The Persistence of Grass
Knowing trees,
I understand the meaning of patience.
Knowing grass,
I can appreciate persistence.
Hal Borland
The Belltower-the iconic piece of architecture at the heart of King Fahd University of Peteoleum and Minerals.
Just under one month to go before I return to the states for the summer. Whew. This time here, what will end up being four months, is turning out to be a good setting up of my future life here. The odds are fairly good that I will be teaching here at King Fahd University for as many as five years, so having a four month stint up front is giving me the chance to prepare the platform that I shall use to work and live from, friendships established, work routines and coursework now understood, the local culture no longer a mystery. It is feeling perfect. Ten weeks back home will be a welcome respite. Time spent in my own bed, with my family, with my two amazing sons, with my dog, Walter. Perfect.
While I have been spending more time working on writing projects recently, sadly, the expatriate diaries, this blog, is not one of the projects that has been receiving anything like the lion's share of my energies. My father has been working on a book for about thirty years and I have been doing editing on that quite a bit, like ninety to one hundred and twenty minutes a day for the last two plus weeks. The title of my dad's book is The Conspiracy of Silence. It is quite the project, quite an amalgamation of various cultural anthropological analyses on modern culture and its ills combined with aspects of my dad's life story that illustrates in large measure how he came to have the view of the world that he does.
The basic premise of The Conspiracy of Silence is that humankind has a harder and harder time making proper adaptive choices because we are all, as he says, chasing the mechanical rabbit of standard of living and we are doing so by ramping up the complexity in our societies as though the complexity itself is the goal, adding more variability to the already existing variability as a way to try to gain a greater sense of well being but it is having the opposite affect. It is lowering our sense of well being. The COS looks at the transmission of cultural need resolving strategies and how they are, or are not, properly transmitted from one generation to the next. It looks at the phenomenon of humans using up their own physical energy, their behavioral quantum as he terms it, in search of resolving wants, as they are swapped for needs more and more in CTISs (complex techno-industrial societies) and thus humans use extra-somatic tools, what he calls compensatory devices, to attempt to achieve a greater standard of living, wants, not needs.
This race to the stars for more and more standard of living accoutrement is more and more difficult to achieve because human collective rules mandate that people cannot just go and meet their needs/wants directly, but that as societies become more complex, they need to use more and more indirect paths to achieve their goals. So that if you want, say, a banana, you can't just go and take it from the store shelf, you need to use money, and you may need, therefore to get a job, which today means finding a computer to construct your resume on, finding some nice slacks, getting a bus pass online, etc., to get that banana. He calls that indirect path the arc of indirection, and he calls all of the parasitic salesmen and politicians and their ways of throwing you off of your directed energies tangents to the arc of indirection, he calls that phenomenon tangentialism.
So that then is the preview. It really is fascinating and, best I can tell, spot on. My father is an academic, and his earlier versions were written in quite a high and dense vocabulary, style, and tone. This is the third edit through with at least one more to come. My father is looking at this project as his last great work. He is peppering the tome with pieces of his personal history, illustrating how much of his ideas were generated out of the taking of many forks in his life.
So I guess I should update you on the cliffhanger involving the kittens. They are fine. All four of them. No ill has been perpetrated upon them. I was resolved, as disturbing as it was, to do in two of the four of them. I texted Jim, asked him to come over for a pow wow during which I was to tell him of the decision that I'd come to. He came. I told him. He looked about ill and got a real peculiar look on his face, leaning away from me in his chair, sort of looking down his nose at me, eyes fixed in an eyelid squinting, thoughtful stare. He would buy kitty litter and cat food. He would pay to have Tinker and her brood fixed. He would help them to find homes. I caved. Pure and simple. And I can't act like I'm disappointed that I did. It began to dawn on me that our relationship may be permanently damaged if I became that horrible, kitten killing son of a bitch.
