Album art for Daemonyx’s “Curse of the Daimon”

March 28, 2007 at 4:18 pm (Daemonyx, Music)

At long last, I’m proud to present the cover art for the first album from my musical project Daemonyx. It was created by my friend Jason Van Hollander, whose artwork is very familiar to many of my horror-and-fantasy-oriented friends. The article on him at WikiPedia is nicely informative:

Jason Van Hollander is an award-winning illustrator, book designer and occasional author. His stories and collaborations with Darrell Schweitzer earned a World Fantasy Award nomination. Van Hollander’s fiction and nonfiction have appeared in Weird Tales, Interzone, Fantasy & Science Fiction magazine, The New York Review of Science Fiction and other publications. Van Hollander’s morbid and grotesque artwork adorns dust jackets of books published by Arkham House, Golden Gryphon Press, Subterranean Press, Tor Books, Night Shade Books and Ash-Tree Press. He has illustrated books and stories by Thomas Ligotti, Gregory Frost, John Clute, Gerald Kersh, Fritz Leiber, Matthew Hughes, Ramsey Campbell, William Hope Hodgson, Clark Ashton Smith and Matt Cardin. Van Hollander was nominated twice for the International Horror Guild Award before winning in 2003. He has won two World Fantasy Awards (2000, 2004). In 2005 Van Hollander received a second award recommendation from The British Fantasy Society.”

Here’s what he’s done for Daemonyx:

15mcproof.jpg

You can visit his website at www.jasonvanhollander.com to see more of his work. I recommend it.

In further news, the songs that will comprise “Curse of the Daimon” are finally mixed and finished. The album will contain 15 tracks running to a total length of about 55 minutes of music. I’m on the verge of having the tracks mastered. Then it’ll be time to get the CDs pressed. I’ll also make digital files available for download somewhere or other. After more than two years of playing, recording, self-divining, mixing, and obsessing, “Curse of the Daimon” is now an imminent reality. As always, you can visit the MySpace page for the project at www.myspace.com/daemonyx, where you can listen to sample tracks and read enthusiastic blurbs about the music from Ramsey Campbell, Thomas Ligotti, Brian Hodge, Tim Lebbon, and Mark Samuels.

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Education vs. student anti-intellectualism

March 26, 2007 at 4:36 pm (Education, Society & Culture)

My recent post about Anna Nicole Smith continues to draw lots of traffic. A couple of days ago it finally drew what I had been expecting: a criticism. A commenter to my blog chose to remain anonymous and wrote in place of a user name, “You’re a pitiful teacher.” Then he/she left a very critical response to my post. Here’s what the person said, followed by my response.

* * * * *

March 24, 2007

You’re a pitiful teacher…said,

You say, “I can tell you that … whenever I speak to my students, if I want to make reference to any sort of common object of knowledge in order to illustrate a point about the dramatic structure of stories, or about irony or other literary techniques, or about anything else having to do with books and literature – and it’s a daily necessity to refer to a common fund of knowledge in order to illuminate something we’re studying – I find lately that the only thing I can mention with any reasonable expectation of group familiarity is the Harry Potter phenomenon”.

First, that is one of the longest run-on sentences I’ve seen in awhile.

Second, if you think your students are so pitiful, I bet they know you think so, too. From what you say, it appears that it’s YOUR job to teach them something about the English language, the “dramatic structure of stories” and “irony”. The Missouri state standards mention all of these, no matter how poorly.

Get off your high horse and stop talking about how important you are, and do what you’re ostensibly paid to do

* * * * *

My response:

Thank you for your comment. In your second point you hit upon an issue that I myself had actually thought about but hadn’t yet mentioned here at The Teeming Brain. The parallels between what you say and my heretofore unexpressed thought are positively eerie.

In the original draft of my Anna Nicole Smith post, immediately after the paragraph containing the sentence you quote, I said, “Of course there’s an obvious rejoinder that could be made to all of this. Somebody might say with a degree of validity, ‘Well, okay, let’s assume things are exactly the way you describe. Don’t complain about it. What, did you expect the kids to come into your classroom already knowing everything you think they ought to know? The whole point of school is to educate them! You’re the teacher, for God’s sake, so if you notice they’re ignorant about something, then just teach it to them!’”

I trust you notice the similarity to your own point.

