MIS40910 – Skills for Business Enquiry – Critical Thinking

The following articles were discussed

1.Deep Play-Notes on Balinese Cockfight-Geertz1971

Geertz C. (1971) Deep Play: Notes on the Balinese Cockfight. In: Geertz C. Myth, Symbol and Culture. New York: W.W. Norton, 1–37.

2.Managerial Succession and Organizational Effectiveness-Grusky1963

Grusky, O. (1963) Managerial Succession and Organizational Effectiveness. The American Journal of Sociology, 69(1), 21-31.

3.Scapegoating in Baseball-Gamson1964

Gamson, W. & Scotch, N. (1964) Scapegoating in Baseball. American Journal of Sociology, 70(1), 69-76.

4.Reply-Grusky1964

Grusky, O. (1964) Reply. The American Journal of Sociology, 70(1), 72-76.

Some questions:

1.  What are the questions that Geertz (1971) and Grusky (1963) were inquiring into?  Briefly, what are their respective answers?  How compelling do you find their explanations?

2.  How convinced are you by Gamson and Scotch’s commentary and Grusky’s response?

3.  Could Grusky’s study be conducted in a business context?  Why might such a study be problematic? What about Geertz’s study?

4.  What skills might one need to conduct these different types of research projects successfully?

MIS40910 – Group ‘I’ questions/comments

Tarun Rattan, William Lee

Q1: Don’t you think that Geertz & Gursky are overly influenced by Freud when they use psychoanalysis to postulate Freudian explanations sexualizing seemingly innocuous rules of Cockfighting& Baseball? Is there a need to find analogy between cockfighting & penis or between baseball & testicle balls as some sports critics have done? Though Gursky did not explicitly mention any sexual connection, still his enquiry has enough sexual terms like ‘monotonic’, ‘illegitimate’, ‘clientele support’, ‘deviant’ etc..

Tarun Rattan, William Lee

Q2: Do you think it’s a valid assumption used by Grusky that each baseball team, regardless of differences in fame, history, wealth, players and stature, all have a common internal political structure and similar organisational goals. For example there is no research into the actual selection & hiring process of the managers which most likely will get influenced by the internal political structures within these teams. If the initial assumption of common ground cannot be established then the analysis is void, and if the hiring & selection process for the managers is faulty, then it would anyways lead to the selection of inept managers resulting in quick managerial succession and deterioration of team effectiveness.

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MIS40670 – Build the Things Right

Had a very good discourse in today’s class on how to build things right. The classic project management view used to put only a little emphasis on the scoping of the requirements and as a result most of the large projects had a high failure rate.image

The classic view of high tech development projects characterizes the work in terms of four key variables: Quality, Cost, Time and Scope.

The systems approach is a more structured approach for project development

image

The SDLC Conceptual stages can be described as below

image

The running order for building things right should follow

image

The class conducted a familiarisation exercise with a new technology platform. In this exercise everyone gets to grips with the basic capabilities of the LM NXT brick functions, sensors and motors. For most of the students it was the first time they got use to assemble a LEGO like structure with small pieces

image

The end result of the exercise was a programmable robot which could respond to sound using sensors and also could follow coded instructions.

Our group was able to complete the structure in record 23 minutes and was first in the class.

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The conclusion was that process should be repeatable and iterative to build things right.

image

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MIS40670 – Large Systems: A discourse

Question:

The topic for group discussion for the week was enquiry into large systems and to explore why some systems are large? To analyse the question posed by Schwartz rather incisively

“I must admit that I have frequently asked myself whether these systems require many people because they are large, or whether they are large because they have many people”.

Case Study:

Large Systems P41-43 of NATO Report on Software Engineering Techniques

Dissection Summary:

This NATO case study deals with the analysis of a project tasked to build a large computerized aircraft surveillance system. The enquiry highlighted the complexities faced in managing such projects which involves large number of people working together to build a complex system. The following points can be deduced from the case study

  1. A successful prototype does not mean that a scaled up, fully functional system will also be successful.  In this case a prototype included only a limited number of radar inputs & tracking only a few aircrafts, but scaling it up and building a massive surveillance system covering whole country of the size of US brings to fore the its own set of complexities.  The points below are relevant for any large system project
      1. Managing Scope: The difficulties in defining scope of the system that meets at least basic user requirements. During prototyping stage the scope is generally quite small and can be easily defined.
      2. Project Management: Meeting deadlines and avoiding project slippages. This also requires managing personnel & team equations with different project teams. During prototyping stage the project management can be very simplistic as the team size and scope is small.
      3. Supervising infrastructure related complexities: Bigger & complex infrastructure requires specific skills to manage it.
      4. Resource Management:  Difficulties in hiring and managing resources for project implementation. How to recruit people with right skill-sets and required training to support the new system?
      5. Building Support Systems: Generally big systems have numerous touch points with other partner systems; planning & building these support systems also bring added scoping & planning complexities. These support systems are non-existent during prototyping stage.
  2. Managing large system projects require a number of attributes to be successful. Few of them are as following
      1. Control: A large system project need strict control on different project management cycles including
        1. Scoping
        2. Analysis & Design
        3. Build
        4. Testing
        5. Implementation
        6. Also control is imperative in Configuration Management & Documentation for a successful system build.
      2. Flexibility: A large system project need flexibility to deal with
        1. Scope changes
        2. Technology changes
        3. Procedural changes
        4. Direction changes
        5. Timeline changes
      3. People: People management need to be managed properly
        1. Training to bring people up to the skill level required
        2. Measurement techniques to asses capability levels
        3. Roles & responsibilities of the key people who need to work across teams
      4. Management: Project management should take care of
        1. Planning
        2. Decision making
        3. Team structure
        4. Negotiation
        5. Motivation levels

Critique:

Though the case study raises an important question and is very well written, the underlying message is now a bit out-dated. This case study would have been very pertinent at the time it was written when such large systems were evolving and there was no precedence to build such large systems. Since then the learning from big projects involving large systems have made big organisations aware of the various pitfalls in managing such projects. The new project methodologies like RAD, XP and UP etc. successfully leverage latest tools to build large systems. These latest tools also help put enough controls in Software configuration management & documentation aspect of project management.