So what is it like to live in Saudi Arabia? It is not an easy question to answer. After being here for a matter of only two and a half months, I guess I can say that in many ways there are still more questions than answers. The men that I work with, those who have been here much longer than I, indicate that the confusion and incredulity that swirl inside my head about why it is that much of what happens here happens the way that it does is just the status quo, just par for the Saudi course, er, sand trap. Had my friend Ned visiting one evening with a good friend of his who was passing through town. We were sitting on my back patio talking. I commented on the frustrating fact that as I had recently settled into a good exercise routine, doing about fifty minutes, five nights a week on a stationary bike in the gymnasium building a scant two hundred meters from my flat, suddenly all of the equipment, the six treadmills, the six stationary bikes, the stair steppers, all of the various weight machines, the free weights, mats, incline benches, all of it, was simply removed overnight. As I was complaining, expressing my lack of understanding for why this would happen, that I had heard something third hand about the exercise room being remodeled, Ned's friend, Mark, who has lived in KSA for years, cuts in, "Wait, are you saying that for no reason at all that this situation which was working just fine was dismantled, taken apart and shut down? For no reason at all? Here in Saudi Arabia? No way. I can't believe that." We all broke up laughing. "It's been Saudized," I say. More laughs.
Half way through this last academic module of the year the pacing schedule, the document given to us educators and to all of the Prep Year students to inform everyone what the academic schedule for this module's curriculum and exams is, is abruptly changed. Half way through week four of our seven and a half week term, our schedule changes so that the speaking test we have been preparing the students for that is to take place in less than a week is now moved to week seven. Materials that are to now be covered in week two and three, homework that needs to be given, is changed to two weeks after those weeks have already passed. Imagine our's and the students' surprise. Saudized.
During the 2013-2014 school year there was a decision made in this program to go in a different direction with the curriculum, to use a new set of textbooks. Now that seems reasonable, even though of course it can be a bit of extra work for instructors to learn to use new texts, to develop supplemental, complementary activities in order to maximize the potential of the prescribed materials. And students who are in level two and have been promoted to level three may find it a bit challenging to adjust to an altogether new set of textbooks, as it is customary for a program to use four levels of the same series to teach the four different skill levels. But the kicker here is that the new curricular system, textbooks and all, were not brought in abruptly in the weekend or the week between academic modules, which is already hard. No, the entire system was turned upside down right in the middle of an eight week module, causing reactions amongst the teachers from consternation to outright revolt. The curriculum, you see, had been Saudized.
We have exams here every two weeks. Listening, reading, use of English, and the writing of an essay. The exam scores, as well as every grade that we give our students, are submitted to the PYP office where they are subjected to a technologically arcane procedure, almost an alchemical rite that renders them into some new pedagogical element, after which they are passed on to the students and to us, forever altered beyond any recognition. The grades are " normalized" through the use of some secret formula guarded better than the original recipe for Coca Cola. Many of the instructors here think that, like Coke, this one is pretty much not any good for you either. For instance, after the first exam, about two weeks ago now, I was shocked to see that a score of 66 which I had given to one student, a failing grade well deserved, was changed to a 77. Yep, Saudized. I had been telling this particular student repeatedly, as he looked at his phone in class or simply did not do his in class work, that given that he just failed the same course the previous module, he needed to improve if he expected to get passing grades. Sort of defanged me as his inflated scores dropped him squarely into the passing category. We give an effort grade to the students at the end of each module that is worth five percent of their overall grade. I had students get their scores changed by twenty five percent at the end of last module by the little IT men behind the curtain. That'll teach those students whose in charge. Hmph.
It's a bit like Monty Python's Flying Circus around here, truth be told. One does one's best to not let it get one down. It is not our system, we are merely employees. Not to say that everyone takes it. Some go off on the management occasionally and then find themselves not getting their contract renewed. Ya gotta work with what you got is the final message. I do my best to bring good activities to the class, while many, most of the instructors, seem to more or less simply open the book at the beginning of the two hour class and read through the exercises presented therein until two hours is up.