The reason I deleted that comment/proviso/recognition was that although it occurred to me as a semi-valid response to what I was saying, I thought — and still think — that it mostly misses the point I was making, and the effort to explain why would have detoured the essay off into a distracting tangent. That’s why I appreciate your bringing it up here, since this gives me an excuse to explain why the objection is off-target.

What I was talking about in the ANS post was the fact that as my fellow teachers and I go about our jobs these days, we’re having to fight the surrounding culture. Formal education has always been a supremely difficult endeavor for both teachers and students, ever since our fundamental idea of it was first formulated among the ancient Greeks in and around the time of Socrates, Plato, and Aristotle. The “deep” goal of education is not just to teach the “three R’s” of American scholastic folklore but to change a person’s deep-seated sensibility. It’s intended to inculcate an outlook and attitude characterized by reason, reflection, and moderation. I’m talking about the classical ideal of a liberal education, which, as Allan Bloom stated succinctly in The Closing of the American Mind, may be defined in a nutshell as the type of education that liberates. The purpose of a liberal education is to free a person from the tyranny of the immediate, the superficial, the shallow, the transient, and the trivial by training and instilling certain habits of thought and by informing the mind and emotions with profound and ennobling ideas through sustained examination of what Matthew Arnold famously called “the best that has been thought and said in the world.”

Okay, so all of this sounds pretty stiff and pompous by modern standards. But then, why the hell should that be the case? Answer: because of the types of things I railed against in my ANS post. Every day in the classroom, I and other teachers are having to fight against the overwhelming tide of contemporary mass entertainment culture with its reigning ethos of consumerism, celebrity worship, and technolatry. This makes what is already a difficult task for both teacher and student all the more difficult. It’s no exaggeration to say that almost every minute a student spends outside the school environment these days sees the prevalent culture undermining and undoing whatever has been accomplished in the classroom. Certainly, complaints about the clash between the goals of formal schooling and the influence of the surrounding culture are nothing new. But for the past fifty to eighty years we’ve been stumbling through new territory as the mass electronic media have lent a previously unimagined power and prevalence to the forces of distraction and trivialization.

Thus, to respond to my complaints in the ANS post by simply telling me to do my job is to miss the point that the job of a teacher in this type of cultural environment is ridiculously difficult. Everything about the educational experience, from the focus on books (gasp!), to the subject matter being studied in the core areas of English, mathematics, science, and social studies, to the very idea that sustained study, effort, and self-awareness are necessary to understand some really valuable and rewarding things, goes against the grain of what today’s young people have been taught to want and expect. School, traditionally conceived, is “off the tracks” for them. It lies outside anything they’ve been trained to think of as worthwhile and interesting.

J. Peder Zane, in his November 2005 article, “Lack of Curiosity is Curious” (from which I’ve quoted here in the past), describes exactly the same thing I’m talking about when he avers that in the face of growing historical and other types of ignorance, “our culture gives us a pass, downplaying the importance of knowledge, culture, history and tradition.” Thus today’s students, instead of being embarrassed by their ignorance of many things that were formerly considered rote, are “permitted to say ‘whatever.’”

Paul Trout also notes the same thing in his 1997 article, “Student Anti-intellectualism and the Dumbing Down of the University,” from which I shall now quote liberally:

“For well over a decade, college instructors have been complaining about students who are not only apathetic and unmotivated but who belittle and resist efforts to educate them.

“Students demonstrate this anti-intellectual mindset in a number of ways: by not reading the assigned works; by not contributing to class discussions; by complaining about course workloads and lobbying for fewer assignments; by skipping class; by giving low evaluations to instructors with high standards or tough requirements; by neglecting to prepare for class and tests and not bothering to do extra-credit work or take make-up exams; by not consulting material placed on reserve or picking up class handouts; by refusing to learn any more than is necessary to get a good grade; by boasting about how little time is spent studying; by ridiculing high achievers; by being impatient with deliberative analysis; by condemning intellectual endeavors as ‘boring’; by resenting academic requirements as an intrusion on free time, etc., etc., etc.

“These anti-intellectual behaviors and attitudes are now so rife on college campuses that motivated and engaged students are being squelched by them.

….“Of course, there always have been students who have hated studying, found classes boring, resented demanding requirements, and expected high grades for mediocre work. And there have always been professors who complained about them. None of this is really new. What has changed, however, is the number of students who exhibit these attitudes. Nobody can say precisely how many anti-intellectual students now sit in college classrooms, but the number appears to be growing and in some contexts seems to have reached a critical mass.