Another big difference is that now most of the project tasks can be outsourced to offshore companies easing the resource management aspect of such big projects. The offshore model of software development was non-existent at the time this case study was written. Also now the offshore companies have become quite matured and are specialized in particular domain & technologies and can be relied upon for the successfully delivery of the various sub components of large systems.

The article does not put enough emphasis on the design phase where most of the projects go wrong.  For large systems the importance of design phase increases manifold due to the complex nature of such systems. The importance of dissecting the proposed system functionality into well defined requirements cannot be understated.

The case study rightly emphasises the importance of control, flexibility, people & management aspects of managing large system projects and these are relevant in today’s context also.

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MIS40910 – Skills for Business Enquiry Syllabus

University College Dublin
College of Business and Law
Michael Smurfit Graduate Business School
MIS10040 Skills for Research Enquiry
MSc in iBusiness – Innovation through ICT (F/T and P/T)
Prof Donncha Kavanagh
Centre for Innovation, Technology & Organisation (CITO),
email: research.ft@ucd.ie (full-time students)
research.pt@ucd.ie (part-time students)
website: http://donnchakavanagh.com

Office Hours:
Tuesdays 3.30-4.30pm
Q252 UCD (Quinn) School of Business

1. Module Coordination
Donncha Kavanagh is the module coordinator.

2. Module Overview
The aim of this module is to help students to develop an understanding of good research
practice in management studies. Specifically, students will learn about the broad
philosophy of social science research as applied in management and technology studies,
different kinds of research strategies and designs, and the processes of conducting and
evaluating research outputs. The emphasis will be on developing skills in the areas of
design of research studies and, importantly, in the evaluation of research outputs and their
associated knowledge claims.

3. Module Learning Outcomes
On completing this module you will be expected to be able to:
(a) Explain and discriminate between underlying philosophies of social science
research;
(b) Actively engage in different kinds of research strategies and designs;
(c) Understand and be able to apply key research concepts such as validity, reliability
and generalisation;
(d) Competently demonstrate the processes of conducting and evaluating research
studies;
(e) Critically evaluate third-party research studies, their associated assumptions and
claims, and arrive at sensible critiques of their research contributions;
(f) Demonstrate knowledge and application of methods addressing ethical issues in
conducting investigations within organisations;
(g) Conduct an industry-based or research-based project and write it up as a report.

4. Session Times
You should only attend the lecture slots to which they have been officially assigned in your
timetable in UCD Connect.
MSc iBusiness Full-time: Wednesdays, 2:00 to 4:30 p.m. in N304 GSB
MSc iBusiness Part-time: Wednesdays, 6:00 to 8:30 p.m. in N304 GSB

5. Module Themes
What follows is an indicative list of lecture topics, which may be subject to change as the
module progresses. The weekly reading list can be found on Blackboard. Any changes to
lecture topics or readings will be posted on Blackboard at least one week prior to the
lecture in question, and all changes will be announced on Blackboard. Key
questions/exercises relating to each week’s readings will be presented in the preceding
lecture.
• Critical Thinking
• Knowing, Believing and Acting.
• Research Questions
• Research Paradigms
• Rhetoric, Fallacies and Argument
• Theory and Theorizing
• Collecting and Analysing Evidence
• Research Ethics
• Writing Up and Presenting Research
• Research Design and Project Management

6. Session Format
This is a seminar rather than a lecture course, which means that the main class activity will
be discussion, with my role being primarily a ‘guide on the side’ rather than a ‘sage on the
stage’. You are expected to come to class having read the assigned readings and be
prepared and willing to discuss and debate the issues addressed in the readings. There is
a heavy reading load in this module, and you should allocate about six hours per week to
reading the material. In addition, there will be other group exercises and an individual
project, giving a total estimated workload of 200 hours for the module.
The first half of each class will involve two group presentations on the weekly topic. The
purpose of presentation – which should include, at a minimum, a critique of the assigned
readings – is to provide a critical commentary on the key issues to be covered that week
and in the readings. Your role is something akin to a theatre critic writing a review of a
play; your job is not to simply summarise the play/readings, rather you are expected to
identify and analyse what is good (and not so good) in the material, and present your
analysis in a convincing and captivating way. Presentations should be at least 8 and no
longer than 12 minutes, and should include no more than 3 slides (which should only be
used for summary points, pictures or diagrams).
Student participation in the module must abide by the provisions of the UCD Student
Code.

7. Assessment Strategies
Your performance in the module will be assessed as follows.
1. Research Proposal (3000 -3500 words) (in pairs): 40%
(due at 1pm on 4th December)

2. Preliminary Research Proposal (300–500 words) (in pairs): 5%
(due at 5pm on 3rd October)

3 Groupwork (groups of 4 or 5)
3(a) In-class Group Presentations 10%
3(b) Class contribution 10%
3(c) 2 No. two-page critique of readings 10%
3(d) Fallacies Exercise (due at 5pm on 17th October) 10%
3(e) Minutes of class discussion 5%

4. Individual Learning Log (due at 1pm on 5th December) 10%
The above word counts exclude the cover page and bibliography. Further details on
each of these components will be posted on Blackboard.
Each group must provide a single agreed peer evaluation, in which the group should
agree a qualitative adjudication of each person’s contribution. This should be submitted
by email by 1pm on 4th December.
Group members may be graded differentially to reflect varying contributions to class
discussions and/or based on other information such as peer evaluations.
The deadlines for submission of essays will be strictly enforced, in line with UCD’s late
submission policy. A penalty of one grade mark for each day the submission is late will be
applied to late submissions, e.g. from B- to C+.
Written submissions must meet the format and referencing requirements as posted on
Blackboard and conform to UCD’s policy on plagiarism. All submissions must include the
standard cover page and declaration of authorship (provided on Blackboard), and all will
be scrutinised by our anti-plagiarism software. In addition to the electronic submission,
students will also have to submit a hard copy print out. Failure to meet those standards will negatively affect the essay grade. More detailed submission instructions will be provided closer to the time.
There will be no end of semester examination.

