I’ll be back to St. Petersburg this summer to teach at the 16th installment of NYI (New York Institute), an advanced study program organized every July at St. Petersburg State University.
I’ll be offering a course on “Languages of the World: Introduction to Linguistic Typology”. Information about the course soon to be posted here, but below is a preview:
This course is available to all students. No background required. Recommended for students interested in cross-linguistic variation and typology.
This course is an introduction to language variation and typology. The focus is on the generative approach to typology but other approaches will be considered as well. Topics covered include: sounds and sound systems; morphology across languages; grammatical categories; simple sentence structure; word order. In addition to describing observable patterns of cross-linguistic variation, we will also discuss theories that attempt to relate this variation to external factors such as physical geography, social organization, or contacts between linguistic groups.
Other courses include introductory courses in phonology, syntax and semantics, as well as advanced courses on long-distance dependencies, musical cognition and “How Minority Languages Change Linguistic Theory” — I’d love to sit in on so many of them!
For a full listing of courses and to sign up for the program, click here.
School teaching of English grammar often makes this subject appear dull and dreary. Writing manuals like The Elements of Style further confound even the most curious reader with their arcane prohibitions against using passives, split infinitives, or “negative form.” Unsurprisingly, many people still view grammar as “mysterious or occult,” which is exactly what the word “grammar” originally meant. (“Glamour,” as it happens, comes from the same root.)
In this course, we will examine the principles behind English grammar and will dispel many a mystery surrounding it. We will ask: Why is there “stupidity” but not “smartity”? Who decides what is a word anyway? How do we put words together into meaningful sentences? How do we interpret sentences to mean more than is being explicitly said? How do children acquire the knowledge of these grammatical intricacies? And how do adults learn them in a foreign language? By looking at these and similar issues, we will develop a subtler and more thoughtful approach to grammar. While the focus of this course is on English, we will also see that other languages possess grammars that are based on the same principles and constraints. So in addition to learning many fascinating (and glamorous!) things about our own language, we will gain new tools that will be helpful in learning another language—any language.
Why English Sounds Like It Does: A One-Day Study of the Colorful World of English Accents
@ Stanford Continuing Studies, Sunday December 3, 10:00 am—4:00 pm, Registration opens on 08/21/2017
English, like all other languages, changes over time and varies according to place and social setting. The way a person sounds—such as with the “southern drawl” or dropping their “r’s”—immediately conjures up a sense of the place where they come from. But the way we speak is influenced by many factors: not only our geographical roots, but also our social and educational background, our working environment, our friends, our own sense of identity, and even our political views all affect how we sound. In this one-day workshop, we will examine English dialects and accents around the country and around the world, and how they changed over time. We will wonder what Shakespeare really sounded like, and how we can know that. We will observe how English speakers can manipulate the way they speak to emphasize their identity. We will hear Bostonians and New Yorkers, posh and working-class Londoners, Scots and Irishmen, Canadians and Australians—and then come back to Northern California and look at its changing linguistic landscape. Students will develop a better appreciation of the variety of accents and dialects in English, the people who speak them, and how we react to people speaking in different ways.
@ SCU OLLI, Friday, October 27, November 3, 10, and 17, 1:00 p.m. – 3:30 p.m. Registration Opens at 10 a.m. August 22
100 years ago, in November 1917, the Bolsheviks led by Lenin took over the power in Russia in a largely bloodless coup; but the Russian revolution was more than just a change in who exercised political power. Followed by several years of civil war and foreign intervention, the revolution changed not only the political structure of the country, but its economy, its social fabric, and even the nature of the most personal relationships among its citizens. In this course, we will consider how the socialist revolution set Russia on the course for planned economy, repressive dictatorship, and imperial aggression. We will examine in what ways post-Soviet Russia continues with economic, political, and social models that were established by the Soviet regime. We will explore why the majority of Russians today admire Putin despite a growing economic crisis; why they are so intolerant of homosexuality; why Russian women hate feminism; and other similar issues that perplex a Western observer. By evaluating the balance sheets of the last century of Russian history, we will ponder the future of Russia and its role in international affairs.