Not incidentally, Trout attributes much of this college-level problem to prior problems at the high school level, which is the milieu where I spend most of my waking hours nine months out of the year: “Now that around sixty percent of high-school graduates go on to some form of higher education, colleges are importing the anti-intellectual behaviors and attitudes undermining secondary education . . . . American colleges could follow the same path as American high schools and become warehouses of anti-intellectual and anti-educational slackers. In the years ahead, the real campus war may be between those who think that students should adapt to the rigors of higher education, and those who think that higher education should adapt to the declining motivation and intellectual commitment of students. . . . Faced with growing numbers of high-school graduates who resent and resist the rigors, demands, and pleasures of higher education, colleges and universities have lowered standards to keep students happy and enrollments up.”

So all of that represents my response to your criticism. As for a couple of other specific points:

You admonish me to “Get off your high horse and stop talking about how important you are.” Sorry, but there’s nothing you can point to in my essay that indicates I’m full of myself or afflicted with an attitude of superiority, unless you’re inferring it from the overall tone of the piece, in which case the attitude of superiority you impute to me is still coming from you, not me. Far from being on a “high horse,” I consider myself one of the afflicted, and also one of the perpetrators, in this generation of mass media drones. I was raised in the 1970s and 80s, which makes me a full second generation child of television. I’m also a child of the narcissists Christopher Lasch wrote about. I’m a Gen-X-er. So generationally speaking, I’m part of the problem, and when I introspect I see in myself — in my cognitive and emotional life, in my basic affective cast – both a product and a cause of the cultural degeneration I decry.

You point out that the Missouri state educational standards do include some of the things I think students should know. But if you reread my words you’ll see that it’s not an ignorance of irony or the dramatic structure of stories or any other such thing that I was decrying, but rather the loss of a common fund of knowledge that can be referred to when trying to teach, illustrate, and discuss these concepts. Plus, Missouri’s state standards, just like every other state’s educational standards, and just like the national educational standards, are all now stated in outcome-based form. This means that in my subject area of English (now renamed “communication arts” by Missouri), there’s no actual content specified for me to teach, no novels, plays, stories, poems, etc. Instead, what’s stressed are skills in reading, writing, analyzing, and so on, all of which can be quantified and measured. This in itself is a major factor in the educational apocalypse that’s currently well underway. The very fact that all official educational standards are now stated generically in terms of transferable and quantifiable skills represents a travesty of real education. The flaw reveals itself largely on the level of student motivation, since the implicit message that it’s not really important what content you devote your time and attention to, since any and all content will serve equally well to hone the stated skills and facilitate the prescribed “learning outcomes,” is not lost on young people, who thus imbibe a fundamental and uncritical attitude akin to nihilism. The education system teaches them that no books, authors, or ideas really matter in and of themselves. Books etc. are just means to an end, namely, the acquiring of skills that will make you a productive and happy member of the global economy. If what I’m saying here seems a rather large leap from your mild gesture toward Missouri’s state education standards, then I ask you to look and think again, and to do so much more carefully.

Finally, and on an unrelated note, you called my quoted sentence a run-on sentence. That’s incorrect. It’s a common misconception that the term “run-on sentence” refers to any lengthy sentence that ought to be shortened for stylistic reasons. But a run-on sentence is actually a syntax error created by running two or more independent clauses together without a sentence break or other punctuation. An example might be, “This is a run-on sentence it should be broken in half.” It can be fixed by either adding a period after “sentence” and starting a new sentence with “It,” or else by adding a semi-colon or a comma plus a conjunction. If you’ll go back and reread my quoted sentence, you’ll see that it’s made up of several independent and dependent clauses, all of them melded into a syntactically and grammatically correct whole by the use of appropriate punctuation, grammar, and stylistic placement. Yes, it’s a very long sentence by modern standards. But it’s still fairly common in the academic types of writing that have influenced my own style a great deal. And in my English classroom one of my goals has been to accustom students to reading this more complex type of prose, since the absence of that skill effectively cuts them off from nearly everything that was written before the mid-20th century, thus rendering them cultural amnesiacs who depend on Hollywood and The History Channel to tell them about anything beyond the immediate historical present.