8. Assessment Criteria and Descriptors
The group presentations will be graded on the content, organisation and presentation of
the critical analysis. Note that there is normally a penalty when the word count limits are
exceeded.
All deliverables, whether individual or group, must comply with UCD policies on Academic
Integrity and Plagiarism.

9. Learning Supports
The main material for this module consists of a text book and electronic articles as well as
power point presentations. Please note that other materials/elements might be added
during the module.
These three books are highly recommended, especially if you are considering doing the
Business Research Project (MIS40720) in the second and third semesters:
• Bryman, Alan and Bell, Emma (2011) Business Research Methods. Oxford: Oxford
University Press.
• Silverman, David (2013) A Very Short, Fairly Interesting and Reasonably Cheap Book
About Qualitative Research. London: Sage.
• Cottrell, Stella (2011) Critical Thinking Skills: Developing Effective Analysis and Argument.
Basingstoke: Palgrave Macmillan. The first (2005) edition of this book is also acceptable.
The books are available in the Campus Bookshop. In addition, there are a number of
required readings specified for each lecture. These will be available via Blackboard.
Copies of lecture slides will be made available on Blackboard, following the last session of
the week on Friday afternoon.

10. Student Communication and Feedback
Announcements will be posted on Blackboard, so it is important to log in daily. Full-time
students should send all emails to research.ft@ucd.ie while part-time students should send
emails to research.pt@ucd.ie. Please, do not send emails to any other email address.

11. Statement of Inclusivity
This module strives to be a module of inclusion where student diversity is respected and
valued. The aim is to provide and promote equal access and opportunity to all students
regardless of disability, race, gender, sexuality or socio-economic status. Teaching
Materials will be provided in any format which can be reasonably obtained/created.
Students are encouraged to approach the facilitator to discuss their learning needs. Any
information disclosed will be treated in the strictest of confidence.

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MIS40670 – Managing Systems Development Syllabus

Course Title: Managing Systems Development
Lecturer: Allen Higgins,

CITO: Centre for Innovation, Technology & Organisation
Rm Q223, Quinn Building
UCD School of Business
University College Dublin
Belfield, D4
Ireland

Logistics: Classes are held on Tuesdays in D104.
FT class 10:00 to 12:30
PT class 18:00 to 20:30
Blog: http://managingsystemsdevelopment.blogspot.com/.

Room D104, D Building, Blackrock

Slides and readings are posted in the course page in UCD’s Blackboard at elearning.ucd.ie (login required).

Module Description
Systems development is the innovation engine of the ICT-enable organisation. However collaborative production and delivery of robust systems presents significant challenges and team issues. This module provides an understanding of approaches used by professionals in this vital function, from the perspective of managers who supervise systems developers or liaise with them during innovation projects.
Our focus is on techniques and processes used for managing systems development to deliver value. We cover current issues of the management of software production ranging from traditional sequential engineering approaches through to agile and lean methods. We consider how lifecycles and methodologies are employed to balance the tension between requirements for orderly production and the need to respond to change.
We will study management techniques, practices, lifecycles and frameworks for systems development projects. I hope to integrate these diverse concepts and theories of software systems development in order to translate them into personal, team, and management practice.
Topics range over: the requirements process; deployment strategies; methodologies such as CMMI, RUP, XP, Scrum, & Lean; understanding knowledge, communication, and performance in teams.
Learning Outcomes
On completion of this module we should be able to:

  • Describe and discuss aspects of current and emerging management approaches to development.
  • Identify the key characteristics of software production and the systems development lifecycle through processes of joint development and assurance.
  • Competently analyse, assess and apply systems development processes and practices to problematic situations.
  • Critically evaluate and formulate processes, activities, and practices necessary for development.

Compulsory Book Reading
Tracy Kidder, (1981) The Soul of a New Machine (e.g. ISBN 0316491977, search link)
n.b. Background article on the book: Flight of the Eagle: The Birthing and Life of a Super-Minicomputer. (Faughnan & Stevanovic, 1996; link)

Assessment – Summary. Note: Grades provided during term are provisional and subject to the exam board process.

  1. Group case analyses. Formative in-class feedback (required but not graded).
  2. (20% : letter grade: personal learning journal blog posts and 4 page report) Individual: A link to your own blog which will act as a learning journal – comprised of regular posts of your own comments, reflections and learning related to the subject. Culminating in a summative (4 page) report submitted at the end of the course
  3. (30% : letter grade: ~5,000 word term paper submitted at the end of week 10) In Pairs: Research Project: Comprised of a Term-Paper and video-presentation to the class.
  4. (50% : letter grade) Individual: Final Exam.

Course Material. Course material consists of slides, case studies, readings, videos, and practical group exercises. The organisation of the course will be subject to on-going revision.
Participation. Students will abide by the provisions of the UCD Student Code.
All deliverables, whether individual or group, must comply with UCD policies on Academic Integrity and Plagiarism. Communication should be respectful, professional, and comply with the school protocols.

