Az Eszterházy Károly Tanárképző Főiskola Tudományos Közleményei. 2002. Vol. 8. Eger Journal of American Studies.(Acta Academiae Paedagogicae Agriensis : Nova series ; Tom. 28)

Studies - Lenke Németh: Academia as a Carnivalized Space: A Bakhtinian Reading of David Mamet's Oleanna

Also, in order to fascinate the student with a personal and ancient mode of instruction, John begins to teach her, somewhat belatedly. He employs anacrisis, a basic device of the Socratic dialogue, "a means for eliciting and provoking the words of one's interlocutor, forcing him to express his opinion and express it thoroughly" (Bakhtin 110). The professor exhibits the method in this fashion: JOHN. So we confound the usefulness of higher education with our granted right to equal access to the same. We, in effect create a prejudice toward it [...] CAROL... .that it is prejudice that we should go to a school? JOHN. Exactly. CAROL. How can you say that? How ... JOHN. Good. Good. Good. That's right! Speak up! (Mamet 30) John's attempt to show Carol this remarkable method of teaching is badly misunderstood by her. Though the professor clarifies to the utterly amazed Carol that: "that's my job, don't you know. [...] To provoke you" (32), Carol feels not only puzzled but also grossly embarrassed. Instead of promoting reflection on the aim of schooling as perceived by the professor, the anacrisis prompts ambivalent reactions in Carol, and will accelerate an "abrupt change of fate," a reversal of roles between the professor and the student from the second act. She is confronted with a new method of teaching and a more personal voice that puts her on the alert. Carol can justifiably suspect some ulterior motives in the professor's radically altered behavior. Viewed in this light, Carol's decision to report the professor to the Tenure Committee appears to be legitimate. There is, however, also another side to the coin, which exemplifies the destructive effect of the business space on Carol. To obtain knowledge that is taught in this new way defies the utilitarian principles of business as this knowledge should be worked for and not just simply bought and consumed like a commodity. The generation of "Carols," however, view their university careers in terms of a business enterprise, where knowledge has degraded into a commodity that can be purchased at a university that has decayed into a market. This commodity-nature of knowledge evokes Jean-Francois Lyotard's anticipation concerning the state of knowledge in a postmodern 244