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The Greeks and their daimones

March 19, 2007 at 2:32 pm (Authors, Books, Philosophy & Religion, Society & Culture, Writing & Publishing)

This week I thought I’d share another excerpt from my essay “The Angel and the Demon,” which was published recently in the two-volume reference work Icons of Horror and the Supernatural: An Encyclopedia of Our Worst Fears (Greenwood Press, 2006), edited by S.T. Joshi. Regular readers of The Teeming Brain will recall that I’ve already shared a couple of excerpts from this essay in previous blog entries (which you can locate by entering the word “icons” in the search bar in the right-hand menu on this page). My current provocation to offer another excerpt is that the same essay will be included later this year in my second full-length book, a horror collection to be titled Dark Awakenings, and I thought I may as well offer yet another preview or teaser.

Dark Awakenings will be unique, I think, in that it will consist of both fiction and nonfiction. I’m not sure of the exact proportions yet, but roughly half of the book will consist of nearly all of my uncollected fiction that has been published since 2002, while the other half will consist of several essays and papers that I’ve written over the years dealing with horror–both the existential experience and the entertainment genre–and religion. The version of “The Angel and the Demon” that will appear there will be about 30,000 words long, roughly twice the length of the one published in the Icons project. A snippet of the publisher’s description for the Icons project will give an idea of what the essay features: “Horror and the supernatural have fascinated people for centuries, with many of the most central figures appearing over and over again across time and cultures. These figures have starred in the world’s most widely read literary works, most popular films, and most captivating television series. Because of their popularity and influence, they have attained iconic status and a special place in the popular imagination. This book overviews 24 of the most significant icons of horror and the supernatural . . . . Each entry discusses the central qualities of the icon and its lasting influence.”

So my “Angel and Demon” essay surveys the history, formation, development, influence, and various literary and cinematic manifestations of the two title figures. Below is an excerpt from the subsection titled “The Greeks and their daimones” in the main section titled “The prehistory of the demon.” The Greek idea of daimons, personal guiding spirits that attach to individual humans and symbolize and/or provide their fundamental nature and character, has grown into something of acute personal interest for me during the past several years, because it expresses for me some of the deep issues involved in the questions of personal identity, artistic creativity, spirituality, and similar matters that have always captivated me. When I was invited into the Icons project and received the “Angel and Demon” assignment–which I had specifically requested–I was very pleased, since this gave me an excuse to pursue some serious research about the issue. Of course, I was obliged to write about it from an objective viewpoint and in an impartial academic tone owing to the nature of the book. But I enjoy doing that type of work, so it was a pleasure overall.

I hope you find these issues as absorbing as I do. In any event, here’s the excerpt.

* * * * *

From “The Angel and the Demon” by Matt Cardin

II. The Prehistory of the Demon

The Greeks and their daimones

Although most reasonably educated moderns are familiar with the Olympian gods and goddesses of classical Greek mythology, decidedly fewer are aware that long before the Greeks developed their beliefs about the humanlike gods of Olympus, they believed in vague and mysterious spirits called daimones that exerted a ubiquitous influence over people and events. Using the alternative form “daemon” to refer to these spirits, E.R. Dodds writes in his classic The Greeks and the Irrational that the “daemonic, as distinct from the divine, has at all periods played a large part in Greek popular belief (and still does)” (40). Indeed, as psychologist Stephen A. Diamond points out, while some classical scholars maintain that Greek writers such as Homer, Hesiod, and Plato did use daimon as a synonym for theos (god), others “point to a definite distinction between these terms. The term ‘daimon’ referred to something indeterminate, invisible, incorporeal, amorphous, and unknown, whereas ‘theos’ was the personification of a god, such as Zeus or Apollo” (Diamond 66).

If we are to believe classical scholar Reginald Barrow, modern ignorance of the daimons must be counted among the many ironies of history; Barrow argues provocatively that belief in them was so powerful, important, and prevalent that it actually formed a kind of underground mainstream in ancient Greek religion:

Because the daemons have left few memorials of themselves in architecture and literature, their importance tends to be overlooked. . . . They are omnipresent and all-powerful, they are embedded deep in the religious memories of the peoples, for they go back to days long before the days of Greek philosophy and religion. The cults of the Greek states, recognised and officially sanctioned, were only one-tenth of the iceberg; the rest, the submerged nine-tenths, were the daemons (quoted in Diamond, 67).