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Crediting Poetry – Seamus Heaney’s Nobel Lecture

R.I.P Seamus Heaney (April 13, 1939–August 30, 2013)

When I first encountered the name of the city of Stockholm, I little thought that I would ever visit it, never mind end up being welcomed to it as a guest of the Swedish Academy and the Nobel Foundation. At the time I am thinking of, such an outcome was not just beyond expectation: it was simply beyond conception. In the nineteen forties, when I was the eldest child of an ever-growing family in rural Co. Derry, we crowded together in the three rooms of a traditional thatched farmstead and lived a kind of den-life which was more or less emotionally and intellectually proofed against the outside world. It was an intimate, physical, creaturely existence in which the night sounds of the horse in the stable beyond one bedroom wall mingled with the sounds of adult conversation from the kitchen beyond the other. We took in everything that was going on, of course – rain in the trees, mice on the ceiling, a steam train rumbling along the railway line one field back from the house – but we took it in as if we were in the doze of hibernation. Ahistorical, pre-sexual, in suspension between the archaic and the modern, we were as susceptible and impressionable as the drinking water that stood in a bucket in our scullery: every time a passing train made the earth shake, the surface of that water used to ripple delicately, concentrically, and in utter silence.

But it was not only the earth that shook for us: the air around and above us was alive and signalling too. When a wind stirred in the beeches, it also stirred an aerial wire attached to the topmost branch of the chestnut tree. Down it swept, in through a hole bored in the corner of the kitchen window, right on into the innards of our wireless set where a little pandemonium of burbles and squeaks would suddenly give way to the voice of a BBC newsreader speaking out of the unexpected like a deus ex machina. And that voice too we could hear in our bedroom, transmitting from beyond and behind the voices of the adults in the kitchen; just as we could often hear, behind and beyond every voice, the frantic, piercing signalling of morse code.

We could pick up the names of neighbours being spoken in the local accents of our parents, and in the resonant English tones of the newsreader the names of bombers and of cities bombed, of war fronts and army divisions, the numbers of planes lost and of prisoners taken, of casualties suffered and advances made; and always, of course, we would pick up too those other, solemn and oddly bracing words, “the enemy” and “the allies”. But even so, none of the news of these world-spasms entered me as terror. If there was something ominous in the newscaster’s tones, there was something torpid about our understanding of what was at stake; and if there was something culpable about such political ignorance in that time and place, there was something positive about the security I inhabited as a result of it.

The wartime, in other words, was pre-reflective time for me. Pre-literate too. Pre-historical in its way. Then as the years went on and my listening became more deliberate, I would climb up on an arm of our big sofa to get my ear closer to the wireless speaker. But it was still not the news that interested me; what I was after was the thrill of story, such as a detective serial about a British special agent called Dick Barton or perhaps a radio adaptation of one of Capt. W.E. Johns’s adventure tales about an RAF flying ace called Biggles. Now that the other children were older and there was so much going on in the kitchen, I had to get close to the actual radio set in order to concentrate my hearing, and in that intent proximity to the dial I grew familiar with the names of foreign stations, with Leipzig and Oslo and Stuttgart and Warsaw and, of course, with Stockholm.

I also got used to hearing short bursts of foreign languages as the dial hand swept round from BBC to Radio Eireann, from the intonations of London to those of Dublin, and even though I did not understand what was being said in those first encounters with the gutturals and sibilants of European speech, I had already begun a journey into the wideness of the world beyond. This in turn became a journey into the wideness of language, a journey where each point of arrival – whether in one’s poetry or one’s life turned out to be a stepping stone rather than a destination, and it is that journey which has brought me now to this honoured spot. And yet the platform here feels more like a space station than a stepping stone, so that is why, for once in my life, I am permitting myself the luxury of walking on air.

*

I credit poetry for making this space-walk possible. I credit it immediately because of a line I wrote fairly recently instructing myself (and whoever else might be listening) to “walk on air against your better judgement”. But I credit it ultimately because poetry can make an order as true to the impact of external reality and as sensitive to the inner laws of the poet’s being as the ripples that rippled in and rippled out across the water in that scullery bucket fifty years ago. An order where we can at last grow up to that which we stored up as we grew. An order which satisfies all that is appetitive in the intelligence and prehensile in the affections. I credit poetry, in other words, both for being itself and for being a help, for making possible a fluid and restorative relationship between the mind’s centre and its circumference, between the child gazing at the word “Stockholm” on the face of the radio dial and the man facing the faces that he meets in Stockholm at this most privileged moment. I credit it because credit is due to it, in our time and in all time, for its truth to life, in every sense of that phrase.

*

To begin with, I wanted that truth to life to possess a concrete reliability, and rejoiced most when the poem seemed most direct, an upfront representation of the world it stood in for or stood up for or stood its ground against. Even as a schoolboy, I loved John Keats’s ode “To Autumn” for being an ark of the covenant between language and sensation; as an adolescent, I loved Gerard Manley Hopkins for the intensity of his exclamations which were also equations for a rapture and an ache I didn’t fully know I knew until I read him; I loved Robert Frost for his farmer’s accuracy and his wily down-to-earthness; and Chaucer too for much the same reasons. Later on I would find a different kind of accuracy, a moral down-to-earthness to which I responded deeply and always will, in the war poetry of Wilfred Owen, a poetry where a New Testament sensibility suffers and absorbs the shock of the new century’s barbarism. Then later again, in the pure consequence of Elizabeth Bishop’s style, in the sheer obduracy of Robert Lowell’s and in the barefaced confrontation of Patrick Kavanagh’s, I encountered further reasons for believing in poetry’s ability – and responsibility – to say what happens, to “pity the planet,” to be “not concerned with Poetry.”

