Walker Zupp
Creative Writing In Higher Education
The words “Creative Writing in Higher Education” fill me with dread (angst, disquietude). For the past 7 years, to varying degrees, I have studied creative writing at university level. If there was any consistent philosophy that held together the various modules I studied, it was evidently wasted on me: from the standpoint of a student there was no coherent vision for any of these modules. I have listened to creative students bemoan the courses which they cannot get their heads around and worry about whether they’re doing what they’re meant to be doing. But perhaps that is the point, the significance, the substance of these creative writing modules: that they have no “point”, as such, but instead play roulette with undiscovered talents and ignore them when they make significant headway. And there is a part of me that thinks this whole process insidious and evil: a damning summation of everything wrong with the teaching of creative writing in higher education. But, as Lars Svendsen points out in A Philosophy of Evil, the problem with many theories of evil is that they have a tendency to assume that evil wants to commit harm. (Cf. Natural evil.) And the one-sided nature of this tendency “leads us to lose sight of ourselves” which in itself can be described as evil (Svendsen 87). The whole losing-sight-of-ourselves could be prescribed to the evils committed under both Hitler and the Nazis as well as Stalin and the Communists. Thankfully, the teaching of creative writing in higher education is nothing so serious. And in many ways that is a part of the problem: it is not taken seriously enough.
It’s also a mistake to try and make people take things seriously. What often happens when this is attempted is the people for whom the lesson is being taught start cracking up; because the fact of the matter is that anyone who says they ought to be taken seriously ought not to be taken seriously at all. (E.g. Hitler and Stalin.)
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