Like so many religious beliefs throughout history, the idea of the daimones took many different and sometimes contradictory forms. In the beginning they were conceived as abstract forces in the neuter gender. Hesiod and others described them as “invisible and wrapped in mist” (Diamond 65). Much farther back, Mycenaean and Minoan daimons, in a period ranging from 1100 to 3000 B.C.E., were regarded as servants or attendants to deities and were pictured in the form of animal-human hybrids, much like their Egyptian and Mesopotamian analogs. Barrow offers a concise summary of the evolution of beliefs about these daimons over half a millennium, and also, again, of their vaguely shadowy and underground nature as they lurked perpetually in the background of orthodox Greek religious thought:

[T]he histories of Greek religion or philosophy do not usually say much, if anything, about daemons. Though the idea occurs as early as Homer, it plays little or no part in recognized cults; for it had no mythology of its own; rather it attached itself to existing beliefs. In philosophy it lurks in the background from Thales, to whom “the universe is alive and full of daemons,” through Heraclitus and Xenophanes, to Plato and his pupil Xenocrates, who elaborated it in detail. . . . In Hesiod the daemons are the souls of heroes or past ages now kindly to men; in Aeschylus the dead become daemons; in Theognis and Menander the daemon is the guardian angel of the individual man and sometimes a family (Diamond 66).

In their most ancient forms, the daimons were neither good nor evil, or rather were potentially both. In Homer’s time (around the eighth century B.C.E.) people commonly believed that daimons caused all human ailments but at the same time also believed they could cure disease and give blessings such as health and happiness. Several centuries later the Hellenistic Greeks developed the more concrete categories of eudaimones (good daimons) and kakodaimones (evil daimons).

Arguably the most famous description or definition of daimons and the daimonic comes from a “canonical” source: Plato’s Symposium, wherein Plato has the old wise woman Diotima describe the daimonic as a kind of bridge or intermediary between the human and divine worlds:

All that is daemonic lies between the mortal and the immortal. Its functions are to interpret to men communications from the gods—commandments and favours from the gods in return for men’s attentions—and to convey prayers and offerings from men to the gods. Being thus between men and gods the daemon fills up the gap and so acts as a link joining up the whole. Through it as intermediary pass all forms of divination and sorcery. God does not mix with man; the daemonic is the agency through which intercourse and converse take place between men and gods, whether in waking visions or in dreams (quoted in Dodds, Pagan and Christian 86-7).

It is also Plato who provides probably the most familiar example of specific daimonic influence when he writes of Socrates’ famous daimonion (the gender-neutral form of daimon, which is either male or female). This has often been translated into English as the “sign” that Socrates claimed had visited him frequently since childhood in the form of an audible voice that warned him when he was about to commit a mistake.

Socrates’ experience of daimonic communication highlights what is, in fact, the most significant aspect of the matter: The Greeks understood their daimons to have not only objective but also subjective existence. That is, they believed the daimons were objectively real presences that made themselves known through their influence upon and within the human psyche. This tension between the objective and subjective seems to have existed on a kind of continuum. On the one hand were the more typically animistic conceptions of daimons, which associated them with particular places, natural occurrences, circumstances, or souls of the dead. On the other hand were the more subtle, psychologically oriented conceptions that gained preeminence over time and that regarded the daimons as inner influences upon human thoughts and emotions, and even as arbitrators, keepers, conductors, and emblems of individual character and destiny. This second type of understanding can be seen in the fact that the characters in Homer’s Iliad and Odyssey, which were probably composed around the eighth century B.C.E. and represented an inherited oral tradition extending several centuries earlier, attributed many of the events of their lives—not only outer, physical events but also, especially, inner psychological ones such as moods, emotions, sudden insights, bursts of motivation to say or do something or to refrain from speaking or acting —to the influence of daimons. Although Homer’s characters seemed to take this idea relatively lightly—“[W]e get the impression,” writes Dodds, “that they do not always mean it very seriously”—in the three centuries between Homer’s epics and Aeschylus’ Oresteia “the daemons seem to draw closer: they grow more persistent, more insidious, more sinister” (The Greeks and the Irrational, 41).

By “sinister” Dodds may have meant not that the daimons came to be regarded as predominantly evil, but that they became progressively more entangled with human interiority and also progressively more mysterious and autonomous. He calls attention to the fact that many Greek writers after Homer drew a connection between the daimons and “those irrational impulses which arise in a man against his will to tempt him,” and says that “behind [this] lies the old Homeric feeling that these things are not truly part of the self; since they are endowed with a life and energy of their own, and so can force a man, as it were from the outside, into conduct foreign to him” (41).