This temperamental disposition towards an art that was earnest and devoted to things as they are was corroborated by the experience of having been born and brought up in Northern Ireland and of having lived with that place even though I have lived out of it for the past quarter of a century. No place in the world prides itself more on its vigilance and realism, no place considers itself more qualified to censure any flourish of rhetoric or extravagance of aspiration. So, partly as a result of having internalized these attitudes through growing up with them, and partly as a result of growing a skin to protect myself against them, I went for years half-avoiding and half- resisting the opulence and extensiveness of poets as different as Wallace Stevens and Rainer Maria Rilke; crediting insufficiently the crystalline inwardness of Emily Dickinson, all those forked lightnings and fissures of association; and missing the visionary strangeness of Eliot. And these more or less costive attitudes were fortified by a refusal to grant the poet any more license than any other citizen; and they were further induced by having to conduct oneself as a poet in a situation of ongoing political violence and public expectation. A public expectation, it has to be said, not of poetry as such but of political positions variously approvable by mutually disapproving groups.

In such circumstances, the mind still longs to repose in what Samuel Johnson once called with superb confidence “the stability of truth”, even as it recognizes the destabilizing nature of its own operations and enquiries. Without needing to be theoretically instructed, consciousness quickly realizes that it is the site of variously contending discourses. The child in the bedroom, listening simultaneously to the domestic idiom of his Irish home and the official idioms of the British broadcaster while picking up from behind both the signals of some other distress, that child was already being schooled for the complexities of his adult predicament, a future where he would have to adjudicate among promptings variously ethical, aesthetical, moral, political, metrical, sceptical, cultural, topical, typical, post-colonial and, taken all together, simply impossible. So it was that I found myself in the mid-nineteen seventies in another small house, this time in Co. Wicklow south of Dublin, with a young family of my own and a slightly less imposing radio set, listening to the rain in the trees and to the news of bombings closer to home-not only those by the Provisional IRA in Belfast but equally atrocious assaults in Dublin by loyalist paramilitaries from the north. Feeling puny in my predicaments as I read about the tragic logic of Osip Mandelstam’s fate in the 1930s, feeling challenged yet steadfast in my noncombatant status when I heard, for example, that one particularly sweetnatured school friend had been interned without trial because he was suspected of having been involved in a political killing. What I was longing for was not quite stability but an active escape from the quicksand of relativism, a way of crediting poetry without anxiety or apology. In a poem called “Exposure” I wrote then:

If I could come on meteorite!
Instead, I walk through damp leaves,
Husks, the spent flukes of autumn,
Imagining a hero
On some muddy compound,
His gift like a slingstone
Whirled for the desperate.
How did I end up like this?
I often think of my friends’
Beautiful prismatic counselling
And the anvil brains of some who hate me
As I sit weighing and weighing
My responsible tristia.
For what? For the ear? For the people?
For what is said behind-backs?
Rain comes down through the alders,
Its low conducive voices
Mutter about let-downs and erosions
And yet each drop recalls
The diamond absolutes.
I am neither internee nor informer;
An inner émigré, a grown long-haired
And thoughtful; a wood-kerne
Escaped from the massacre,
Taking protective colouring
From bole and bark, feeling
Every wind that blows;
Who, blowing up these sparks
For their meagre heat, have missed
The once in a lifetime portent,
The comet’s pulsing rose.
(from North)

In one of the poems best known to students in my generation, a poem which could be said to have taken the nutrients of the symbolist movement and made them available in capsule form, the American poet Archibald MacLeish affirmed that “A poem should be equal to/not true.” As a defiant statement of poetry’s gift for telling truth but telling it slant, this is both cogent and corrective. Yet there are times when a deeper need enters, when we want the poem to be not only pleasurably right but compellingly wise, not only a surprising variation played upon the world, but a re-tuning of the world itself. We want the surprise to be transitive like the impatient thump which unexpectedly restores the picture to the television set, or the electric shock which sets the fibrillating heart back to its proper rhythm. We want what the woman wanted in the prison queue in Leningrad, standing there blue with cold and whispering for fear, enduring the terror of Stalin’s regime and asking the poet Anna Akhmatova if she could describe it all, if her art could be equal to it. And this is the want I too was experiencing in those far more protected circumstances in Co. Wicklow when I wrote the lines I have just quoted, a need for poetry that would merit the definition of it I gave a few moments ago, as an order “true to the impact of external reality and … sensitive to the inner laws of the poet’s being.”

*

The external reality and inner dynamic of happenings in Northern Ireland between 1968 and 1974 were symptomatic of change, violent change admittedly, but change nevertheless, and for the minority living there, change had been long overdue. It should have come early, as the result of the ferment of protest on the streets in the late sixties, but that was not to be and the eggs of danger which were always incubating got hatched out very quickly. While the Christian moralist in oneself was impelled to deplore the atrocious nature of the IRA’s campaign of bombings and killings, and the “mere Irish” in oneself was appalled by the ruthlessness of the British Army on occasions like Bloody Sunday in Derry in 1972, the minority citizen in oneself, the one who had grown up conscious that his group was distrusted and discriminated against in all kinds of official and unofficial ways, this citizen’s perception was at one with the poetic truth of the situation in recognizing that if life in Northern Ireland were ever really to flourish, change had to take place. But that citizen’s perception was also at one with the truth in recognizing that the very brutality of the means by which the IRA were pursuing change was destructive of the trust upon which new possibilities would have to be based.

Nevertheless, until the British government caved in to the strong-arm tactics of the Ulster loyalist workers after the Sunningdale Conference in 1974, a well-disposed mind could still hope to make sense of the circumstances, to balance what was promising with what was destructive and do what W.B. Yeats had tried to do half a century before, namely, “to hold in a single thought reality and justice.” After 1974, however, for the twenty long years between then and the ceasefires of August 1994, such a hope proved impossible. The violence from below was then productive of nothing but a retaliatory violence from above, the dream of justice became subsumed into the callousness of reality, and people settled in to a quarter century of life-waste and spirit- waste, of hardening attitudes and narrowing possibilities that were the natural result of political solidarity, traumatic suffering and sheer emotional self-protectiveness.

