{"id":6675,"date":"2010-01-04T19:07:09","date_gmt":"2010-01-04T23:07:09","guid":{"rendered":"http:\/\/fryeblog.blog.lib.mcmaster.ca\/?p=6675"},"modified":"2010-01-04T19:07:09","modified_gmt":"2010-01-04T23:07:09","slug":"mervyn-nicholsons-review-of-fryes-writings-on-education","status":"publish","type":"post","link":"https:\/\/macblog.mcmaster.ca\/fryeblog\/2010\/01\/04\/mervyn-nicholsons-review-of-fryes-writings-on-education\/","title":{"rendered":"Mervyn Nicholson: Review of Frye’s Writings on Education"},"content":{"rendered":"
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\"education\"<\/strong><\/em><\/p>\n

In light of our ongoing interest in Frye and education,\u00a0 Mervyn Nicholson offers this review of <\/strong><\/em>Northrop Frye’s<\/a><\/strong> Writings on Education<\/a><\/strong>, originally published in<\/strong><\/em> Historical Studies in Education <\/strong>2002<\/strong>.<\/strong><\/em><\/p>\n

Jean O\u2019Grady and Goldwin French, eds.\u00a0 Northrop Frye\u2019s Writings on Education<\/em>.\u00a0 Toronto: University of Toronto Presss, 2000.\u00a0 pp. lii, 684.<\/p>\n

\u201cThe aim of education\u201d is \u201cto make people maladjusted.\u201d\u00a0 It is \u201cto destroy their notions that what society\u201d does makes \u201csense, and that they ha[ve] only to conform to it to make sense of their own lives.\u201d\u00a0 For Northrop Frye, conformity and adjustment are to education what disease is to health.\u00a0 Frye has been subject to more caricature, misrepresentation, and belittlement than any intellectual of his size, but he was a great radical thinker, as well as a great teacher, and his thought is overdue for revaluation.\u00a0 The present volume is a step in this revaluation, like the rest of the Collected Edition of the Works of Northrop Frye<\/em> (of which this is volume 7).\u00a0 It supersedes an earlier collection of Frye\u2019s essays, entitled On Education<\/em> (1988), which was sanctioned by Frye himself and which was more compact and focused than this massive volume.\u00a0 For unexplained reasons, the editors deleted some essays from the earlier collection in assembling this extremely varied new collection, which includes everything from notes about administrators and the history of Victoria College, to letters to the editor, to convocation addresses, to profound reflections that must be read and re-read to be appreciated fully.\u00a0 Frye is a large and complex thinker, and this is a large and complicated collection, hence only some of the key themes can be touched on in a brief review.<\/p>\n

Frye was a great teacher, and this alone would make him of interest to anybody concerned with teaching.\u00a0 His popularity was legend.\u00a0 His famous graduate course, \u201cPrinciples of Literary Symbolism,\u201d was regularly held in a lecture theatre because of its huge enrollment, and his undergraduate classes were packed.\u00a0 He was one of those teachers who have a life-changing impact on students.\u00a0 In fact, Frye was consciously concerned with techniques of teaching and with education generally\u2014unlike other major literary theorists, or academics as a group, for that matter.\u00a0 He abjured the notion that teaching is secondary to scholarship: he regarded his books as \u201cteaching books,\u201d not as specialized scholarly studies.\u00a0 He explicitly preferred undergraduate teaching; he never cultivated a coterie of disciples.\u00a0 He had a passion for communicating; his writing is clear, straightforward, jargon-free, as well as witty, humorous, scathing, and fully of aphoristic, quotable lines.\u00a0 He was interested in children\u2019s literature\u2014a subject regarded with contempt by those who dominate English studies.\u00a0 He insisted that elementary school and secondary school teaching was the same sort of thing that professors at university were doing, and searched for ways to bring teachers at all levels together.\u00a0 He was a founding member of the curriculum studies group that the Ontario Institute for Studies in Education later swallowed up.\u00a0 Can one imagine Derrida or the stars of the New Historicism showing such interest or such commitment?\u00a0 Frye was unique in his interest in and commitment to education in the broadest sense of the word, and that is what this collection of essays is about.<\/p>\n