The second edition of Languages of the World: An Introduction is on its way to booksellers near you! Advance praise is now up on Cambridge University Press website (thanks to Marie-Lucie Tarpent for pointing it out to me!):
‘This book is unique, there are no other books like it.’
Bradley Montgomery-Anderson, Northeastern State University, Oklahoma
‘… there is no other material at present which so exactly fits the needs of our course … the text is really reader-friendly, a pleasure to use in class, and popular with the students. The inclusion of assignments and exercises in every chapter is a very valuable addition, and the addition of different kinds of boxes with further information makes the reading process more flexible and multi-dimensional.’
The last film that we watched in my Russian film class was Andrey Zviagintsev’s Leviathan. In the introductory presentation to the film, I talked about the Biblical stories that are heavily referenced in the film: the story of the primordial evil sea monster Leviathan; the story of Job, whose faith is tested through a series of misfortunes; and the story of Naboth, whose vineyard was wanted, and ultimately expropriated, by the king. We also talked about Thomas Hobbes’ book of the same title. Since we didn’t have enough time after the film to discuss it, as we did with other films, I was asked by my students to write up some thoughts on visual elements and questions I wanted them to think about. So here it is.
As with two other films we’ve seen, Cranes Are Flying and Autumn Marathon, Leviathan starts and ends with the same visual imagery: the view of the location of Kolya’s house, with the Barents Sea and the mountains at the background. The broad vistas and the accompanying music by the American composer Philip Glass help elevate the story of one “little man”, Kolya, to the level of an epic saga about individuals and the state, akin to Thomas Hobbes book. In this, the film follows in the footsteps of such greats of the Russian literature as Pushkin, Gogol, and Turgenev.
In the opening scene we see Kolya’s house and the associated outbuildings taking a proud spot in the visual center of the film’s frames, just as it was the emotional focal point of Kolya’s life, his anchor in the rough seas of life. In the closing scene we see the same location, framed by the sea and the mountains, but now a newly built church takes up the exact spot where Kolya’s house used to be. No longer a man’s home, it is now a house of God. Or is it?
It is perhaps no surprise that the Russian Orthodox Church officials came out with a sharp critique of the film: the Church establishment is depicted in a very negative light. At the end of the priest, we the viewers become spectators of a church service where the bishop talks at length about “truth” and “faith”, but a viewer is left with an impression that there is little truth or faith involved in the operations of the Church. To be fair, Zviagintsev also shows a different type of Orthodox priest: instead of preaching, he acts to help the poor, delivering bread to them. To me, this juxtaposition of Kolya’s house and the church built where the house used to be begs the question of whether the Church now fulfills its original mission of spiritual guidance and support for its parishioners—or is it simply an arm of the State, like another tentacle of Hobbesian Leviathan. (Although Leviathan is often imagined as a huge whale, some accounts present it as a giant octopus, which to me is scarier than a fairly benign whale.)
The departure of the Church from its mission is further alluded to in a parallel between the plot and dialogue of the film and the Biblical story of Naboth. In the Bible, the king is so overtaken by his desire to have Naboth’s vineyard that he is unable to eat, sleep or enjoy life. His wife, Queen Jezebel urges him: “Are you king or aren’t you? Go and take it!” (In this, she reminds me of Lady Macbeth.) In the film, the role of “Queen Jezebel” is played by the bishop: he urges the corrupt mayor to wield power (and violence, if necessary) to enforce his desires by all means necessary. Worldly affairs, he says, are the domain of secular authorities, and it is up to the mayor to hold the reigns of power “on the territory entrusted to him”. Thus, the bishop gives the mayor the ultimate justification for his corrupt ways (“All power is from God”) and an absolution for all sins (perhaps even murder!). The earthly rulers and establishment of the Church are thus shown to have divided up the world but ruling their respective domains with equal cruelty and disregard for the bodies and souls of those ruled. (As I watched this film, I was struck by the cognate titles for the earthly and divine rulers: the mayor refers to himself as vlast’ “authority” and addresses the bishop as vladyka “your holiness”—in Russian, the two words share the same root. I’d never thought of that before.) The marriage of the earthly and divine rulers, their merger into a single terrifying whole, is further underscored by such minute details as the portrait of Putin in the mayor’s office and the bust of Jesus in the bishop’s office (which the camera focuses on): has Putin been deified through a “cult of personality”, not unlike that of Stalin? or has Jesus been reduced to an administrator deciding property disputes, punishing and promoting people in accordance to principles that are far removed from Biblical morality of “Thou shalt not…”?