*

One of the most harrowing moments in the whole history of the harrowing of the heart in Northern Ireland came when a minibus full of workers being driven home one January evening in 1976 was held up by armed and masked men and the occupants of the van ordered at gunpoint to line up at the side of the road. Then one of the masked executioners said to them, “Any Catholics among you, step out here”. As it happened, this particular group, with one exception, were all Protestants, so the presumption must have been that the masked men were Protestant paramilitaries about to carry out a tit-for-tat sectarian killing of the Catholic as the odd man out, the one who would have been presumed to be in sympathy with the IRA and all its actions. It was a terrible moment for him, caught between dread and witness, but he did make a motion to step forward. Then, the story goes, in that split second of decision, and in the relative cover of the winter evening darkness, he felt the hand of the Protestant worker next to him take his hand and squeeze it in a signal that said no, don’t move, we’ll not betray you, nobody need know what faith or party you belong to. All in vain, however, for the man stepped out of the line; but instead of finding a gun at his temple, he was thrown backward and away as the gunmen opened fire on those remaining in the line, for these were not Protestant terrorists, but members, presumably, of the Provisional IRA.

*

It is difficult at times to repress the thought that history is about as instructive as an abattoir; that Tacitus was right and that peace is merely the desolation left behind after the decisive operations of merciless power. I remember, for example, shocking myself with a thought I had about that friend who was imprisoned in the seventies upon suspicion of having been involved with a political murder: I shocked myself by thinking that even if he were guilty, he might still perhaps be helping the future to be born, breaking the repressive forms and liberating new potential in the only way that worked, that is to say the violent way – which therefore became, by extension, the right way. It was like a moment of exposure to interstellar cold, a reminder of the scary element, both inner and outer, in which human beings must envisage and conduct their lives. But it was only a moment. The birth of the future we desire is surely in the contraction which that terrified Catholic felt on the roadside when another hand gripped his hand, not in the gunfire that followed, so absolute and so desolate, if also so much a part of the music of what happens.

As writers and readers, as sinners and citizens, our realism and our aesthetic sense make us wary of crediting the positive note. The very gunfire braces us and the atrocious confers a worth upon the effort which it calls forth to confront it. We are rightly in awe of the torsions in the poetry of Paul Celan and rightly enamoured of the suspiring voice in Samuel Beckett because these are evidence that art can rise to the occasion and somehow be the corollary of Celan’s stricken destiny as Holocaust survivor and Beckett’s demure heroism as a member of the French Resistance. Likewise, we are rightly suspicious of that which gives too much consolation in these circumstances; the very extremity of our late twentieth century knowledge puts much of our cultural heritage to an extreme test. Only the very stupid or the very deprived can any longer help knowing that the documents of civilization have been written in blood and tears, blood and tears no less real for being very remote. And when this intellectual predisposition co-exists with the actualities of Ulster and Israel and Bosnia and Rwanda and a host of other wounded spots on the face of the earth, the inclination is not only not to credit human nature with much constructive potential but not to credit anything too positive in the work of art.

Which is why for years I was bowed to the desk like some monk bowed over his prie-dieu, some dutiful contemplative pivoting his understanding in an attempt to bear his portion of the weight of the world, knowing himself incapable of heroic virtue or redemptive effect, but constrained by his obedience to his rule to repeat the effort and the posture. Blowing up sparks for meagre heat. Forgetting faith, straining towards good works. Attending insufficiently to the diamond absolutes, among which must be counted the sufficiency of that which is absolutely imagined. Then finally and happily, and not in obedience to the dolorous circumstances of my native place but in despite of them, I straightened up. I began a few years ago to try to make space in my reckoning and imagining for the marvellous as well as for the murderous. And once again I shall try to represent the import of that changed orientation with a story out of Ireland.

This is a story about another monk holding himself up valiantly in the posture of endurance. It is said that once upon a time St. Kevin was kneeling with his arms stretched out in the form of a cross in Glendalough, a monastic site not too far from where we lived in Co. Wicklow, a place which to this day is one of the most wooded and watery retreats in the whole of the country. Anyhow, as Kevin knelt and prayed, a blackbird mistook his outstretched hand for some kind of roost and swooped down upon it, laid a clutch of eggs in it and proceeded to nest in it as if it were the branch of a tree. Then, overcome with pity and constrained by his faith to love the life in all creatures great and small, Kevin stayed immobile for hours and days and nights and weeks, holding out his hand until the eggs hatched and the fledglings grew wings, true to life if subversive of common sense, at the intersection of natural process and the glimpsed ideal, at one and the same time a signpost and a reminder. Manifesting that order of poetry where we can at last grow up to that which we stored up as we grew.

*

St. Kevin’s story is, as I say, a story out of Ireland. But it strikes me that it could equally well come out of India or Africa or the Arctic or the Americas. By which I do not mean merely to consign it to a typology of folktales, or to dispute its value by questioning its culture bound status within a multi-cultural context. On the contrary, its trustworthiness and its travel-worthiness have to do with its local setting. I can, of course, imagine it being deconstructed nowadays as a paradigm of colonialism, with Kevin figuring as the benign imperialist (or the missionary in the wake of the imperialist), the one who intervenes and appropriates the indigenous life and interferes with its pristine ecology. And I have to admit that there is indeed an irony that it was such a one who recorded and preserved this instance of the true beauty of the Irish heritage: Kevin’s story, after all, appears in the writings of Giraldus Cambrensis, one of the Normans who invaded Ireland in the twelfth century, one whom the Irish-language annalist Geoffrey Keating would call, five hundred years later, “the bull of the herd of those who wrote the false history of Ireland.” But even so, I still cannot persuade myself that this manifestation of early Christian civilization should be construed all that simply as a way into whatever is exploitative or barbaric in our history, past and present. The whole conception strikes me rather as being another example of the kind of work I saw a few weeks ago in the small museum in Sparta, on the morning before the news of this year’s Nobel Prize in literature was announced.