The twentieth century existential psychologist Rollo May, who resurrected the concept of the daimon and the daimonic for use in modern depth psychotherapy, gave definitive statement to this idea of strange internal influence in Love and Will: “The daimonic is any natural function which has the power to take over the whole person. Sex and eros, anger and rage, and the craving for power are examples. The daimonic can be either creative or destructive and is normally both” (123). Although May wrote about the daimonic in metaphorical terms, his description is still effective for giving an impression of what it must have felt like to the ancients when they found themselves thinking, feeling, saying, and doing things that were outside of their voluntary control. Modern peoples are of course still quite familiar with this experience. We can thus reasonably imagine that ancient peoples must have been all the more awed and disturbed when popular belief attributed these involuntary behaviors to the influence of the mysterious mediators of divine reality. In more dramatic cases of daimonic influence, the internal power might take control completely. “When this power goes awry,” May wrote, “and one element usurps control over the total personality, we have ‘daimon possession,’ the traditional name through history for psychosis” (123).

It was Plato (again) who gave definitive voice to this newly developing view of the daimonic as primarily an inner force. He closed his most famous work, the Republic, with the “myth of Er,” which teaches that prior to being born, each human being voluntarily chooses its own daimon, understood in this case to be a combination of guardian angel, spiritual double, and life pattern. The daimon accompanies a person throughout his or her life and constantly recalls him or her to the prechosen plan. It guides a person inevitably to evince a certain character, make certain choices, feel certain predilections, and encounter certain experiences, all in the service of fulfilling the fate chosen beforehand. Thus it is that the Greek word eudaimonia, which in later times came to mean “happiness” or “well being,” in its earliest sense literally meant “having a good daimon.” A person with a good daimon was happy and blessed, while a person with a bad daimon was inevitably miserable. The pre-Socratic philosopher Heraclitus encapsulated this idea in a cryptic statement that has puzzled and fascinated scholars for the past twenty-five hundred years: Ethos anthropoi daimon. The statement translates literally as “A man’s character is his daimon,” but nobody knows for certain what Heraclitus really meant to convey, although various translations and glosses have been offered, as listed by James Hillman in The Soul’s Code: “Man’s character is his Genius. A man’s character is his guardian divinity. A man’s character is his fate. Character is fate. A man’s character is the immortal and potentially divine portion of him, Character for man is destiny” (256-7).

The bottom line is that it is impossible to overstress the prevalence and significance of beliefs about daimons to the ancient world, and especially to ancient popular understandings of human selfhood and its relation to the divine. For Greek culture, including its underground tradition of daimonism, was destined to become the common coinage, as it were, of the entire ancient world. When first Alexander and then the Romans succeeded in exporting all things Greek to the farthest corners of their respective empires, the resulting Hellenistic cultural matrix was rife with daimons in the Greek mold. According to Dodds, although the Symposium’s “precise definition of the vague terms ‘daemon’ and ‘daemonios’ was something of a novelty in Plato’s day,” by “the second century after Christ it was the expression of a truism. Virtually everyone, pagan, Jewish, Christian or Gnostic, believed in the existence of these beings and in their function as mediators, whether he called them daemons or angels or aions or simply ‘spirits’” (Pagan and Christian 37-8).

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Update on the HOLY HORRORS anthology

March 14, 2007 at 4:13 pm (Authors, Books, Philosophy & Religion)

This is by far the latest weekly post I’ve uploaded since I first established a regular Monday update schedule for The Teeming Brain a few months ago. The reason for my tardiness is simple: I’m busy. As in, all-out busy, covered up, run ragged. I’m meeting myself coming and going. And so on.

A part of my busy-ness relates to the Holy Horrors anthology that T.M. Wright and I are currently editing, so I thought I’d hop onto the blog here for just a minute to give a brief update about it (as opposed to simply skipping my post entirely this week, as I had seriously considered doing).

The submissions period for Holy Horrors opened last September 1st and closed on February 28th, exactly two weeks ago today. I may give a more precise figure later on, but for now I can tell you that we received a total of right around 500 stories. As far as I can tell at present, at least half of them fill or exceed the maximum stated length of 5000 words, so that makes for a whole lot of reading.

Currently I’m diligently working through them all in an attempt to whittle the mountain down to manageable size. Yes, I did read a lot of them as they arrived, but I simply couldn’t keep up with the deluge, nor could T.M., especially when we were sometimes receiving several submissions per day for several weeks at a time.

During the past week I’ve come across some absolute gems, as in, stories that exemplify the type of thing I was envisioning when I came onto the project with T.M. in the first place. This means the editorial decisions are becoming very difficult, which is a good thing. Terry and I are sending out loads of rejections and are preparing to send out a comparatively miniscule number of acceptances. By all indications, this anthology is really going to be something special.

