Range: Why Generalists Triumph in a Specialized World

David Epstein, Range

My academic research focuses on ancient Greece, but I genuinely enjoy teaching beyond my specialty because my interests are broad an eclectic. I sometimes joke to my partner (who I met in graduate school) that the three areas I considered pursuing for graduate work in history were Ancient Greece, 18th-century naval warfare, and 20th century US diplomatic history. Recently I’ve wandered down rabbit holes into food history and have particularly been enjoying East and South Asian history. The idea of studying just one thing for the rest of my life sounds unbearably tedious and teaching a wide range of classes (or at least varying how I teach World History) is a convenient excuse to read more widely.

I don’t know that my eclectic reading habits or historical interests has particularly improved my scholarship, but it has certainly improved my teaching and writing, and caused the basic tenets of David Epstein’s Range to resonate with me.

Epstein opens with the comparison of Tiger and Roger, two accomplished athletes, one of whom was laser focused from infancy on his sport, the other who played everything except his sport for most of his childhood. Both excelled, but Epstein asks which success was more probable. Despite the intuitive expectation that the person who specialized his entire life (let’s call him Tiger) followed the “better” path, Epstein argues, Roger is a better model to follow. Where Tigers are very good at solving problems within a narrow field with predictable parameters, Rogers can catch up quickly and are are frequently more creative when adjusting to new environments or when facing fields without clearly defined rules.

In short, Epstein makes the case that in a world where an increasing number of well-defined tasks are automated and economic and social pressures push people toward specialization, we should actually be encouraging generalization.

I picked up range after listening to an interview with Epstein where he mostly talked about the value of cross-training, but while there are lessons there, I was a surprised how little discussion of sports there was in the book. Rather, Range is a broad manifesto that talks about everything from scientists and musicians to charity CEOs and game designers. As with many books of its ilk, Range uses concrete examples to offer concrete advice on leadership—promoting diversity, emphasizing communication over hierarchy, empowering employees—as well as useful life advice that taking the time to find your fit rather than locking in early produces better results all around.

In my opinion, though, both the strongest and weakest aspects of the book came down to what it said about education. Granted, as someone in the education field, everything starts to look that way. In addition to several explicit sections on teaching itself, Epstein swipes obliquely supposed outcomes of the education system throughout the book, taking aim at the suggestion that graduates need to specialize early and highlighting the perils of teaching to the test. I agreed in principle with everything Epstein highlights: test performance does not equal learning, efficiency is not a universal good, there is value in struggling to learn something. There are absolutely valuable lessons in terms of how we teach, but I nevertheless came away extremely frustrated with the presentation of education.

For instance, Epstein uses a personal anecdote from his MA thesis at Columbia where he says “I had committed statistical malpractice” because “I had a big database and hit a computer button to run a common statistical malpractice, never having been taught to think deeply (or at all) about how that statistical analysis even worked.” He follows up by quoting a statistician who says that the rush to produce research prohibits metacognition. In short, the specialization and speed interferes with the quality of the work, despite metacognition gaining increased traction in education circles. Similarly, he offers another anecdote about a primary school teacher asking students leading questions when they struggled to come up with the answers. Both of these anecdotes, and another about a professor critical of colleagues who only care about the interesting facts learned from years of increasingly narrow study (albeit while talking about Plato, Aristotle, Hobbes, Marx, and Nietzsche, which shows a certain…range), offer insight into the education system, but, to my mind, not quite what Epstein is going for.

The focus of Epstein’s critique is on the practitioners, rather than on the bad practices encouraged by the culture of credentialism and testing. When the a system requires teachers to prepare students for a standardized test or to publish in academic journals and funnel students into career tracks from early on in college, then the system creates the exact problem that Epstein rightly identifies. Moreover, Epstein makes the case that generalization is good for everyone, but it has the greatest utility for young people because it helps foster creativity, critical thinking, and allows them to find fields that fit their skills.

For as much as aspects of the presentation bothered me, Range is a compelling read. Epstein isn’t against specialization, but makes an important critique of dominant cultural trends that prioritize efficiency and specialization over taking the time to think and reflect across different fields.


I had hoped to finish Viet Thanh Nguyen’s The Sympathizer this weekend, but that was before protests against police violence and institutional racism erupted across the United States and then predictably escalated, often as the result of police action. I spent most of the weekend following local news from across the country.

The Food Explorer

In the second half of the 1800s, at a time when most Americans were farmers, the Department of Agriculture was a tiny outfit mostly charged with discovering ways to make crops more resilient. David Fairchild, the child of an academic in Kansas, joined this small outfit at the same time that the United States was launching itself as an industrial power, with exhibitions such as the 1893 World’s Fair in Chicago. On the advice of a friend, Fairchild applied for a job at the Smithsonian for a position in Naples, resulting in two fateful encounters. First, on the voyage across the Atlantic, Fairchild met Barbour Lathrop, a wealthy and over-the-top globetrotter. Second, on a trip to Corsica, Fairchild stole cuttings from the citron tree.

