The Dissertation as a Tool for Thinking and Knowing

Matthew Brown

Matthew Brown, Associate Professor in the Department of English and the UI Center for the Book, teaches classes on book studies and early American literature. He is the author of the The Pilgrim and the Bee: Reading Rituals and Book Culture in Early New England (U of Pennsylvania Press, 2007), and the editor of the UI Press series Impressions: Studies in the Art, Culture, and Future of Books. Matt’s twitter handle is @mpbrown.

On Friday, October 21, the NEH-funded Next Gen Ph.D. team brought comics artist and historian of ideas Nick Sousanis to campus to discuss his unique dissertation: a meditation through images and words on ways of knowing and seeing, a dissertation using graphic design to enact its very subject. If you have not seen it, hie thee now to Unflattening, available from Harvard University Press. There were a series of wonderful insights in Sousanis’s flipped lecture, wherein a seven-minute positioning of the visitor’s work by host Judith Pascoe was followed by an extended—and extraordinarily generous—hour with Prof. Sousanis answering questions.

I was struck most by a question floated between interlocutor and speaker (there was such good rapport and fertile inquiry, I can’t remember where the answers left off and the questions began): why is the standard dissertation the best tool for thinking and knowing? Sousanis had been making the case for drawing as a way of thinking: it is “a conversation with yourself . . . the mark you make is one you then have a dialogue with.” Here Sousanis observes the close connection between the work of the mind and the work of the hand.

Prof. Sousanis turned the question on us, asking the audience what a representation of their thoughts would look like, what their material image would be. We proffered music, video, a thought balloon (I mean, I thought that last one). Sousanis then showed a flow-chart diagram of his ideas for Unflattening (it is reproduced on the end-pages of the published version), one stage of preparation for his dissertation. In reference to the diagram, he returned to his point about mark-making by saying “this isn’t a picture of my thinking. This is my thinking.” Prof. Sousanis noted that it may sound mystical to put it this way. My reaction, though, was that it was actually very much of the world. This is the labor of thinking, given a material shape. Intellectual projects—standard and non-standard dissertations—emerge from this kind of toil. I recall copying long passages from obscure devotional manuals when writing my conventional dissertation and commenting on them after transcription—two levels of mark-making and a kind of immersive act then seeded connections much as the diagram generates thought for Sousanis.

There are many differences of course, not least his hard-won skills as an artist, between the conventional dissertation and what Sousanis has achieved. But most germane perhaps for a rethinking of the dissertation format is how Sousanis foregrounds the role of tools in activities of thinking and knowing. Pen, sketchpad, lay-out, and the book format: a continuum of tools and platforms announce themselves in tandem with the dissertation’s heady content as we read and view Unflattening.

For the next generation of humanists, one matter that distinguishes their practices from my version of rote copying and critical reflection is the bevy of digital tools and mediating platforms available to scholars. With the dissertation itself a tool for thinking and knowing, how can we nurture digital technologies and new media interfaces as places of critical reflection? How do modes of mark-making with these tools and platforms arrive at the point where we say “this isn’t a picture of my thinking. This is my thinking”? How do mentors sustain new scholars in this work, such that the tools serve a larger project that is the dissertation-as-tool? As someone committed to long-form argument, I would finally hope that graduate training is mindful of criteria from the world of the standard dissertation, the criteria of knowing one’s field and offering a minor or major contribution to its scholarly conversation. Nick Sousanis’s Unflattening is an inspiring model, wherein the tools and platforms result in a powerful new view of viewing itself.

1 thought on “The Dissertation as a Tool for Thinking and Knowing”

  1. thanks for this reflection, I would reframe this “How do modes of mark-making with these tools and platforms arrive at the point where we say “this isn’t a picture of my thinking. This is my thinking”?” a bit as such matters are currently getting fleshed out (pardon the pun) by research into extended-minding showing we are all often thinking by means of various tasks such as writing or drawing and such, so the question might be more when does this become a conscious practice that we might (as you outline here) begin to experiment with to see how it does or does not achieve certain effects/goals (and or changes our goals).
    All too often we function under a kind of tyranny of the (unquestioned/unreflected) means forgetting that these means (and platforms/modes) where created for specific purposes (and in specific places, by and for specific people) and that they may well not be suited to the task at hand (might even with some unintentional irony serve to undermine content say that is supposed to be questioning One and For All answers/programs and the like).
    I would suggest that faculty begin to undertake the task of thinking thru their own research methods/modes along such lines and collectively workshopping their efforts (with grad students present) so that this becomes both a conscious process, and a public/shared/modeled process.
    Seems such a project could also become an excellent chance to bring faculty from many depts/schools into working relationships (for example going to try and turn your research efforts into a kind of online map why not get feedback from geographers, graphic designers, psychologists/sociologists, and the like?).

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