Putin’s portrait on the wall of the mayor’s office caught my attention for yet another reason as well: it is shown to hang directly above the mayor’s head, where it is not likely to be seen often by the mayor himself. It is placed there for the benefit of those who enter the office to plead their case with the mayor (like Kolya’s lawyer friend does) or to take orders (as the prosecutor and the mayor’s two underlings do). The vertical line formed by the portrait and the mayor’s own head underneath it is a great visual representation of the “power vertical”, a concept that is crucial to understanding the Russian “Leviathan” (in Thomas Hobbes’ sense, that is the state). The entire state apparatus is aligned vertically, with Putin as the culminating point on top (and before that, Soviet and post-Soviet rulers, and even earlier, the Tsars). There is no horizontal organization of “checks and balances”, alternative sources of power, a real separation of powers, a civil society, or (as we see in the film) the separation of church and state. This vertical structure prevents the Russian state from being, as Thomas Hobbes envisaged it, a necessary evil required to protect individuals from arbitrary cruelty of other individuals and to arbitrate conflicting interests of different individuals. Instead, the state itself is the evil that individuals need to be protected from, if only there was any entity, besides blind fate, that could protect them.
Another episode with portraits, those of past rulers, emphasizes another characteristic feature of the Russian state throughout its history: every “change of the guard” is a mini-revolution. There is no clear set of rules on how one ruler, be it president, General Secretary, or Tsar, is to be replaced by the next one. Whatever rules are written down in the law can be set aside or manipulated by the rulers as they see fit. The same was true during the Soviet period, as can be seen by the changing titles of those who were the recognized rulers. (For example, Stalin was the formal head of state only from May 1941 to his death in March 1953; before that, he was “merely” the head of the Communist Party.) Even under the Tsars, the rules changed several times, nor did they lay out what is supposed to happen in all possible situations. (The uncertainty about the succession after Nicholas II’s eventual death is said to have contributed to the revolutionary events of 1917.) After a ruler is dead or replaced (with more or less violence), they are not seen as respected leaders who have done their best for the country, but as either a weak jester or an cruel strongman. In either case, it does not seem ridiculous to use a former ruler’s portrait as a target for shooting practice.
One final note concerns the visual imagery that caught my eye in the context of another film we watched in this class. Towards the end of the film, when Kolya’s house is being destroyed by backhoes and excavators, it is cleverly shown from within the house, which makes it look to the viewer as if one’s own house is being destroyed. The image of a former home, part of whose external structure has been broken down, reminded me of the scene from Cranes Are Flying, where Veronica runs up the steps of their building to find their apartment (and her parents in it!) gone forever. In both films, the partial destruction powerfully underscores that what used to be “home and hearth” is no more. But in Cranes Are Flying, it is an external entity, an enemy state (Nazi Germany) that causes the destruction with such impersonal means as bombs and artillery shells shot from afar. In Leviathan, it is not some foreign enemy but the Russian state itself that destroys all that was near and dear to Kolya and his family, by using far more personal and close-up machinery for the destruction. (The family too is ultimately destroyed, through the betrayal of Kolya’s wife and the adoption of his son, once Kolya himself is sent to prison.) I don’t know whether this allusion to a scene in an earlier film was Zviagintsev’s intention, a subconscious reference to a film that he doubtlessly had seen, or a pure accident—but in either case, to me this parallel poses a question of whether today’s Putin-ruled “Leviathan” of a country is what “our grandfathers have fought for”.