<\/p>\n

Frye\u2019s influence was intense but brief, lasting from the late 1950s to the early \u201870s.\u00a0 Frye\u2019s ideas were never really accepted by the academy, and his thought was never a bandwagon, as deconstruction instantly became.\u00a0 Frye\u2019s period was that of the Civil Rights movement, of nationalist and non-aligned movements in the Third World; against a backdrop of rioting in the United States and the horror of the Vietnam war, the struggle for female emancipation became a real force, gay liberation began, and the New Left appeared.\u00a0 Social experimentation proliferated\u2014hippies, communes, mescaline, love-ins and be-ins and happenings.\u00a0 The Quiet Revolution in Qu\u00e9bec stimulated nationalism in English Canada, along with a surge of literary and cultural activity generally.\u00a0 Though Frye could have gone to Yale or Harvard or Oxbridge of anywhere, he stayed in Canada.\u00a0 Indeed he is a founder of Canadian literature as a discipline; his concepts (\u201cwhere is here?\u201d \u201cgarrison mentality\u201d) remain indispensable.\u00a0 Frye was something of a guru to students, however much he hated that role.\u00a0 His emphasis on the visionary William Blake, on imagination and desire, resonated with that turbulent, rebellious, and lively period.<\/p>\n

It was a period that came to an abrupt end with the economic stagnation of the early 1970s, still with us, which ushered in poststructuralism\/deconstruction.\u00a0 Its ideology of verbal self-contradiction, cognitive dissonance, and the evisceration of desire, all expressed in elegant intellectual dead ends, could hardly be more hostile to Frye\u2019s visionary poetics.\u00a0 Deconstruction has now been supplanted by the New Historicism (with ethnic\/gender\/class variants), which teaches that all texts are equal, equally reducible to the conflicts of the society that produced them.\u00a0 It seems to have won the theory wars, but something will replace it, if the history of criticism is any guide.\u00a0 As I have argued elsewhere, the contempt for Frye in the academy suggests not mere rejection but a kind of anxiety: there is something threatening about Frye\u2019s ideas; they have to be caricatured and dismissed rather than understood.<\/p>\n

One reason for the anxious hostility to Frye is the defiantly utopian quality of his thought.\u00a0 Thus the ultimate purpose of education is to make us visualize what a better society would be like.\u00a0 Education is therefore a relentlessly subversive activity: it holds up what a better society would look like and lets us compare that model with what we now have.\u00a0 Without that image, we can never get something better than what we now have; indeed, we will regress to something worse.\u00a0 It enables us to appreciate the good in what we have and work for something better.\u00a0 What the news and what history show us is a \u201cdissolving phantasmagoria\u201d: something that is real and yet unreal\u2014real because it is actual, unreal because it makes so little human sense so much of the time.\u00a0 By contrast, the arts and sciences and all the attendant skills that emanate from them give us an idea of what a genuine society would be like: something that makes human sense, something that builds on genuine work done in the past and enables us to plan a future.\u00a0 Socially, the arts and sciences are reflected in the university, and Frye was obsessed with the university, its freedom, and its development, as itself a kind of model for society, freedom being inseparable from academic freedom, just as genuine justice is ultimately poetic justice.\u00a0 The utopian strain in Frye is abhorrent to the defeatism of contemporary ideology, just as its is abhorrent to corporations and the state, which see education as a subsidy to business, transferring training and research costs from business to society at large.<\/p>\n

The teacher should be a transparent medium of the subject itself; hence the vice of teachers is putting oneself in place of the subject.\u00a0 When this happens, attention is focused on the teacher, not on what is being taught: education then dwindles into ego-inflation for the teacher.\u00a0 Frye rejected the \u201cstudent-centred\u201d model of education.\u00a0 Teacher and student are together because both are students of the subject.\u00a0 The difference is that the teacher is further along in studying the subject.\u00a0 Genuine learning means adapting to the subject, not adapting the subject to the student.\u00a0 It is an encounter with the new, the unfamiliar; in this encounter we realize that we can identify with the new and the unfamiliar and make it part of ourselves.\u00a0 Knowledge of the subject is what makes interest in the subject possible, and the only real magic that the teacher has is interest in the subject.\u00a0 If the teacher has that, it is possible to share it with students and to stimulate, in turn, their interest in it.\u00a0 If the interest is not there, the knowledge is not there, the learning is not there\u2014and the students are not there either.\u00a0 They are mentally somewhere else.\u00a0 The only authority in the classroom, for Frye, is the authority of the subject itself, and it sit hat that draws together teacher and student and gives dignity to both.\u00a0 Such authority is genuine authority, because it is not based on coercion.<\/p>\n