These two encounters, according to Daniel Stone’s book, revolutionized the American diet. Fairchild believed that the future of American agriculture was the import of new commodities and Lathrop underwrote the creation of this new program when the US government would not because he decided that Fairchild was his preferred traveling companion. Despite its opponents, the food importation program grew both in the number of explorers scouring the globe and in the bureaucracy to manage the imports, and is responsible for a number of the most recognizable products on the produce shelves, including the navel orange and Meyer lemon.

There are a number of interesting stories at work in The Food Explorer, including about the growth of the American bureaucratic state, about the history of food and food safety, and a unique lens on the US and the world, leave alone Fairchild’s biography, but I found it an immensely frustrating book. Part of my frustration came from quirks of Stone’s writing. Some readers might be interested to learn that the walnut is technically a fruit, but I found the persistence in explaining things were fruits rather than whatever their name or common wisdom suggests about as tiresome as people reminding you that tomatoes are fruit. However, there are also a couple of more substantive complaints.

First, The Food Explorer is a book that can’t decide what it wants to be. The main arc of the book is Fairchild’s biography, which means that by the second half of the book he is no longer an explorer, but a bureaucrat overseeing the work of other explorers, including Frank Meyer, who I found more compelling than Fairchild himself. But this section also becomes mired in accounts of his courtship of and marriage to Marian Bell, the daughter of the inventor Alexander Graham, as well as Bell’s aeronautical competition with the Wright Brothers.

Such stories give a fuller picture of Fairchild’s life, but they sit awkwardly beside the frame of this as a story about the massive changes going on in American society or about the fascinating institutions that Fairchild helped create. In fact, the most iconic plants Fairchild had a hand in bringing to the US were either inedible (Washington DC’s flowering cherry trees) or not his finds (the Meyer lemon). Similarly, I was struck by the vast number of imported plants that were almost immediately supplanted or simply discarded. Fairchild and his program did change the way Americans eat in significant ways, but behind the glitz and glam of Fairchild’s life is a more compelling story about the growth of the commercial agriculture industry and the role of the federal government in both facilitating and inhibiting the import of new crops.

Second, this is a particularly American book. Stone frames the story against the backdrop of American industrial power and the story is built around the privilege of American interlopers cavalierly begging, stealing, or buying whatever they want to populate their new garden of Eden. I don’t want to pass any aspersions on Stone since he periodically offers light critiques of American ignorance, such as during a potential row between US and Japanese officials after the first batch of cherry trees had to be burned. Nevertheless, his sources are swept up in the potential of the US and the backwardness of most of the rest of the world and he is generally happy to echo their sentiments, and makes a few truly egregious gaffes along the way, such as in identifying Egypt as both “Mesopotamia” and “the birthplace of civilization.”

As noted above, there is a compelling story here and I can understand why so many people and at least one podcast I listened to raved about the book. The decision to follow Fairchild’s charmed life keeps it from getting too heavy with either discussions of institutions and business or war and death, but I closed it more more frustrated than enlightened.


A short discussion of Vassilis Vassilikos’ Z, since I am likely not going to do a full summary: The first half of the book consists of non-stop action of a fateful night when a socialist politician is assassinated after a gathering in Thessaloniki by ruffians hired by the police, who simply stand by and watch. Much stronger, in my opinion, was the second half, which explored the inquests that followed and is highly critical of political officials who seek to sweep their complicity under the rug. My failure to write this up earlier has dimmed the individual characters in my memory, but I was repeatedly struck by the resonance with contemporary political agendas.

I have also finished Bilge Karasu’s The Garden of Departed Cats and am now reading Roberto Bolaño’s The Savage Detectives, a strange and sensual novel about a group of young poets who call themselves “the visceral realists.”

The Missing Course

David Gooblar’s The Missing Course offers a simple, but radical thesis: that improving college teaching requires shifting the mindset about what the product is the professor offers. It is easy to think that your product is your expertise in your content area, honed through years of study. Institutional structures in PhD programs and promotion standards reinforce this belief from one end, while, on the other, there is a temptation to think that the transaction the students are paying for is to have knowledge transmitted to them by a world renowned expert (you).

However, speaking as someone who took classes from some exceptional lecturers and loves the feeling of one of his own lectures landing with an audience: even the most inspiring lecturer will not connect with every student. Gooblar’s proposal follows in the vein of recent scholarship on teaching and learning that encourages teachers to eschew lectures in favor of shades of active learning, but with a critical addition: that the product is not the content, but the student.

This proposal seems obvious, but it also requires foundational changes in class design and assessment and simply bypassed the handwringing about why students aren’t capable of picking up the subtle themes and brilliant observations about life and everything. As Gooblar opens with in chapter one, is that you can’t make someone learn, so the challenge is finding ways to encourage learning beyond the punitive threat of a poor grade. The lecture works well, if still imperfectly, for students who are already interested in learning, but it works best as a gateway drug––a taste that prompts students to go out and get more. That is, the lecture works well for students who approach it as part of an active learning process. But too many others approach the lecture as something to passively receive, learn by rote, and regurgitate as best they are able on the test.