Last week, my Russian cinema class watched and discussed Cranes are Flying, a Soviet cinematic masterpiece which focuses on the tragic side of World War II and the physical and emotional wounds it left behind. But the wounds were also demographic, and these wounds have hardly healed even now, 72 years after the war. The estimated 8.7 million military deaths, with significantly more men than women among them, left a huge disparity between the genders: far more women than men in the post-war period. In the 1960s and 70s, a popular Soviet song claimed that “for every ten girls, according to statistics, there’s only nine guys”. That, however, was not the case in real life: according to the 1970 census, for every ten women between ages 30 and 69, there were only 7.4 men in the same age bracket. By 1979, that number was up to 7.84, and the situation was a bit better among the younger generation. But even today Russia has not recovered the sex ratios of the pre-war and pre-1930s Great Terror period. The graph from an article by Nikolay Savchenko in Demoscope shows that the biggest drop in the men-to-women ratio occurred in the 20-year period that encompasses the war, between the 1939 census and that of 1959:
It is easy to blame the skewed sex ratios on the Nazi occupation: after all, nearly 2 million square km of Soviet territory and 45% of its population have been occupied during the war. But a closer look at the demographic data suggests that this is not the case. Although the three Baltic countries (Estonia, Latvia, and Lithuania), as well as Belarus and Ukraine, were occupied in their entirety, it is the RSFSR (Russia), most of which was not under Nazi occupation, which showed the lowest sex ratio in the first post-war census of 1959 (chart from Savchenko’s publication, linked to above):
Within Russia, there is no contrast in sex ratios between regions that were under Nazi occupation and those that were not. According to Savchenko, the lowest sex ratios (among those who were in age cohorts subject to mobilization during the war) is found in three of the regions in the Middle Volga: Mari ASSR (507), Chuvashia (517), and Mordovia (521). Next come three Russian oblasts, Ivanovo (528), Kirov (535), and Kostroma (538)—none of which were occupied by the Nazis!
Instead, the enormously skewed sex ratio must be due to the Soviet mobilization and military losses. As suggested by Savchenko, this can be seen from two statistics: (1) differences in sex ratios between age cohorts that were subject to mobilization and those that were not, and (2) differences in sex ratios between different regions of Ukraine and Belarus. Let’s begin by looking at the data concerning the age cohorts: among those born in 1930 (aged 15 in 1945), the sex ratio is 964—pretty much what would be expected in peacetime. The ratio declines as one goes back in birth years: among those born in 1926 (they were subject to mobilization in the last year of the war), the sex ratio is 829, and among those born in 1923 (and thus subject to mobilization from 1941 onward) the ratio is merely 644. In other words, for every ten 36-year-old women in 1959 there were only 6.44 male contemporaries, a far cry from the “nine guys” that the song claimed. This chart (based on the figures cited in Savchenko’s work) is easily explained: the older the guys were in 1941 and so the longer they were subject to mobilization, the more likely that they would be drafted and, sadly, that they would not come back from the war. The only anomaly is the data point for those born in 1927: the sex ratio for this age cohort is higher than for the next younger cohort, born in 1928. According to Savchenko, “this is a reflection of the fact that throughout the USSR, about 300-400 thousand young men born in 1925-1926 allegedly changed their papers to show 1927 as their birth date” (translation mine).
The second type of evidence that underscores the enormous effect of Soviet military losses on the remaining population structure involves sex ratios in Belarus and Ukraine. Since both of this republics were under Nazi occupation, based on the factor alone, one does not expect any differences within each republic, but that is not the case. Looking at those aged 31-70 in 1959 (the age bracket that made the men subject to mobilization), Savchenko calculated that the sex ratio is highest in the westernmost parts of Belarus, and declines as one moves east. Thus, “in Grodno oblast of Belorussia there were 707 men for 1,000 women, in Brest oblast — 708, in Molodechno oblast — 700. But in the centrally located Minsk oblast the figure is 615, and in the eastern oblasts of Belorussia the difference [between the number of men and women] is even more conspicuous: in Vitebsk — 581, in Gomel — 578, in Mogilev — 562” (translation mine). If the Nazi occupation were the sole factor, this distribution would be counter-intuitive: after all, western areas such as Brest were under Nazi attack first and were generally occupied the longest. The real reason for this distribution, Savchenko suggests, is whether the area was part of the USSR, and hence subject to its mobilization, in the inter-war period. Western parts of Belarus were taken over by the USSR in the fall of 1939, before which time they were part of Poland.