Rejecting the \u201cstudent-centred\u201d approach to teaching actually results in greater sensitivity to students.\u00a0 The teacher must be aware of the total learning experience of the student, only a very small part of which happens in the classroom.\u00a0 Most of that total learning experience consists of \u201cadjustment mythology,\u201d the conditioning of mental reflexes in order to promote unthinking obedience, to encourage acceptance in society of passivity, cruelty, and irrationality, with the concomitant need for scapegoats and other outlets for social anxiety.\u00a0 Teaching is critical in the broadest sense; it not only builds up structures in the mind and opens up new vistas for students, it also breaks down unthinking reflexes and prejudice.\u00a0 Getting rid of false ideas is as important as learning new ones.\u00a0 Education is self-transformation, not the acquiring of units of information, important as that is.\u00a0 As Frye puts it:<\/p>\n

All organisms except human beings adapt to their environment: humanity alone has elected to go on to transform it as well.\u00a0 Most people of course stop with adapting, and our educational bureaucracies are full of incompetents telling them that that is in fact the end of education, and encouraging them not to try to go beyond the role of docile and obedient citizens.\u00a0 Except that, in America particularly, docility and obedience to what is called the American way of life have to be called intellectual independence and thinking for oneself.\u00a0 But genuine students are seeking a better country.\u00a0 (pp 612-13)<\/p><\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