Each of The Missing Courses’ eight chapters approach a different aspect of this teaching, from the basic course design to assignments, to classroom activities, with practical, actionable suggestions to try. There are too many points to summarize here, but I found myself happy to find practices I use in my own classes like low-stakes weekly quizzes and extensive opportunities to revise assignments among his suggestions and still found myself jotting down new ideas.

As a history professor who believes in the importance of teaching writing across the curriculum, I was particularly excited to have suggestions from a professor of writing and rhetoric about how to encourage best practices in citations. For instance, he provides the most lucid explanation I have seen of why students struggle to cite secondary scholarship and will often only do so when citing direct quotes:

“To write a summary, the student must read the whole text (perhaps multiple times), think deeply about the most important aspects, and synthesize observations into a concise rendering of the text’s substance”

In other words: using secondary scholarship is hard and intimidating (what if you get it wrong!), where citing a quote is easy. I couldn’t tell you where I learned how to cite scholarship. I don’t remember being taught how at any point, it was just something I picked up by osmosis, so I very much appreciated seeing Gooblar’s suggestions on activities that can help teach these skills.

All of Gooblar’s suggestions come back to the student as the course material. Toward that end, he emphasizes the importance of respecting students as individuals even, or perhaps especially, when they are failing the course, and of facilitating the classroom as a community where not only are students and their ideas respected, but students may also help each other grow.

At this point you might be thinking, what about the content? If the students are taking a course on World History, shouldn’t they, you know, learn about World History? Of course the answer is yes, but, speaking from experience, thinking in terms of coverage is a trap. I tell my students in these classes that every class period (and usually every slide) could be a semester-long class course of its own, meaning that we only ever scratch the surface. Which is going to be more beneficial to the student in the long run: making sure that we spend ten minutes in a lecture talking about the Tibetan Empire of the second half of the first millennium CE, which is admittedly fascinating, or redirecting that time to primary source analysis, discussion, debate, practice summarizing and engaging with sources, or any of a myriad of other active learning techniques. Some of these are harder when teaching introductory courses where it seems like the students don’t have enough background to engage at the level you want and lectures are sometimes a necessary component of the class, but incorporating active learning into the course offers significant rewards.

Toward the end of the book, Gooblar turns his attention to how to teach in the modern, tumultuous world. I jotted a brief response thread on Twitter, but wanted to spotlight it again here. College professors are often accused of trying to indoctrinate their students into radical Marxism or the like. While American college professors do tend to be more liberal than conservative, the largest number actually self-classify as moderate. Further, the recent primary results have demonstrated that the Democratic party remains a big-tent coalition, while the Republican party, which has accelerated attacks on funding for higher education in recent years, has veered further right. The political doesn’t end at the classroom door and to pretend otherwise is naive.

As a history teacher I run into these problems with regularity and, to be honest believe that I can and should better handle them. Ancient Greek democracy was made possible by both exclusion (narrow participation that did not include women) and exploitation (Athens had many times the number of enslaved people as it did citizens). The spread of religions was at different points a blood-soaked process, Christianity included, and European colonization amounted to exploitation and indoctrination at best and either incidental or intentional genocide and ethnic cleansing at worst. And for all that I find history endlessly fascinating.

Gooblar suggests a similar approach to the one I’ve adopted, which is to “take seriously the equality of our students and the inequality of the world,” while placing an emphasis on process. There are some premises that I will not tolerate in my classroom, including endorsement of slavery, racism, sexism, and other forms of bigotry, but I also believe that there is room for students to argue for the virtue of, for instance, Athenian democracy and capitalism so long as their arguments are based on good use of available sources and I build time into the class period to have students practice these skills.

One of the virtues of a college classroom should giving students space to debate issues in a responsible and respectful manner: disagreements are okay, bullying is not.

The limiting factor in college teaching is not knowledge, but attention. Becoming a good teacher requires practice and cultivation, just like developing any other skill. Fortunately for anyone interested in improving their skill, we are currently living in a golden age of publications on teaching and learning. I haven’t finished everything on the list of resources I solicited a few years back, but The Missing Course is already my go-to recommendation for a place to start.

Hippie Food: How Back-to-the-landers, Longhairs, and Revolutionaries Changed the Way We Eat

My favorite random food trivia question asks which restaurant was the biggest consumer of kale until about 2013.

The answer is Pizza Hut, which used the leaves to garnish its salad bars. The idea of using a popular superfood for decoration now is unthinkable, but this small change is exemplary of a broader revolution in the American food scene. In Columbia, Missouri, my favorite bakery and cafe is around the corner from the Korean taco place and down the street from the brown-rice vegetarian restaurant. My favorite pizza shop offers the option of vegan cheese, and the local biscuit food truck offers the option of replacing bacon or sausage with tempeh. Tofu, nutritional yeast, and kale are all available in the grocery store alongside brands like Stonyfield Farm and Garden of Eatin’. In Hippie Food, Jonathan Kauffman makes the argument that many of these changes can be traced back to the counter culture of the 1960s and 1970s.

