Poetry and public speech: three traces

Poetry is routinely seen as ‘marginal’ to public culture, especially in terms of it having lost its status as a form of public speech. Such a condition is often noted in nostalgic terms, in which a golden era—bardic or journalistic—is evoked to illustrate contemporary poetry’s lack. But traces of poetry’s instrumentality, especially as a form of public speech, can be found in various extra-poetic contexts.

In this article, three examples of poetry operating in ‘extra-poetic contexts’ will illustrate the different, sometimes troubling, ways in which traces of poetry as a mode of public speech can be observed in contemporary culture: the poem-cartoons of Michael Leunig; the role of the poet Les Murray in the drafting of a proposed preamble to the Constitution of Australia; and the quotation of William Ernest Henley’s ‘Invictus’ as the final statement of Timothy McVeigh (the ‘Ohio Bomber’) prior to his execution.

These examples illustrate that poetry-as-public-speech engages with political discourse in diverse, incommensurate ways. Leunig’s occasional cartoon-poems, appearing in the metropolitan press, are examples of poetry at its most public and politically engaged state. And yet, even Leunig’s most ‘political’ work gestures towards a realm beyond politics, where the poetic, the comic, and the existential coexist as a way of making life in the political realm more bearable. Les Murray’s role as a ‘national’ poet in the failed attempt to introduce a preamble to the Australian Constitution illustrates the vestigial role that poets can play in nation building. Lastly, McVeigh’s quotation of Henley, made without any explanation, shows the unpredictable and potentially volatile condition of poetry-as-public-speech. In addition, the examples variously engage in arguments about the relationship between the individual and the state, private identity and national history.

The poetic presentation of philosophy:Leo Strauss on Plato’s “symposium”

This essay undertakes a close analysis of Leo Strauss’s remarkable but undertreated Leo Strauss on Plato’s “Symposium,” reading it as opening a privileged purview of his own (and his students’) wider understandings of philosophy, poetry, and politics. The essay begins by drawing out Strauss’s three framing justifications for his manner of reading the Symposium as a document in the “ancient quarrel” of philosophy and poetry concerning which of the two should rightly shape the culture and ethical ideals of the Greeks (part 1). Then, following the course of Plato’s Symposium, the essay ascends through Strauss’s readings of the first five speeches in Plato’s dialogue (part 2) toward the highlight of Strauss’s reading, namely, his three remarkable sessions on Socrates’s speech. Part 3 analyses Strauss’s reading of this speech up to its climax, which Strauss argues involves the philosophical “demotion of poetry”: a criticism of poets as motivated by the Eros of fame and of tragic poetry as at its best creating captivating images of gods and heroes which reflect their creators’ self-love and patriotic love of “one’s own,”as against any transpolitical truth. Part 4 then looks at Strauss’s unusual reading of the culmination of Socrates’s great speech (Diotima on the “higher mysteries”) alongside Alkibiades’s speech in the Symposium as representing Plato’s “poetic presentation of philosophy.” The essay becomes more critical as it proceeds. Strauss’s reading of the Symposium, like his reading of the Republic, is remarkable for its own “demotion of metaphysics” in Plato, and in my concluding remarks, I will question this status, or disappearance, of metaphysics in Strauss’s Platonism and whether this disappearance compromises Strauss' ability to differentiate philosophy as he sees it from poetry.

Performativity, youth and injurious speech

Young people may become disengaged from schooling in the middle years for a multitude of reasons. We consider the story of one young woman from the state of New South Wales, in Australia, who left school early, and consider some of the factors that contributed to her decision to remove herself from compulsory education. This young woman encountered injurious speech relating to her race, gender, sexuality, size and ability. In undertaking this analysis, we draw on Foucaultian theorizing of the subject and on the related Butlerian notion of performativity. Performative acts that occur within and around schools have the power to injure, to alienate and to potentially exclude students from access to schooling. This article details how performative acts may operate as mechanisms of exclusion, obfuscating the social conventions and institutional structures that invest them with power. Our analysis of how performative acts function in school settings concludes with some suggestions of how teachers and students might think differently about the production of their own and others' existence.

Representing the mind: adult talk to speech-delayed preschoolers

There is evidence from a range of studies that adult input influences a young child's language development Of interest is how adult input contributes to emotional and cognitive understandings. Children with special needs in mainstream schools are expected to develop social skills which entails the understanding of a situation from the perspective of other participants. The question is whether children with a speech delay hear adult language that helps them develop a theory of mind. The study of the acquisition of a theory of mind has focused on children who have been asked to carry out tasks demonstrating their understanding of what another person might be thinking. Tager-Flusberg et al. (2001) have found that children who perform better on theory of mind tasks are children who talk about thoughts and feelings. The present study looks at mental state language input provided to children that might help them learn to talk about thoughts and feelings. Activities involving children and their mothers, and activities in a preschool program were studied for cognitive and emotional content in the adult input. The input provided to normally developing children would be more supportive of the development of their talk about thoughts and feelings.

Developmental language disorders and adolescent risk: a public-health advocacy role for speech pathologists?

Within the multi-disciplinary team concerned with child and adolescent development, speech pathologists are uniquely positioned to understand the nature and overall developmental significance of language acquisition in childhood and adolescence. Other disciplines contribute valuable insights about psychosocial development during the childhood and adolescent years. The field of developmental psychology, for example provides a large and convincing body of evidence about the role of academic success as a protective factor against a range of psychosocial harms, in particular substance misuse, truancy, early school leaving, and juvenile offending. In this paper, we argue that juvenile offending embodies the notion of "adolescent risk", but in Australia in particular, has been under-investigated with respect to possible associations with developmental language disorders and subsequent academic failure. We present findings pertaining to a sample of 30 male juvenile offenders completing community based orders. Performance on a range of oral language processing and production skills was poorer than that of a demographically similar comparison group. Our results confirm the need to conceptualize language within a broader risk and protective framework. We therefore emphasize the public health importance of early language competence, by virtue of the psychosocial protection it confers on young people with respect to the development of prosocial skills, transition to literacy and overall academic achievement. We argue that speech pathologists are best positioned to advocate at a policy level about the broader public health importance of oral language competence.

Sources of poetic power

How powerful are our categories? Some might see these three poets in the categories ``working-class man'', ``indigenous man'', ``educated woman''. But what does this mean? Could they not all be educated, indigenous, working-class? There are sound reasons to think in categories, but poets are implicitly against theory, since each has a peculiar source of poetic power. Even if that turns out to be gender or class or race, it will be more complex than those over-burdened words allow. Poems, like poets, resist classification and gaze back at us like imaginary animals, indifferent to zoology

Creative redemption : uncertainty in poetic creativity

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