Back to the busy-ness thing: In my current burst of effort to really get a handle on the situation, I’ve read 42 subs in the past eight or nine days. But not to worry — I’ve only had to pick my eyeballs up off the floor and shove them back into my skull twice.

If you’re reading this and you’re one of the authors who subbed and is still waiting for a response, please give us a little more time. Here’s the announcement you may have been waiting for: Terry and I think we will probably be able to announce a table of contents by early May. So if you haven’t heard from us by then, feel free to query.

Thus far the editing of this book has been, for me, a most taxing, fascinating, frustrating, time-consuming, rewarding, wearying, exciting, and sometimes exhilarating process. In other words, it’s been well worth it, especially seeing as how we’ve come across so many truly excellent stories.

All this anthology-related stuff is of course not the whole of things.  There is other news to report, such as the fact that Jason Van Hollander has finished the cover image for the forthcoming first album from my musical project Daemonyx, to be titled “Curse of the Daimon.” I’ll be sharing that image here in the near future. It’s brilliant.

There’s also the fact that I conducted a survey of my high school students and fellow faculty members about a month ago to find out what sorts of information is rattling around in their brains. This was right when I was feeling deeply galled over the media furor surrounding the death of Anna Nicole Smith (see my post about the matter, and also my related editorial that was published in my local-area daily paper) and was wanting to find out if, in fact, I was correct in my suspicion that the consciousness of a lot of the people around me is stocked mostly with matters of mass media trivia, to the detriment or exclusion of things of greater gravity. Just today I finally finished tabulating the results of that survey and will be sharing them here at The Teeming Brain on a near-future date.

So there’s all that and lots more to talk about. But for now I’ve got some stories to read. Oh, and there’s also that pesky day job with its assorted responsibilities and demands on my time and energy. And I do still have some writing of my own that I want to accomplish. I’m also involved in an editorial capacity in a recently launched e-journal. And in back of all this, I have a family to see about, if in fact they still remember that I exist and haven’t decided that I’m just a figment of their imagination.

Catch you next time.

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Reading log: February 2007

March 5, 2007 at 3:52 pm (Authors, Books)

Last month I explained that this year I was going to start tracing the course of my monthly reading in great detail, and sharing a log of it here. I’ve been surprised to see the amount of traffic that my January reading log has generated. Who’d have thought my literary proclivities would be of interest to anybody besides myself?

Below is the log for February. Again, you’ll note that it’s quite lopsided in favor of current articles, most of which cluster around a handful of well-defined subjects (peak oil, cultural crisis, the Fall of the American Empire, media studies, et al.). It’s interesting to me to note how there’s not much “literary” stuff in there, as defined by the National Endowment for the Arts in their 2004 report on a survey of American reading habits that indicated “literary reading,” or the reading of novels, poems, and plays, was in steep decline among U.S. residents.  Generally I read a fairly significant amount of such things in any given year.  It remains to be seen whether 2007 will be different.  And of course much of my time is spoken for lately by reading stories for the Holy Horrors anthology.

Speaking of which, be advised that I may make multiple posts here at The Teeming Brain this week.  The submissions period for Holy Horrors closed last Wednesday, on February 28, and I think I may give a general update to all concerned some time in the next day or two.

But for now, the February reading log:

BOOKS:

  • Morris Berman, Dark Ages America: The Final Phase of Empire (2006), chs. 7, 8
  • William Shakespeare, Hamlet, Acts III, IV, V
  • Tim Waggoner, Darkness Wakes (2006)

SHORT FICTION:

  • Many fiction submissions for Holy Horrors

ARTICLES, ESSAYS, ETC.:

  • Timothy Ball, “Global Warming: The Cold, Hard Facts?” Canada Free Press, February 5, 2007
  • Terry Birchmore, vast amount of material, spread across several webpages, from 1990s to present about “dumbing down” and generalized cultural decline in Britain and U.S., at http://nomuzak.co.uk/dumbing_down.html
  • “Boomer Crisis Worsens: Personal Savings in 2006 Dropped to 74-Year Low,” MoneyNews.com, February 1, 2007
  • Cathering Bremer, “Mexico’s top oil field declining fast,” Reuters, February 7, 2007
  • “Can this fading TV show be saved?” [Article about American primtime television programs being drastically tweaked in pursuit of high ratings], CNN.com, February 28, 2007
  • “Central banks cutting holdings of U.S. dollar,” International Herald Tribune, February 26, 2007
  • Interview with Dick Cheney, transcript at CNN.com, January 24, 2007Marla Dickerson, “Production decline worsens at Mexico’s biggest oil field,” Los Angeles Times, February 8, 2007
  • Ambrose Evans-Pritchard, “U.S. mortgage crisis goes into meltdown,” Telegraph online, February 24, 2007
  • Gregory D. Foster, “A Celebrity Culture in Need of Heroes,” CommonDreams.org, July 23, 2006
  • “Greenspan Warns of Likely U.S. Recession,” Newsday.com, February 26, 2007
  • John Michael Greer, weekly blog posts at The Archdruid Report
  • Chris Hedges, “Christianists on the March,” truthdig.com, January 28, 2007
  • Amy Henderson, “Media and the Rise of Celebrity Culture,” OAH Magazine of History 6 (Spring 1992)
  • Paul Hollander, “An Undeserved Altar: Our society and its celebrities,” National Review Online, October 11, 2002
  • William Hughes, “James Howard Kunstler: ‘America, think downscale!’” Media Monitors Network, February 22, 2007
  • “Improving grades, low test scores aren’t matching up” [article about two new federal reports on performance of U.S. high-schoolers), CNN.com, February 25, 2007
  • Chris Isidore, “New Home Sales Plunge” [biggest monthly decline in 13 years], CNNMoney.com, February 28, 2007
  • James Howard Kunstler, weekly blog posts at Clusterfuck Nation
  • “Length of school day under review acros nation, in Congress,” CNN.com, February 25, 2007
  • Amy Lorentzen, “Demand for Ethanol May Hike Food Prices,” Yahoo! Finance, February 26, 2007
  • “Television ‘harms’ children’s health,” inthenews.co.uk, February 19, 2007
  • Terence McNally, “Is the Deadly Crash of Our Civilization Inevitable?”  [Interview with Thomas Homer-Dixon] AlterNet, February 13, 2007
  • “Merrill Lynch Warns of Global Credit Crunch,” MoneyNews.com, February 7, 2007
  • Tony Messenger, “Ethanol push leaves sour aftertaste in local man’s mouth,” The News-Leader, February 11, 2007
  • Ronald E. Minsk, “Praying at the Pump,” The New York Times, February 2, 2007
  • Chris Nelder, “The Desperation of George W. Bush,” Energy and Capital, February 8 and 15, 2007
  • Dimitry Orlov, “Collapse and Its Discontents,” CarolynBaker.org, February 1, 2007
  • “Peak Oil Review” (weekly newsletter)
  • PeakEngineer (blogger), “Global Warming Myths and Lies,” PeakOilDesign, February 3, 2007
  • “Publishers OK online book browsing,” CNN.com [Reuters], February 28, 2007
  • Simon Ratcliffe, “Living in a state of exponential delusion,” Business Day, February 7, 2007
  • “Report: Man dies after ‘marathon’ online session,” CNN.com, February 27, 2007
  • Frank Rich, “Why Dick Cheney Cracked Up,” The New York Times, February 4, 2007 (reprinted at truthout.org)
  • Patrick Rucker, “Far-flung exurbs hit by housing downturn,” Yahoo! News, February 6, 2007
  • Joe Scarborough, “Demise of GOP just took turn for the worse,” msnbc.com, February 2, 2007
  • Rhonda Schaffler, “Simmons says global oil supply has peaked,” Energy Bulletin, February 1, 2007
  • Fergus Sheppard, “Children’s TV ‘is linked to cancer, autism, dementia,’” Scotsman.com, February 19, 2007
  • Aric Sigman, “Get the message: it’s the medium” [scientific evidence that television rots the brain, ruins the body], Guardian Unlimited: comment is free, February 20, 2007
  • “Study: Vanity on the rise among college students,” CNN.com, February 27, 2007
  • “Telecommuting as Energy Saver,” The Christian Science Monitor, February 1, 2007
  • “Wal-Mart wants suppliers to use less fossil fuels,” msnbc.com, February 1, 2007
  • Tom Whipple, “The Peak Oil Crisis: Connecting the Dots,” Falls Church News-Press, February 8, 2007
  • Mike Whitney, “The U.S. Dollar will crash during 2007 due to $8.6 trillion debt,” The Market Oracle, February 7, 2007

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