The seven chapters of Hippie Food take the reader from the communal origins of the food movement in Southern California following World War Two through the emergence of industrial food systems epitomized by, for instance, Whole Foods. Kauffman takes a lively, journalistic approach to the story, focusing in on a couple of characters that exemplify the theme of that chapter while also making nods at the wider changes taking place. The first chapter, for instance, follows Robert Bootzin (aka Gypsy Boots) , the proprietor of the Back to Nature Health Hut, and Jim Baker, whose food career began with the Aware Inn, though the latter became better known as Father Yod of the Source Family.

Kauffman emphasizes how the food of the counter culture had twin motivations: matching the larger philosophical principles of the movement and health. The prophets of the health movement took their inspiration from eastern philosophy, including pioneers of macrobiotics like George Ohsawa, who claimed his diets would cure disease by bringing balance to the body and whose advice ranged from the beneficial (whole grains, alternatives to meat like Seitan) to the potentially deadly (consume no vitamin C). Other movements, like the Tessajara Bread Book espoused the latent zen potential of baking bread.

Following these principles was not easy. At numerous points, Kauffman notes that it was easier to start a farm, a co-op or counter-culture cafe than to sustain one. Most of these initiatives were the province of the young and energetic, and even when they could attract a following, selling goods at cost––or even giving it away––had a way of interfering with paying rent, let alone employees. And yet, healthy food and organic farming matched the broader cultural concerns, particularly over chemicals, opening the door to big business.

Hippie Food is the food of my upbringing. My kitchen is stocked with rice, beans, whole grain flour, and tofu and we eat Seitan at least every couple weeks. I grew up working inventory at the local co-op. Kauffman name-checks a bakery my parents were involved in in Ann Arbor, Michigan and one of the Vermont communes he talks about was in the town where I went to high school. Beyond the personal connection, though, Kauffman spins a lively story filled with colorful characters as he supplemented the recent surge in academic interest in this history with interviews with more than a hundred people.

For as much as I loved Hippie Food, I kept coming back to one issue. Kauffman acknowledges in the introduction that his is a largely white story, offering a few explanations, including the demographic makeup of the United States at the time, the segregation and racism in areas where the back -to-the-land movements took root, and the “pervasive nostalgia” and romanticism that did not appeal to particularly African American audiences (14). I don’t dispute any of this, particularly in terms of the racial issues with regard to African Americans and found Kauffman’s explanation of how this movement went ended up going commercial compelling, but nevertheless couldn’t help but note the absence of immigrants other than the pseudo-spiritual guides of the movement. This meant that Kauffman’s central thesis about how the counter culture shaped how millions of Americans eat is undeniable, it nevertheless fell short of capturing the full extent of the diversity of the current American food scene.


The normal course of the semester caused a slowdown in my reading, so I’m still working my way through David Gooblar’s The Missing Course, and started reading Z, Vassilis Vassilikos’ formerly-banned novel about a conspiracy to kill a left-leaning Greek politician.

A Recent Reading Recap

The thing about my current semester is that it barely left time to think, let alone do anything, but I did manage to crawl my way through a few books. Now that my semester is winding down and I finally have a moment to breathe, I have a chance to jot down notes.

Elif Batuman, The Possessed – My least favorite of the books I read this fall, The Possessed is a memoir about graduate school and Russian literature in which long sections read as though she was workshopping ideas for the book that eventually became her novel The Idiot. Batuman is a gifted writer and I enjoyed the discussions of Russian literature, but those often went beyond the authors I was familiar with and I was generally underwhelmed by her presentation of graduate school.

Eric Rauchway, Winter War – One of my aspirational goals for teaching is to read one new book about each class I teach in a given semester, beyond whatever other prep I have done. This was my choice for my Modern Americna history class. In Winter War, Rauchway examines the months between the election of 1932 and Roosevelt’s inauguration to show the radical start of Roosevelt’s New Deal and how Hoover sought to undermine his successor. This was a really excellent book that deftly leads the reader through the political maneuverings at the height of the Great Depression.

Josh Gondelman, Nice Try – The final non-fiction book I read this fall was Gondelman’s Nice Try. I attended Brandeis at the same time as Gondelman and we have a number of mutual friends, but I know him primarily as a writer for TV and on Twitter as the world’s nicest comedian. This collection is a delightful, light-hearted stroll through the serious topic of trying to be both a nice and good person in the world.

Ursula K. Le Guin, Tehanu – The fourth book in Le Guin’s Earthsea series is one of the best. Like Tombs of Atuan, this novel picks up the story of Tenar, now living on Gont as a middle-aged woman named Goha, her children grown. The inciting event comes when two people come into her life. First, an emotionally and physically damaged child she names Therru and then Sparrowhawk, no longer a mage, but a broken old man. The result is a heart-wrenching fantasy story of sorrow and loss that, like the rest of the series, undermines the typical heroic tropes including, this time, the notion that a single heroic victory would in fact set the world at rights.

