history doesn’t bargain

“Do you know what happened after the Black Plague ended?” sci-fi writer Wesley Chu tweeted yesterday (then deleted). “The Renaissance!”

I won’t get into the issues with this tweet as history. I don’t need to, because Eleanor Janega has it covered (1; 2; 3). In a way, historical accuracy is beside the point. Chu’s tweet irritated me more for its rhetoric. It suggests that history bargains. Debit: one plague. Credit: one renaissance. It is comforting to construct a redemptive moral framework to absorb a catastrophe.

The alternative perspective is terrifying but, I think, important to try to conceive: history doesn’t bargain. No one is keeping a ledger. There are no IOUs. The violence of today isn’t redeemed by great expectations for the future. (Corollary: the violence of the past wasn’t redeemed by anything that followed.) History does not unfold according to a moral logic–or any knowable logic. A better metaphor than the interval-and-rebirth metaphor built into the terms medieval and renaissance is the metaphor of drift. History drifts. It enacts “a movement toward a future that is ultimately inapprehensible” (Davis 127). That’s Kathleen Davis summarizing Bede’s conception of history. Her point, in context, is that this is not an attitude we were led to expect from a European monk writing deep in ‘medieval’ time, when faith in God supposedly precluded a sense of expansive possibility for human action. But there it is anyway, latent in Bede’s writings. An enigmatic (or apophatic) conception of history is compatible with faith. And, conversely, believers aren’t the only ones who moralize history today.

Do you know what happened after the COVID-19 pandemic ended? No, you do not.

further reading

Davis, Kathleen. Periodization and Sovereignty: How Ideas of Feudalism and Secularization Govern the Politics of Time. Philadelphia: University of Pennsylvania Press, 2008.

tyrannical curriculum

The more and more I teach at the college level, the more and more I appreciate how intertwined teaching and research are for professional academics. This is not immediately obvious when reading through scholarship on the page. Periodization ensures that fields don’t connect, because courses within those fields don’t connect.

The same dynamic plays out within the fields of literary study. Features of the intellectual landscape in my own field that puzzled me as an undergraduate and PhD candidate are readily explained with reference to the need to teach in a curriculum. The overwhelming centrality of Chaucer in late medieval English studies corresponds to the provision of Chaucer courses at nearly every college and university. We offer “Chaucer” ostensibly because Chaucer is uniquely important, and because undergraduates most want to take these courses. I have grown skeptical of both of these implicit rationales, the first about Chaucer’s intrinsic worth and the second about students’ preferences. I now think it’s the other way around: Chaucer remains canonical and well-known because every English-department medievalist shares an experience of taking and/or teaching a class on his work. It’s just easier to have something to say about texts that you regularly discuss with students. And the Chaucerian texts that get the most attention in scholarship, in turn, are those that are easiest to teach and most commonly taught to undergraduates: the Wife of Bath’s Tale, less so Troilus, still less the Boece or most of the lyrics. It’s understandable.

There are more subtle examples. The first part or visio of Langland’s Piers Plowman (A.Prologue-8 / B.Prologue-7 / C.Prologue-9) receives far more scholarly attention than the rest of the poem, which makes up about two-thirds of Piers Plowman by volume. That is because the visio is a blueprint for the whole poem, but it is also because it’s typically not possible to read beyond the visio in the undergraduate (or often even the graduate) classroom. The visio is all we have time for when we teach Piers Plowman in a course on alliterative poetry, or political poetry, or religious literature, or multilingualism, etc.

This is true for Old English, too. Beowulf dominates this field for many reasons, and a major reason is that it is nearly always the spring semester text, after a fall introduction to the language. It’s the right size to get through in one semester at a fast clip, but there’s no room to read other texts in that semester. For the same reason, a handful of short texts (the ones in Eight Old English Poems, ed. R. D. Fulk) also get a lot of play: they are bite-sized and easy to work through in a non-Beowulf spring Old English seminar.

Texts that, on paper, ought to be central to our assessment of medieval English literary culture are often relegated to the status of specialized topics because they are difficult to squeeze into a semester: the Paris Psalter (the longest poem in Old English), Lawman’s Brut (the longest poem in Early Middle English), the Prick of Conscience (the most-copied poem in Middle English), the so-called Wycliffite Bible. Not to mention the many important medieval English texts not composed in English, which must be taught in translation, if at all, in the US: Richard Rolle’s Latin writings, Gower’s Vox clamantis, Froissart’s dits amoureux. Medievalists whose training is in a different language tradition are always on about the single-minded prioritization of the English language in English departments, and they have a point. It’s a point less about the individual moral rectitude of researchers in this field than it is about the pragmatism of keeping a research career spinning while teaching a full courseload.

(Now, it’s always possible to do research on texts that you never teach, but it is much harder to maintain that split-brain for long.)