The situation is similar in Ukraine, as Savchenko claims. For this post and for my class, I’ve created the map below, where the sex ratios for age cohorts that were subject to mobilization during the war are shown by oblast (Savchenko himself lists the figures only for half a dozen or so of the oblasts; I have calculated the remaining ratios based on the 1959 census data here). The base map here is one that shows territorial changes in Ukraine (I’ve discussed it also in my 2014 post):
As can be seen from this map, the highest (hence, most like peace-time) sex ratio, 843, is found in the westernmost region of Transcarpathia, which became part of Ukraine (and part of the USSR) only after the war. Areas that became part of the USSR in 1939 (Lviv, Ternopil, Ivano-Frankivsk, Volyn, and most of the Rovno oblast) or in 1940 (Chernovtsy oblast and a substantial part of the Odessa oblast) exhibit fairly high sex ratios as well. The contrast between “Western Ukraine” (oblasts that were taken over by the USSR in 1939-40) and their immediate neighbors to the east (Khmelnitsky, Zhitomir, and Vinnitsa oblasts), as well as oblasts in central Ukraine (Kiev, Chernigov, Poltava, Cherkassy, and Sumy oblasts), is quite conspicuous. Overall, areas that were not part of the Soviet Union before 1939 have sex ratios in the high 600s, in the 700s or even above 800, while virtually all regions that were in the USSR prior to 1939 have sex ratios below 650, and about half of them—below 600. (The only exceptions are the industrially vital Donetsk region in eastern Ukraine and the city of Kiev, with the sex ratios of 670 and 668, respectively.)
In light of these figures, it appears that the timing of becoming a part of the Soviet Union is the best predictor of the severity of the sex ratio bias: the longer an area was part of the USSR, the higher the discrepancy between the two genders (and the lower the sex ratio figure) in the immediate pre-war period. This generalization is further confirmed by another data point, alluded to by Savchenko: Tyva, which became a part of the USSR only in 1944 and was little affected by the Soviet mobilization, has one of the highest sex ratios of any region in the USSR in 1959: 903, based on the 1959 census data here. (Again, only people aged 30-69 in 1959, the age cohorts that were subject to mobilization during the war, are being considered.)
All these figures underscore the immense human losses that the Soviet Union suffered, the “cost in blood” of the victory over Nazism whose 72nd anniversary is being commemorated today. These losses, skewed heavily against the “stronger sex”, were felt for a long time after the last shots were fired, and are perhaps still felt today. One consequence of this shortage of men is that the birth rate after the war, though higher than during the war, never reached the pre-war level, in sharp contrast to the U.S. and Britain, which experienced the “baby boom” in the same period. (The birth rates are shown by the blue line in chart below, from http://e-lib.gasu.ru/eposobia/minaev/R_1_7.html.)
But the consequences of the skewed sex ratios after the war may be psychological as well: a whole generation of children, most notably boys, grew up with few fathers around, and thus with few role models of how to be a man, a husband, or a father. Is that perhaps the reason why the protagonist of our next film, Autumn Marathon, is so weak, meek, indecisive, and spineless? Nor is he alone among male cinema characters of that time; in fact, it seems that many if not most of the cinematic “good guys” in the late 1970s-early 1980s were very much like Buzykin.
Today’s lecture in my Russian history Delphians’ class was about the perestroika and the dissolution/implosion of the USSR. One of the students did a wonderfully touching paper on the Chernobyl catastrophe based on Svetlana Alexievich’s book. We talked about Gorbachev’s anti-alcohol campaign, “acceleration” (ускорение), glasnost’, the rise of Boris Yeltsin, the independence movement in Ukraine and the Baltics, the August Putsch, and more. Below is my visual “Table of Contents” for the lecture.