Myke Cole, The Armored Saint – I started following Cole on Twitter because of his interest in ancient Greek history, but I also appreciate a good fantasy novel and he recommended people start with this one. The Armored Saint is a coming of age story about Heloise Factor, the daughter of the town’s scribe. What impressed me about this book is how Cole creates the sense of history, with adults having fought in past wars and an Order that prevents demons from entering the world by making sure that no wizard survives, while nevertheless focalizing this story that takes place in one small valley through the point of view of this young woman who, rightfully, is angry at members of the Order who abuse their power.

Jose Saramago, Blindness – The only capital-L literature book I read this semester was by Portuguese Nobel-winner José Saramago. Blindness is a harrowing story of a city that descends to anarchy when its citizens begin going blind. The government responds to the initial cases by quarantining the afflicted in an asylum, in the hopes that it will stop its spread. But the asylum fills up, and one of the wings organizes a ring to control the spread of supplies, extorting money and sex from the other wings. Then the supplies stop coming in and the inmates escape into a world abandoned when every one went blind. Overall Blindness struck me as a much more sophisticated and satisfying take on the themes of Lord of the Flies. My one lingering question was about the character of the doctor’s wife, who accompanies her husband into the asylum and is the only character in the entire book who never goes blind. I couldn’t decide what to make of her character, eventually deciding that she is saved by her selfless sacrifices at every turn, but also finding that this level of metaphor didn’t quite fit with the rest of characters in the novel. I quite liked Blindness in sum, but the fact that I came away wishing that I read it at a time when I could give it more attention means I might need to re-read this one.


I am now reading Robin Hobb’s Ship of Destiny, the conclusion of her Liveship Traders Series. By the time I’m done, I hope to have enough time to write full review posts again.

The Invisible Gorilla

The first viral video I remember in college is the eponymous video from this study, the invisible Gorilla. It came from a psych study of the same name where the researchers showed their subjects a video of people passing basketballs back and forth, some wearing white shirts and some black. They asked the viewers to count the number of times the people wearing white shirts passed their basketball. Then they asked them if they noticed a person in a gorilla suit. About half of the participants missed the gorilla, who walks through the middle of the game, turns to the camera, and beats its chest.

The experiment tested selective attention, showing how when the mind is focused on a particular task, particularly when that task involves tracking unfamiliar patterns, people are much more likely to miss what they are not explicitly tracking. When I watch the video I see the gorilla, but sometimes miss at least one of the passes.

In Invisible Gorilla, Christopher Chabris and Daniel Simons explain this and other experiments, supplemented with real world examples, to give an engaging explanation for how the mind works, covering issues from attention to confidence to the potential for growth.

If I had to put a thesis to Invisible Gorillas it is that the human mind is extraordinarily well adapted for pattern recognition and focusing on individual tasks, but is easily overwhelmed.

Invisible Gorillas offers an exceptionally compelling discussion of (relatively) recent developments in the science of memory and intuition. Some sections of the book dated themselves. While talking about the illusion of patterns and predictive behavior, for instance, they praise John Roberts’ explanation in the Shelby County supreme court decision that struck down the Voting Rights Act, which has aged poorly in ways that were entirely predictable for reasons cultural, historical, and political. If these case studies can be misguided, I can only imagine that the science has developed since the original publication in 2010.

In general, though, I have little negative to say, and found that it offers a few practical lessons. Given the title of the book, the top-line takeaway is the dangers of divided attention. Chabris and Simons spend a significant amount of space talking about driving and other activities that people can do while distracted under ideal circumstances, but explain that distraction primarily interferes with the ability to adapt to the unexpected.

Secondarily, they explain, people overestimate their ability to multitask. I have noticed this when it comes to my writing. I often multitask when writing blog posts, with something on a second screen that I can passively absorb but don’t care if I miss anything. By contrast, when I’m working on projects I hope to publish, I have to eliminate distractions by closing down social media, turning off podcasts or anything visual, and often turn up music on my headphones.

(Chabris and Simons debunk the urban myth that listening to classical music makes one smarter in the illusion of potential; the music I listen to while writing varies, and I find the beat matters more than the genre because I usually tune the songs out.)

But as much I already knew and/or had discovered the issues with illusions of attention, the two studies I found particularly valuable were the illusion of confidence and false beliefs about memory.

On the former, people trust those who express confidence more than those willing to express doubt. In 2019, this is more important than ever. It would be easy to tie this illusion to any number of political and media issues, but I saw a relevance here for academia, too. I have long believed that one of the greatest disservices the US educational system does to students, particularly through standardized tests, is to make them believe that they need to have all of the answers. In turn, this means I try to model for my students how to not-know the answers; that is, to teach them to place confidence in being able to find explanations rather than in feigning them through confident bluster even though, as Chabris and Simons explain, society generally values the latter.