Here is an opposite framing of all this. I have the incredible privilege of learning with my students about texts that I then analyze in scholarship. The feedback loop between teaching and research is both professionally convenient and intellectually fulfilling. Just this semester, rereading Sir Gawain and the Green Knight with my students generated two small new ideas about the poem, which are now under consideration as two scholarly notes. One must, after all, teach something, and, unbelievably, I get paid to read and think about the literature that I already want to read and think about. If that has to include Chaucer, well, fine, I’ll think of something to say about him, too.

The problem arises, I think, as it also does for periodization and linguistic nationalism, when the boundary-line between foreground and background sinks below the level of consciousness: when we forget the tyranny of the curriculum and mistake a field of study for a self-sufficient and essentially disinterested response to the past. Medievalists, like other humanists, have long since discarded the idea that historical work could ever really be disinterested, yet certain basic assumptions about what is a ‘major’ text, which poets had an ‘Age,’ seem to replicate the thinking that we claim to have transcended as a field. (This mirrors the situation with periodization, whereby the political-historical boundaries that, we all agreed long ago, should not deterministically govern English literary history still do so in the curriculum, and therefore in the distribution of fields, hiring, scholarly organizations. . .)


What to do? I don’t know. In a small way, I’ve been trying to be a bit more experimental in what I assign to undergraduates, partly in order to be a bit more experimental in what I can speak about in my research. I teach anonymous political prophecies in English and Latin, Welsh poetry in translation, Gower alongside Chaucer, Piers Plowman beyond the visio. This has meant foreshortening some other, expected components of my course offerings.

Experimentalism is a decision that I have the luxury of making as a tenured professor rather than a graduate candidate, a job-seeker, or a junior colleague. Ideally, though, experimental teaching can in turn change expectations, reflecting a different vision of the field back into research, hiring, etc. The prospects for this shift in perspective seem to me good: postmedievalists don’t know all that much about our texts, anyway, so I think they are just as happy to hear about an anti- or non-Chaucerian book as a Chaucerian one–as long as you promise to teach “Chaucer” one way or another.

consider the note

(an academic hot take)

If it weren’t for the professional pressure to produce them as CV items, most scholarly articles and book chapters would be better as notes. Notes are 1-6 page essays. Stereotypically they announce a small discovery or solve a crux in a text, but they can also communicate article-sized ideas. I encourage early career researchers to consider publishing in this form. And I encourage my senior colleagues to give notes due weight in hiring and promotion decisions.

I am a fan of the note form. It is for writing an article without having to write an article. So many articles I read feel like a note-sized discovery or insight dutifully inflated to 8,000-15,000 words. Writing up your idea as a note can be liberating: instead of welding the text/idea you really care about to a few others that are related, simply present your best idea, once. Instead of lumbering introductions and conclusions that restate your idea in general terms, simply dive right in. Instead of speculating at length on the implications of your argument, mention these in a concluding sentence and leave their elaboration to those who will respond to the note, or to yourself later on. Ditch the discursive footnotes. Ditch the lit-review footnotes.

I might as well complete the thought and burn the bridge: if it weren’t for the fact that the book is the gold standard professionally in many humanities disciplines, most academic monographs would be better as long-ish articles. . .*

Notes and conference presentations have the virtue of being digestible in one sitting. Books and even some longer essays must be refrigerated and reheated; or they must be skimmed. Notes align better with the kind of reading that is required in order to keep up with a scholarly subfield year in and year out. Notes get right to the point. In that way, notes are kinder to their readers.


When I said as much on Twitter, responses were mostly positive, but some were offended at the suggestion, as if a particular intellectual virtue inheres in a particular page count. That got me thinking about what distinguishes a monograph from an article and an article from a note, really. At least for my own field of literary studies, I do not accept that the difference between these three lengths of argument is, typically, the complexity of the argument, or the full documentation of claims. It often seems to me to be, instead, performance: the performance of expertise. Books afford more room than articles for this performance, and articles afford more room than notes.

I say this not to dismiss the performance of expertise, in which I am, of course, invested. To perform expertise is both professionally and intellectually mandatory in academia. That’s the real reason the book remains the gold standard. I would never recommend that ECRs publish only notes. (In this economy?) To the extent that length is a valid proxy for demonstrated expertise, hiring and promotion committees in ‘book fields’ like mine are justified in valuing books above articles, and articles above notes. But performance of expertise isn’t a virtue in itself; it is a thing that one is called upon to do. The best notes (like the best conference presentations) emerge from subject expertise without having to advertise it.

*I freely include my own book English Alliterative Verse in this judgment. If you want to pretend you have read it, read this article instead. I enjoy the experience of composing articles and books, and in that limited sense I prefer them to shorter forms that take less time to make; plus, my work must answer to my field’s professional expectations. Still, I can’t help fantasizing about an alternate reality in which most scholarly discourse was transacted in much shorter forms. It’s like that in medicine and many STEM fields, for example.