These type of Saudizing shenanigans cause much chatter and derision amongst the gentlemen who work here, men who have, over time, become jaded and mainly just shake their heads at the blatant lack of common sense or logic that appears to be involved in the decision making processes that govern here. The parking lot which abutted the complex where I live was ripped up a year ago and is now just a small plot of broken up sand and rock. Why remove it? Now the wind just picks up the sandy soil and pelts it against our sliding doors and into our eyes and mouths and noses. People just shake their heads and roll their eyes. A perfectly good parking lot, Saudized.
The whys and the wherefores around this part of the world remain largely mysterious, and not just for those of us who are new. Attempting to link events in any causal fashion defy one's abilities. The difficulty in placing motive to action here is due, I believe, to attempting to overlay the mindset and the learned cultural understandings of cause and effect, the whys and wherefores, if you will, from our own Aristotelian framework, from our perspective steeped in concepts like the rights of man and the constitutional processes and premises of our Western world onto the culture here that does not operate underneath any such template. So that when we search for the starting point for any of the hard to decipher actions listed above, we quickly lose the ability to track the footsteps of this cipher of a desert fox. We simply do not have enough overlap in our culturally based cognitive maps.
Those Houthis must be having a difficult day. As I sit here F-15s are taking off about every ten minutes and curling south, off on their short flight to the Yemen where they will deliver their payload to the fighters in and around the Capitol city of Sanaa in the south of the country. If you have never sat directly below a jet fighter as they pass fifteen to twenty hundred meters above, let me tell you, it is a sound you will not forget. They scream past with a sound like a volcano roaring right next to you, a vibrato shaking of the air waves like a rapid pulse, a super vibration, a cat hissing at two hundred decibels.
Four more F-15s climb and bank to port, curling around to head south by southeast. Twelve hundred pound bombs slung like ovoid eggs or testicles below, screaming off to give a bedu hello to the scrappy but well armed Shi'a rebels to the south. Between the daily sorties against the Yemeni rebels and the low grade but present actions or near actions by fundamentalist Wahabi Saudis against Westerners, it is really surreal being here. News reports state that yesterday 93 KSA citizens were arrested on grounds of their planning of attacks against Western targets, the US Embassy in Riyadh, expat housing compounds. There was an attack against a Canadian man in one of the two malls about a kilometer from here last year by a local wielding a meat cleaver. And yet life here is really tame, sleepy even. Simple quotidian routines, teaching, shooting hoops, working on writing projects, hanging out with friends.
Maybe my favorite experience with a Saudi that may shed some light on the kind of place I have chosen to be is this one, a perfect through the looking glass portrait. So I have this student, let's call him Yousef. Well one day after class, Yousef approaches me, explains to me that he is quite good at reading and writing, that his listening is pretty good, but he is wondering if there is anything that I may be able to suggest to him that may allow him to practice his speaking. I think, suggest online ESL chat rooms, maybe he can find another student or a few who may want to also practice their speaking that he can form a bit of a club with. Look at him. Nothing. He sort of shrugs, yeah maybe. I pause. Okay, I say, I am willing to meet with you after week one day a week to play toastmaster and maybe we can get some other guys interested also. Yeah, I think, I can help out this way, can sacrifice a bit of my personal time to get these guys up and beyond. To help them to empower themselves to take their educational process by the horns, to really engage in their own learning, their own growth. I suggest this. He is like, okay. Thank you, teacher. We're on. Tuesday evening we will meet. Every Tuesday we will have Talk Time. So I buy a pack of Uno cards for something to have as a central activity, make up some conversation questions, all set. I go down to the Student Mall after a ten hour day, sorry at that point, of course, for volunteering my time. But, hell, if he wants this opportunity to learn, I guess it is the least I can do. So I sit down and wait. Five minutes turns into thirty, forty, sixty. No Yousef.
I see him the next day and I approach him. "Hey," I say, smiling, "I went down to the mall yesterday and waited for you, but you never came."
"Oh," he replies, sort of stretching like one does when one wakes from a nap, "It's okay. I was kind of tired anyway."




















