Monday, January 14, 2019

Academic Work and Mental Health

I've always said to my students -- especially those thinking of doing Masters or Ph.D. programs -- that graduate work (and academic work in general) can psychologically take you apart and put you back together again. It will often bring up deeper issues that have been at play in our day-to-day lives for years.

As I was annotating a book the other day, I felt a familiar, dull ache start to radiate from my neck, to my shoulders, shoulder blades, and eventually lower back. I took a moment to think about how I was sitting and oriented in space: I was hunched over -- my shoulders were high up in and incredibly unnatural position close to my ears.  I thought about what my current acupuncturist, ortho-bionomist, and past 3 physical therapists would say. I stretched, straightened myself out, and paused to figure out why I hunch the way I do when I write.

It’s like I’m under siege, I thought to myself.

And then I realized there was something to that.

If there’s one refrain from my childhood that still haunts me when I work it’s “You’re lazy.”

My parents had this interesting pretzel logic: The reason I was smart was because I was lazy. I didn’t want to spend as much time on homework as the other kids because I just wanted to watch TV and do nothing. So I’d finish my homework fast and get A’s so “I didn’t have to work.”

No, that doesn’t make sense. But it was what I was told repeatedly when I was in grade school. Then in high school, on top of all of the above, I was accused of being lazy because I didn’t have a job at 14, like my father did.

And then in college, despite being on a full academic scholarship, getting 4.0s most semesters, making the deans list, (and eventually graduating summa cum laude), I was perpetually admonished by my parents for not getting a job during the 4 week winter break, or getting a “temporary job” in the two or three weeks between the last day of classes and the first day of my summer jobs (lab assistant for a couple of  years, and then day camp counselor). Again, according to them, it was because I was “lazy.” My work study jobs during the school year as an undergraduate didn’t count because they weren’t “real jobs.”

And even though I was doing schoolwork on evenings and weekends, my parents often maintained that I should be working some part-time job on the weekends.

So doing schoolwork (that is to say, doing the work to maintain my GPA, scholarships, etc.,) wasn’t “real work.” In retrospect, the biggest mistake of my undergrad days was living at home. But I did so because I got a good scholarship at a good undergrad institution close to home. It was how I afforded college without loans.

But just about every weekend, every break, or every moment I was trying to do work, I was at risk of having to field passive aggressive questions or comments from my mother and father regarding my avoidance of work.

My choice to go to grad school because I wanted to teach was, of course, because I didn’t want a “real job.”

Most confusing, though, was how my parents (my mother in particular) would tout my achievements to family and friends, even telling them "how hard [I] worked.” But when relatives or friends were gone, the criticism, passive aggressive comments, and negativity always came back. It’s no wonder why I hunch when I do work. I am in siege mode. It explains also why my dissertation took me so long to write, and why that period of my life was the most difficult in terms of my mental health: the more I achieved, the more lazy I thought I was actually being.

Even though I have generally come to terms with the complete irrationality of that logic, I do have to take pains (often literally) to be mindful of how I work, and not build a narrative out of the negative thoughts that do arise as I submerge into extended research. I went back into counseling last summer, mainly because I was starting to feel a sense of dread and depression about my sabbatical, which I knew made no sense. I'm so glad I did.

The things we achieve -- whether academic, professional, personal, etc. -- are things of which we should be proud. Sometimes we have to be a little proactive in reminding ourselves of how to accept our own accomplishments.

And maybe every 30 or 60 minutes, stand up and stretch.






Friday, January 4, 2019

Excavations and Turns

"To take embodiment seriously is simply to embrace a more balanced view of our cognitive (indeed, our human) nature.  We are thinking beings whose nature qua thinking beings is not accidentally but profoundly and continuously informed by our existence as physically embodied, and socially and technologically embedded organisms."
 -- Andy Clark, Supersizing the Mind: Embodiment, Action, and Cognitive Extension, (217).  

I've reached a point in my field-related research that I've internalized certain ideas to the extent that they have become the conceptual bedrock of my current project. However, as I dug up my annotations of Andy Clark's Supersizing the Mind, I realized that I have taken certain assumptions for granted ... and had briefly forgotten that I didn't always think the way that I do about phenomenology, materialism, and particularly distributed cognition. Apparently, as little as seven years ago, I wasn't convinced of Clark's hypothesis regarding the ways in which our cognition is functionally and essentially contingent upon our phenomenal environments. Now, of course, I am. But reading my sometimes-snarky comments and my critiques/questions about his work gave me valuable insight into my own intellectual development, and pointed at ways to sharpen my arguments in my current project.

Seven years ago, I was still thinking that language was the mitigating factor in the qualia of our experience. In fact, I had written a chapter for an anthology around that time, working under the aforementioned idea. Now I realize why that chapter was rejected and left to literally collect dust in my office. The rejection of that chapter really affected me, because it was an anthology in which I really wanted to be included. I knew that something was off with it. It never felt quite "right."

Then, filed next to those notes, was a different set of notes written around eight months later. Those notes represented a complete 180 degree turn in my thinking. Unsurprisingly, that chapter was accepted into a different anthology ("Thinking Through the Hoard" which appeared in Design, Mediation, and the Posthuman).  That piece was really the beginning of my current journey. I suppose Clark's ideas had "sunk in" with the help of other authors who pointed out some of the broader implications of his work (like Jane Bennet and Hans Verbeek).

There are a couple of takeaways from this anecdote: 1) as academics/researchers, our ideas are always evolving. Several philosophers, including Heidegger, experienced "turns" in their thinking, marked by a letting go of what seemed to be foundational concepts of their work. My own work in posthumanism has made a couple of turns from its original literary theory roots, to an emo existential phase, to its current post-phenomenological flavor. 2) Embrace the turns for that they are. There are reasons why we move on intellectually. Remember why we move on is helpful when anticipating critiques to your current thinking.