This was art which sprang from a cult very different from the faith espoused by St. Kevin. Yet in it there was a representation of a roosted bird and an entranced beast and a self-enrapturing man, except that this time the man was Orpheus and the rapture came from music rather than prayer. The work itself was a small carved relief and I could not help making a sketch of it; but neither could I help copying out the information typed on the card which accompanied and identified the exhibit. The image moved me because of its antiquity and durability, but the description on the card moved me also because it gave a name and credence to that which I see myself as having been engaged upon for the past three decades: “Votive panel”, the identification card said, “possibly set up to Orpheus by local poet. Local work of the Hellenistic period.”

*

Once again, I hope I am not being sentimental or simply fetishizing – as we have learnt to say – the local. I wish instead to suggest that images and stories of the kind I am invoking here do function as bearers of value. The century has witnessed the defeat of Nazism by force of arms; but the erosion of the Soviet regimes was caused, among other things, by the sheer persistence, beneath the imposed ideological conformity, of cultural values and psychic resistances of a kind that these stories and images enshrine. Even if we have learned to be rightly and deeply fearful of elevating the cultural forms and conservatisms of any nation into normative and exclusivist systems, even if we have terrible proof that pride in an ethnic and religious heritage can quickly degrade into the fascistic, our vigilance on that score should not displace our love and trust in the good of the indigenous per se. On the contrary, a trust in the staying power and travel-worthiness of such good should encourage us to credit the possibility of a world where respect for the validity of every tradition will issue in the creation and maintenance of a salubrious political space. In spite of devastating and repeated acts of massacre, assassination and extirpation, the huge acts of faith which have marked the new relations between Palestinians and Israelis, Africans and Afrikaners, and the way in which walls have come down in Europe and iron curtains have opened, all this inspires a hope that new possibility can still open up in Ireland as well. The crux of that problem involves an ongoing partition of the island between British and Irish jurisdictions, and an equally persistent partition of the affections in Northern Ireland between the British and Irish heritages; but surely every dweller in the country must hope that the governments involved in its governance can devise institutions which will allow that partition to become a bit more like the net on a tennis court, a demarcation allowing for agile give-and-take, for encounter and contending, prefiguring a future where the vitality that flowed in the beginning from those bracing words “enemy” and “allies” might finally derive from a less binary and altogether less binding vocabulary.

*

When the poet W.B. Yeats stood on this platform more than seventy years ago, Ireland was emerging from the throes of a traumatic civil war that had followed fast on the heels of a war of independence fought against the British. The struggle that ensued had been brief enough; it was over by May, 1923, some seven months before Yeats sailed to Stockholm, but it was bloody, savage and intimate, and for generations to come it would dictate the terms of politics within the twenty-six independent counties of Ireland, that part of the island known first of all as the Irish Free State and then subsequently as the Republic of Ireland.

Yeats barely alluded to the civil war or the war of independence in his Nobel speech. Nobody understood better than he the connection between the construction or destruction of state institutions and the founding or foundering of cultural life, but on this occasion he chose to talk instead about the Irish Dramatic Movement. His story was about the creative purpose of that movement and its historic good fortune in having not only his own genius to sponsor it, but also the genius of his friends John Millington Synge and Lady Augusta Gregory. He came to Sweden to tell the world that the local work of poets and dramatists had been as important to the transformation of his native place and times as the ambushes of guerrilla armies; and his boast in that elevated prose was essentially the same as the one he would make in verse more than a decade later in his poem “The Municipal Gallery Revisited”. There Yeats presents himself amongst the portraits and heroic narrative paintings which celebrate the events and personalities of recent history and all of a sudden realizes that something truly epoch-making has occurred: ” ‘This is not’, I say,/’The dead Ireland of my youth, but an Ireland/The poets have imagined, terrible and gay.’ ” And the poem concludes with two of the most quoted lines of his entire oeuvre:

Think where man’s glory most begins and ends,
And say my glory was I had such friends.

And yet, expansive and thrilling as these lines are, they are an instance of poetry flourishing itself rather than proving itself, they are the poet’s lap of honour, and in this respect if in no other they resemble what I am doing in this lecture. In fact, I should quote here on my own behalf some other words from the poem: “You that would judge me, do not judge alone/This book or that.” Instead, I ask you to do what Yeats asked his audience to do and think of the achievement of Irish poets and dramatists and novelists over the past forty years, among whom I am proud to count great friends. In literary matters, Ezra Pound advised against accepting the opinion of those “who haven’t themselves produced notable work,” and it is advice I have been privileged to follow, since it is the good opinion of notable workers and not just those in my own country-that has fortified my endeavour since I began to write in Belfast more than thirty years ago. The Ireland I now inhabit is one that these Irish contemporaries have helped to imagine.