I closed with a quote from Norman Davies’ Vanished Kingdoms (pp. 724-725):
The Soviet system was built on extreme force and extreme fraud. Practically everything that Lenin and the Leninists did was accompanied by killing; practically everything they said was based on half-baked theories, a total lack of integrity and huge, barefaced lies […] When a general secretary finally came along who was no longer prepared to perpetuate the fantasies and the coercion, all the circuits fused, and total paralysis rapidly ensued.
Lenin famously called cinema “the most important of all art forms”. In this course, we will explore Russia’s political and cultural history, its institutions, social norms and everyday life through the lens of the Russian cinema. We will immerse ourselves in different time periods and will try to re-imagine what it was like to live in Stalin’s Soviet Union, during the Great Patriotic War, in the time of the Khrushchev Thaw and the Brezhnev “stagnation period”, and in post-Soviet Russia by watching emblematic feature films such as “The Circus” (1936), “The Cranes Are Flying” (1957, winner of the Palme d’Or at the 1958 Cannes Film Festival) and others. All films will be shown with English subtitles, and the classes will be a combination of lectures, discussions and watching selected films. The films will also be available on YouTube and/or Netflix. We will also contemplate how the state may control people’s behavior and worldviews through cinema as an instrument of propaganda, and how the ways in which people react to films change with time and place. Parallels and contrasts with American cinema will be highlighted.
The first film we’ll be watching is “The Circus” (“Цирк”) from 1936:
Yay! I’ve just completed the preliminary prep for my new online Continuing Studies Course, “The Glamour of Grammar” (to be taught in the Fall 2017). All I have left to do is to film the video lectures and to upload everything onto the course website.
School teaching of English grammar often makes this subject appear dull and dreary. Writing manuals like The Elements of Style further confound even the most curious reader with their arcane prohibitions against using passives, split infinitives, or “negative form”. Unsurprisingly, many people still view grammar as “mysterious or occult”, which is exactly what the word “grammar” originally meant! (“Glamour”, as it happens, comes from the same root.)
In this course, we will examine the principles behind English grammar and will dispel many a mystery surrounding it. We will ask: Why is there “stupidity” but not “smartity”? Why is “blog” a word of English and “lbog” is not and cannot be? Who decides what is a word anyway? How do we put words together into meaningful sentences? How do we interpret sentences to mean more than is being explicitly said? How do children acquire the knowledge of these grammatical intricacies? And how adults learn them in a foreign language? By looking at these and similar issues, we will develop a subtler and more thoughtful approach to grammar. While the focus of this course is on English, we will also see that other languages possess grammars that are based on the same principles and constraints. So in addition to learning many fascinating (and glamorous!) things about our own language, we will gain new tools that will be helpful in learning another language — any language in fact!
Each of the 10 weekly modules contains:
a short (6-12 minute) video lecture
a set of slides for self-paced exploration
a real-time Zoom video session (optional)
additional reading materials
two discussion boards with problem sets and other activities
Students who take the course for a letter grade or credit will have to submit four written assignments.
WHAT MAKES OUR ONLINE COURSES UNIQUE:
Course sizes are limited.
You won’t have 5,000 classmates. This course’s enrollment is capped at 40 participants.
Frequent interaction with the instructor.
You aren’t expected to work through the material alone. Instructors will answer questions and interact with students on the discussion board and through weekly video meetings.
Study with a vibrant peer group.
Stanford Continuing Studies courses attract thoughtful and engaged students who take courses for the love of learning. Students in each course will exchange ideas with one another through easy-to-use message boards as well as optional weekly real-time video conferences.
Direct feedback from the instructor.
Instructors will review and offer feedback on assignment submissions. Students are not required to turn in assignments, but for those who do, their work is graded by the instructor.
Courses offer the flexibility to participate on your own schedule.
Course work is completed on a weekly basis when you have the time. You can log in and participate in the class whenever it’s convenient for you. If you can’t attend the weekly video meetings, the sessions are always recorded for you and your instructor is just an email away.
Registration starts in late summer, so stay tuned!