The latter caught my attention because I have been working with memory as a historical construct. I introduced this post with a memory of watching the invisible gorilla video in college, which I thought was a viral video, perhaps on Youtube. The facts line up: I was in college around the time the video made news and Youtube and Facebook both existed. In truth, though, I don’t actually know that this was when or how I saw the video, only that I have been aware of the video for a long time. This inconsistency is exactly the point of Chabris and Simons’ section on memory: memory is malleable and flawed, connected to our emotions and experiences, and highly impressionable. My reading of historical memory is that the same holds true, except with more intentionality behind the shaping of memory.

There is also more to Invisible Gorillas that is worth consideration, including discussion of why we believe so strongly in the potential to improve ourselves quickly and the way in which people tend to misunderstand probabilities. In short, this is a worthwhile read on a number of levels, from simple curiosity to practical applications in a range of settings.


I just started Toni Morrison’s Beloved because her passing reminded me that I had never read any of her books even though I’ve been trying to read more African and African-American authors. I am only a few chapters in, but am so far finding it viscerally affecting and awkwardly voyeuristic in a way that is making me particularly conscious of my whiteness. The last part is heightened by having seen clips of Morrison commenting on tone deaf critiques of her literature as not addressing white audiences.

The First Crusade: The Call from the East

I first encountered Peter Frankopan’s work a few years ago when I read his global history The Silk Roads, which aimed to understand the world along an axis unfamiliar to most people: the pathways of exchange that linked Europe and East Asia known collectively as the Silk Road. While reading that book I came across a reference to this one, Frankopan’s first, and made a note to read it at some point. Preparing to teach a survey of world history before 1500, it seemed like an appropriate time to pick it up.

The First Crusade hinges on a simple conceit: historians of the crusades get swept away by the stirring oratory of Urban II at Claremont and the remarkable victories of the western knights that established crusader kingdoms and so miss the forest for the trees.

The Byzantine Emperor Alexios I Comnenus (r.1081–1118) sits at the center of Frankopan’s retelling. When Pope Urban II issued his call for crusade and began preaching across most of Europe, he fired up his audiences with stories about the collapse of the Byzantine frontier and the horrors that the Turks visited upon their Christian brethren. Byzantium, the great Christian empire and one-time protector of Jerusalem, he said, was on the verge of collapse. Indeed, a Seljuk army under the command of Alp Arslan had inflicted a humiliating defeat on the Byzantine Emperor Romanus IV in 1071. The empire had suffered additional setbacks in the two succeeding decades, including invasions by Norman knights who would go on to be Crusaders, and by the early 1090s a sudden turn for the worse in Anatolia that included the loss of Nicaea, a strategically-located and heavily-fortified city, prompted Alexios to make his appeal to Urban.

But neither was the Byzantine Empire decaying anachronism. Frankopan contextualizes Alexios’ actions in the institutional and diplomatic traditions of the Byzantine Empire. In this light, the beleaguered empire of the 1070s had recovered under Alexios’ careful hand in the 1080s, thwarting repeated invasions of the Balkans from both Norman knights and nomads from the north, while also choosing careful marriage alliances at Constantinople and stabilizing the situation in Anatolia through careful diplomacy that brought the Turkish leader Malik Shah into the imperial orbit. The death of Malik Shah in 1092 unravelled Alexios’ hard work and ultimately led to a attempted coup in the capitol.

These conditions, Frankopan argues, prompted Alexios to again turn to Byzantine diplomacy for a solution: the call from the east. In Urban II, he found an ally quarreling with the German Emperor Henry IV, who had installed his own Pope, Clement III, in Rome. Alexios’ appeal presented Urban an opportunity to claim legitimacy as the true pope. Urban’s call to arms promised knights wealth and the forgiveness of sin, thereby completing the necessary conditions for the crusade. In short order, thousands of soldiers gathered for war.

Compared to explanation of these machinations, Frankopan’s account of the campaign itself is almost perfunctory. He mentions the preparations in passing, offers explanations for the near-defeats turned spectacular victories won by the Crusaders, and duly mentions the thousands of crusaders who died along the way, but only briefly mentions People’s Crusade and does not explore the social or cultural sides of the campaign.

Instead, Frankopan keeps the focus on the Crusader leadership because that allows him to keep focus on their relationship with Alexios, who had hoped to regain Byzantine possessions in the East. All of the Crusader leaders swore oaths of fealty to the Emperor throwing their support behind his cause, but as the campaign surged forward they began to feel betrayed––because Alexios continued to negotiate with the Turks and, particularly, because they believed he was deliberately late with supplies––which ultimately led to the creation of independent Crusader States in the Levant. That is, with the exception of Baldwin, who spent two years ruling Edessa as Alexios’ delegate.

