www.earthwidemoth.com\/blog\/2004\/02\/04\/hold-the-hold\/","url_meta":{"origin":7104,"position":4},"title":"Hold the Hold","author":"Derek Mueller","date":"February 4, 2004","format":false,"excerpt":"Read and respond to project prospectuses from online introduction to humanities. | Lunch meeting over bad news about royalties and CMS contract bids.| Taxes. Taxes. Taxes. | Mini-pizza; ham and pimentoed green olives. | What are you playing with? What is that sound? | Many of the HU211 students are\u2026","rel":"","context":"In "Under a Bushel"","block_context":{"text":"Under a Bushel","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/under_a_bushel\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7077,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/11\/12\/bolter-theory-a\/","url_meta":{"origin":7104,"position":5},"title":"Bolter, “Theory and Practice of New Media Studies”","author":"Derek Mueller","date":"November 12, 2006","format":false,"excerpt":"Bolter, Jay David. \"Theory and Practice of New Media Studies.\" Eds. Gunnar Liest\u00f8l,, Andrew Morrison and Terje Rasmussen. Digital Media Revisited: Theoretical and Conceptual Innovations in Digital Domains. Cambridge, MA: MIT Press, 2004. 15-34. 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