In light of our ongoing interest in Frye and education,\u00a0 Mervyn Nicholson offers this review of Northrop Frye’s Writings on Education, originally published in Historical Studies in Education 2002. Jean O\u2019Grady and Goldwin French, eds.\u00a0 Northrop Frye\u2019s Writings on Education.\u00a0 Toronto: University of Toronto Presss, 2000.\u00a0 pp. lii, 684. \u201cThe aim of education\u201d is \u201cto […]<\/p>\n","protected":false},"author":21,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","_links_to":"","_links_to_target":""},"categories":[23,44],"tags":[],"class_list":["post-6675","post","type-post","status-publish","format-standard","hentry","category-collected-works","category-education"],"yoast_head":"\nMervyn Nicholson: Review of Frye's Writings on Education - The Educated Imagination<\/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:\/\/macblog.mcmaster.ca\/fryeblog\/2010\/01\/04\/mervyn-nicholsons-review-of-fryes-writings-on-education\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Mervyn Nicholson: Review of Frye's Writings on Education - The Educated Imagination\" \/>\n<meta property=\"og:description\" content=\"In light of our ongoing interest in Frye and education,\u00a0 Mervyn Nicholson offers this review of Northrop Frye’s Writings on Education, originally published in Historical Studies in Education 2002. Jean O\u2019Grady and Goldwin French, eds.\u00a0 Northrop Frye\u2019s Writings on Education.\u00a0 Toronto: University of Toronto Presss, 2000.\u00a0 pp. lii, 684. \u201cThe aim of education\u201d is \u201cto […]\" \/>\n<meta property=\"og:url\" content=\"https:\/\/macblog.mcmaster.ca\/fryeblog\/2010\/01\/04\/mervyn-nicholsons-review-of-fryes-writings-on-education\/\" \/>\n<meta property=\"og:site_name\" content=\"The Educated Imagination\" \/>\n<meta property=\"article:published_time\" content=\"2010-01-04T23:07:09+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/macblog.mcmaster.ca\/fryeblog\/wp-content\/uploads\/sites\/4\/2010\/01\/education.jpg\" \/>\n\t<meta property=\"og:image:width\" content=\"150\" \/>\n\t<meta property=\"og:image:height\" content=\"225\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\n<meta name=\"author\" content=\"Guest Blogger\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"Guest Blogger\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"8 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\/\/macblog.mcmaster.ca\/fryeblog\/2010\/01\/04\/mervyn-nicholsons-review-of-fryes-writings-on-education\/#article\",\"isPartOf\":{\"@id\":\"https:\/\/macblog.mcmaster.ca\/fryeblog\/2010\/01\/04\/mervyn-nicholsons-review-of-fryes-writings-on-education\/\"},\"author\":{\"name\":\"Guest Blogger\",\"@id\":\"https:\/\/macblog.mcmaster.ca\/fryeblog\/#\/schema\/person\/7682d54d47432fcfd2a0fd45a522bfc7\"},\"headline\":\"Mervyn Nicholson: Review of Frye’s Writings on Education\",\"datePublished\":\"2010-01-04T23:07:09+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\/\/macblog.mcmaster.ca\/fryeblog\/2010\/01\/04\/mervyn-nicholsons-review-of-fryes-writings-on-education\/\"},\"wordCount\":1638,\"commentCount\":1,\"image\":{\"@id\":\"https:\/\/macblog.mcmaster.ca\/fryeblog\/2010\/01\/04\/mervyn-nicholsons-review-of-fryes-writings-on-education\/#primaryimage\"},\"thumbnailUrl\":\"http:\/\/macblog.mcmaster.ca\/fryeblog\/wp-content\/uploads\/sites\/4\/2010\/01\/education.jpg\",\"articleSection\":[\"Collected Works\",\"Education\"],\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"CommentAction\",\"name\":\"Comment\",\"target\":[\"https:\/\/macblog.mcmaster.ca\/fryeblog\/2010\/01\/04\/mervyn-nicholsons-review-of-fryes-writings-on-education\/#respond\"]}]},{\"@type\":\"WebPage\",\"@id\":\"https:\/\/macblog.mcmaster.ca\/fryeblog\/2010\/01\/04\/mervyn-nicholsons-review-of-fryes-writings-on-education\/\",\"url\":\"https:\/\/macblog.mcmaster.ca\/fryeblog\/2010\/01\/04\/mervyn-nicholsons-review-of-fryes-writings-on-education\/\",\"name\":\"Mervyn Nicholson: Review of Frye's Writings on Education - 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Jean O\u2019Grady and Goldwin French, eds.\u00a0 Northrop Frye\u2019s Writings on Education.\u00a0 Toronto: University of Toronto Presss, 2000.\u00a0 pp. lii, 684. \u201cThe aim of education\u201d is \u201cto […]","og_url":"https:\/\/macblog.mcmaster.ca\/fryeblog\/2010\/01\/04\/mervyn-nicholsons-review-of-fryes-writings-on-education\/","og_site_name":"The Educated Imagination","article_published_time":"2010-01-04T23:07:09+00:00","og_image":[{"width":150,"height":225,"url":"https:\/\/macblog.mcmaster.ca\/fryeblog\/wp-content\/uploads\/sites\/4\/2010\/01\/education.jpg","type":"image\/jpeg"}],"author":"Guest Blogger","twitter_card":"summary_large_image","twitter_misc":{"Written by":"Guest Blogger","Est. reading time":"8 minutes"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"Article","@id":"https:\/\/macblog.mcmaster.ca\/fryeblog\/2010\/01\/04\/mervyn-nicholsons-review-of-fryes-writings-on-education\/#article","isPartOf":{"@id":"https:\/\/macblog.mcmaster.ca\/fryeblog\/2010\/01\/04\/mervyn-nicholsons-review-of-fryes-writings-on-education\/"},"author":{"name":"Guest Blogger","@id":"https:\/\/macblog.mcmaster.ca\/fryeblog\/#\/schema\/person\/7682d54d47432fcfd2a0fd45a522bfc7"},"headline":"Mervyn Nicholson: Review of Frye’s Writings on Education","datePublished":"2010-01-04T23:07:09+00:00","mainEntityOfPage":{"@id":"https:\/\/macblog.mcmaster.ca\/fryeblog\/2010\/01\/04\/mervyn-nicholsons-review-of-fryes-writings-on-education\/"},"wordCount":1638,"commentCount":1,"image":{"@id":"https:\/\/macblog.mcmaster.ca\/fryeblog\/2010\/01\/04\/mervyn-nicholsons-review-of-fryes-writings-on-education\/#primaryimage"},"thumbnailUrl":"http:\/\/macblog.mcmaster.ca\/fryeblog\/wp-content\/uploads\/sites\/4\/2010\/01\/education.jpg","articleSection":["Collected Works","Education"],"inLanguage":"en-US","potentialAction":[{"@type":"CommentAction","name":"Comment","target":["https:\/\/macblog.mcmaster.ca\/fryeblog\/2010\/01\/04\/mervyn-nicholsons-review-of-fryes-writings-on-education\/#respond"]}]},{"@type":"WebPage","@id":"https:\/\/macblog.mcmaster.ca\/fryeblog\/2010\/01\/04\/mervyn-nicholsons-review-of-fryes-writings-on-education\/","url":"https:\/\/macblog.mcmaster.ca\/fryeblog\/2010\/01\/04\/mervyn-nicholsons-review-of-fryes-writings-on-education\/","name":"Mervyn Nicholson: Review of Frye's Writings on Education - 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