The First Crusade is a slim monograph, coming in at just over 200 pages before notes, meaning that it is not a new synthesis or a magnum opus. It is a relatively narrow thesis that achieves its aim, showing that the Byzantine context is the key to understanding the crusade. This diplomatic focus means that it is at times dry and the fact that the prose is rife with passive voice made certain chapters read like running into a stiff wind, but these are both superficial concerns. I already understood the legacies of the crusades (both the traditionally-numbered ones, as well as the Northern and Spanish crusades) in a global context in terms of trade, diplomacy, culture and religion, and I went into The First Crusade looking for a way to understand the start of the Crusades in the same light. Frankopan offers just that.


I have since finished The Farthest Shore, the third book in Ursula K. Le Guin’s Earthsea Cycle and begun Christopher Chabris and Daniel Simons’ The Invisible Gorilla, a pop-science bestseller about how intuition and memory can deceive us.

Teaching College

Through the heat-scorched landscape of late July, it is almost possible to feel the first winds of autumn, which means that it is time to be thinking about the courses for the fall semester. In preparation for teaching I have once again gone back to the well of teaching books and done another thread for the #PhDSkills tag on Twitter, this time reading Norman Eng’s lauded book, Teaching College.

This post follows the model I used for my previous threads, on John Warner’s Why They Can’t Write and Helen Sword’s The Writer’s Diet, as well as the posts I wrote after reading Jay Howard’s Discussion in the College Classroom, James Lang’s Small Teaching, and Mark Carnes’ Minds on Fire. A longer list of resources can be found here, in a post with collected suggestions for guides on how to teach in the humanities that I solicited a year or so ago. I have added to the original posts as I find new resources.


Norman Eng’s Teaching College often comes up on lists of books for college instructors to read. It promises to be a practical guide to teaching and learning, with lessons from the worlds of marketing and K–12 teaching, fields Eng worked in before getting his ED.D.

You can find my sprawling reading notes in this Twitter thread.

Eng tries to do everything in Teaching College, and the result is a lot of useful tips. Even with the book by his own admission being less useful for humanities classes, I do not disagree with most of what Eng writes. For instance, he stresses reflective practice, both on the part of the teacher and for the students, and the importance of creating a safe learning environment. I think both of these are central to good pedagogy, as is making sure that you are finding ways to keep the class engaged through active learning exercises and discussions. This can be easier said than done, but Eng advocates a “less is more” approach in getting students to learn rather than to simply commit facts to short-term memory––which Kevin Gannon, among others, have suggested is the best way to improve even the bloated survey courses.

( I think we teach history backward, but I also teach in the system we have.)

For as useful as Teaching College was at points, though, I was often frustrated with it. This frustration came in several different forms, but they started early on with an unrelated book. One of the media groups in Columbia, MO has been running the same set of radio ads for the past few years promoting the book The Wizard of Ads with a series of tips on marketing strategies. The Wizard of Ads promises to teach the reader simple rules to ensure marketing success. Teaching College came across like an educational version of that book. This is not to say that either book is necessarily wrong, just that there is something about the tone promising quick fixes that rubbed me the wrong way.

But my issues went beyond the superficial.

First, Eng’s approach to class structure struck me as overly formulaic, even when he offered variations. In his defense, he added the caveat that there is no one-size-fits-all solution to teaching, but in the body of the text he blows right past that advice. I will be taking his advice that I need to make sure that I am being aware of how much interaction I plan because when I get overwhelmed I tend to just talk, but I am unlikely to entirely jettison things that are working in my classes.

Second, while Eng offers some additional reading (or Ted talks to watch) and some citations, it often came across like a Ted talk where one person with a particular expertise tells the audience how to improve––ironically unlike his advice for how to teach. He is persuasive, I thought, in showing how college professors could learn from marketers and K–12 teachers, though we have all had our share of poor teachers there, too, but the fact that it is generally heavy on personal stories and light on relating scholarship about best practices in teaching and learning made Teaching College seem insubstantial.

Third, Eng tries to cover too much, offering panaceas for everything from classroom management to syllabus design to readings. On the one hand, this means that he is arguing for a comprehensive overhaul with prescribed changes, but, on the other, there is also limited space dedicated to explaining the purpose of any of the changes. Compare this to James Lang’s Small Teaching, which similarly covers a lot, but with the explicit purpose of making small tweaks to improve a class rather than a full overhaul.

Fourth and finally, perhaps my biggest frustration is that other than a critique of using a single midterm to assess student performance, there was almost no discussion of assessment. My issue here is that reflection on how we are assessing students is about as important as reflecting on why students are not doing the reading. You can’t have one without the other, and I find that particularly in history and civ surveys the course aims and course assessment are wildly mismatched. Eng boils this problem down to thinking about your client profile (the students, with their big-picture goals) and aligning your course goals accordingly, but identifying these and adjusting the class procedure only does so much good if the assessment remains out of alignment with what you want the students to take from the course.

In sum, I wonder if I would have found more utility in Teaching College if I hadn’t read Small Teaching and Discussion in the College Classroom first. This is a useful little book that gave me a few ideas, but much of what it offers can be found in more detail in other resources.