Yeats, however, was by no means all flourish. To the credit of poetry in our century there must surely be entered in any reckoning his two great sequences of poems entitled “Nineteen Hundred and Nineteen” and “Meditations in Time of Civil War”, the latter of which contains the famous lyric about the bird’s nest at his window, where a starling or stare had built in a crevice of the old wall. The poet was living then in a Norman tower which had been very much a part of the military history of the country in earlier and equally troubled times, and as his thoughts turned upon the irony of civilizations being consolidated by violent and powerful conquerors who end up commissioning the artists and the architects, he began to associate the sight of a mother bird feeding its young with the image of the honey bee, an image deeply lodged in poetic tradition and always suggestive of the ideal of an industrious, harmonious, nurturing commonwealth:

The bees build in the crevices
Of loosening masonry, and there
The mother birds bring grubs and flies.
My wall is loosening; honey-bees,
Come build in the empty house of the stare.
We are closed in, and the key is turned
On our uncertainty; somewhere
A man is killed, or a house burned,
Yet no clear fact to be discerned:
Come build in the empty house of the stare.
A barricade of stone or of wood;
Some fourteen days of civil war;
Last night they trundled down the road
That dead young soldier in his blood:
Come build in the empty house of the stare.
We had fed the heart on fantasies,
The heart’s grown brutal from the fare;
More substance in our enmities
Than in our love; O honey-bees,
Come build in the empty house of the stare.

I have heard this poem repeated often, in whole and in part, by people in Ireland over the past twenty-five years, and no wonder, for it is as tender minded towards life itself as St. Kevin was and as tough-minded about what happens in and to life as Homer. It knows that the massacre will happen again on the roadside, that the workers in the minibus are going to be lined up and shot down just after quitting time; but it also credits as a reality the squeeze of the hand, the actuality of sympathy and protectiveness between living creatures. It satisfies the contradictory needs which consciousness experiences at times of extreme crisis, the need on the one hand for a truth telling that will be hard and retributive, and on the other hand, the need not to harden the mind to a point where it denies its own yearnings for sweetness and trust.

It is a proof that poetry can be equal to and true at the same time, an example of that completely adequate poetry which the Russian woman sought from Anna Akhmatova and which William Wordsworth produced at a corresponding moment of historical crisis and personal dismay almost exactly two hundred years ago.

*

When the bard Demodocus sings of the fall of Troy and of the slaughter that accompanied it, Odysseus weeps and Homer says that his tears were like the tears of a wife on a battlefield weeping for the death of a fallen husband. His epic simile continues:

At the sight of the man panting and dying there,
she slips down to enfold him, crying out;
then feels the spears, prodding her back and shoulders,
and goes bound into slavery and grief.
Piteous weeping wears away her cheeks:
but no more piteous than Odysseus’ tears,
cloaked as they were, now, from the company.

Even to-day, three thousand years later, as we channel-surf over so much live coverage of contemporary savagery, highly informed but nevertheless in danger of growing immune, familiar to the point of overfamiliarity with old newsreels of the concentration camp and the gulag, Homer’s image can still bring us to our senses. The callousness of those spear shafts on the woman’s back and shoulders survives time and translation. The image has that documentary adequacy which answers all that we know about the intolerable.

But there is another kind of adequacy which is specific to lyric poetry. This has to do with the “temple inside our hearing” which the passage of the poem calls into being. It is an adequacy deriving from what Mandelstam called “the steadfastness of speech articulation,” from the resolution and independence which the entirely realized poem sponsors. It has as much to do with the energy released by linguistic fission and fusion, with the buoyancy generated by cadence and tone and rhyme and stanza, as it has to do with the poem’s concerns or the poet’s truthfulness. In fact, in lyric poetry, truthfulness becomes recognizable as a ring of truth within the medium itself. And it is the unappeasable pursuit of this note, a note tuned to its most extreme in Emily Dickinson and Paul Celan and orchestrated to its most opulent in John Keats, it is this which keeps the poet’s ear straining to hear the totally persuasive voice behind all the other informing voices.

Which is a way of saying that I have never quite climbed down from the arm of that sofa. I may have grown more attentive to the news and more alive to the world history and world-sorrow behind it. But the thing uttered by the speaker I strain towards is still not quite the story of what is going on; it is more reflexive than that, because as a poet I am in fact straining towards a strain, seeking repose in the stability conferred by a musically satisfying order of sounds. As if the ripple at its widest desired to be verified by a reformation of itself, to be drawn in and drawn out through its point of origin.

I also strain towards this in the poetry I read. And I find it, for example, in the repetition of that refrain of Yeats’s, “Come build in the empty house of the stare,” with its tone of supplication, its pivots of strength in the words “build” and “house” and its acknowledgement of dissolution in the word “empty”. I find it also in the triangle of forces held in equilibrium by the triple rhyme of “fantasies” and “enmities” and “honey-bees”, and in the sheer in-placeness of the whole poem as a given form within the language. Poetic form is both the ship and the anchor. It is at once a buoyancy and a steadying, allowing for the simultaneous gratification of whatever is centrifugal and whatever is centripetal in mind and body. And it is by such means that Yeats’s work does what the necessary poetry always does, which is to touch the base of our sympathetic nature while taking in at the same time the unsympathetic nature of the world to which that nature is constantly exposed. The form of the poem, in other words, is crucial to poetry’s power to do the thing which always is and always will be to poetry’s credit: the power to persuade that vulnerable part of our consciousness of its rightness in spite of the evidence of wrongness all around it, the power to remind us that we are hunters and gatherers of values, that our very solitudes and distresses are creditable, in so far as they, too, are an earnest of our veritable human being.

From Les Prix Nobel. The Nobel Prizes 1995, Editor Tore Frängsmyr, [Nobel Foundation], Stockholm, 1996


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Three things…

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Ireland Doolin Trip

We just came back from a week long trip to Doolin, County Clare, Ireland.

Enjoy the photos!

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Urvaksh’s Pre-School Graduation

My son graduated from pre-school…

Urvaksh Pre-School Graduation Photo

More photos here…

Urvaksh’s Pre-School Graduation

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And there is a cool video of the Graduation Ceremony below

Urvaksh’s Pre-School Graduation Video

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I Hope Everybody…

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