Fast Food Nation

“There is nothing inevitable about the fast food nation that surrounds us –– about its marketing strategies, labor policies, and agricultural techniques, about its relentless drive for conformity and cheapness. The triumph of McDonald’s and its imitators was by no means preordained.”

“Our competitors are our friends, and our customers are our enemies” – the former president of Archer Daniels Midland

The most recognizable symbols of Americana are brand names such as McDonalds, Subway, Coca Cola, and now Starbucks. Fast Food Nation is Eric Schlosser’s classic work of investigative reportage that looks at the food and labor systems that led to the first major wave of these corporations.

Schlosser traces the fast food phenomenon to California in the 1940s and 50s where drive-in hotdog and burger joints began to pop up, catering to the newfound car culture. At the heart of these restaurants was the “Speedee” system that applied the principles of the assembly line to food service, simultaneously ensuring a consistent product across locations and reducing the need for skilled staff.

Allowing for some variation––Ray Kroc, for instance, expanded McDonalds by purchasing land for new franchisees and becoming their landlord––the model is simple: offer large quantities of tasty food to consumers at the lowest possible price point, while making a profit through a) volume and b) reducing the cost of both labor and supply. The superficially-attractive combination of taste, quantity, and cost feeds into the first, while the second is accomplished through increased efficiency, industrial supply chains, and anti-union activity.

From the point of sale, which takes up the entirety of part one, in part two, Schlosser works backward through the supply chain, profiling the conditions in the potato and meat industry in a reprise of Upton Sinclair’s The Jungle. The common thread in Schlosser’s account is the overwhelming priority on corporate profit that pushes the speed in slaughterhouses past the point of safety for either workers or consumers.

Fast Food Nation is dated. Schlosser does not predict, for instance, the meteoric rise of pizza chains and Starbucks (admittedly, the story of coffee supply chains follows a different form of exploitation) or the local and slow food movement, and his cautionary tale about mad cow disease is more at home in the 1990s than in the 2010s. Public discussion of the industry also continued after 2001 when this was published. In 2004, the documentary Super Size Me set out to demonstrate the catastrophic health consequences of eating a McDonalds-based diet, in 2012 there was outrage surrounding “Pink Slime,” a finely processed meat product added to hamburger meat, and in 2016, The Founder dramatized Ray Kroc’s takeover of the McDonald’s franchise.

And yet, while non-historical details have changed, the broad strokes of Fast Food Nation remain relevant.

Fast food, both of the sort Schlosser profiles and of the so-called fast-casual variety, remains ubiquitous in the American foodscape. Reading about the corporate systems gave me flashbacks to the years 2009 through 2012 when I worked in Quiznos restaurants. Everything about the menu, from the recipes to prep to the script with customers was finely choreographed. The production line had four stations even though by the time I worked there we almost never had even four people working at the same time. Every station assembled food from prepared ingredients according to recipes on easy-to-follow job aids. Drinks were the largest profit item on the menu, at the time a $1.99 drink cost $.27 in paper and syrup––the credit card transaction fee was higher––and most skilled job (other than customer service) was handling the bladed tools for slicing meat, cheese, and tomatoes.

Quiznos marketed itself as a cut above fast food, with quality recipes, ingredients, and sauces, putting it in a class with the likes of Panera. In some ways this is true, but its primary competition was Subway, a fact immediately apparent in the handful of regional corporate meetings I attended. Most notably, in the wake of the 2008 financial crash (the year I graduated college, which, in part, led to this employment), Quiznos was trying to stay competitive with Subway at a time when it worried that a premium price point was driving customers away. Their solution introduced 5-dollar large sandwiches: basic subs without fancy sauces to match the Subway 5-dollar footlong.

Quiznos had already peaked by the time I worked there, beginning a decline that saw it lose more than 90% of its locations in about ten years. Cutting corners on supply and labor couldn’t compensate for discounted prices and the restaurant was no longer profitable for franchisees. Nevertheless, the fingerprints of the fast food revolution were all over the Quiznos experience, from the shiny but sterile veneer designed to draw people in while being easy to clean to the Taylorization that had inspectors time how long it took employees to make a sandwich at each station. The only things lacking were cars and the overt marketing to children.

As Fast Food Nation approaches its 20-year anniversary, I am left reflecting on how the financial crisis of 2008 might have contributed to its continuing relevance. There has been a renaissance in food culture in the past decade, with food competitions and explorations splashed across the television landscape and waves of excellent food––high class, diverse, local, ethical food–– have sprung up across the country. We don’t yet have a taco truck on every corner, but we’re inching in that direction.

Yet, it seems that the only thing that millennials are not killing is fast food, with the possible exception of McDonalds (depending on who you believe). Fast food continues to dominate the restaurant marketshare, with particular growth in pizza restaurants.

(A few years back I read an investigative feature on fast food pizza that looked at cheese consumption and how the industry’s demand for cheap tomatoes was warping the Nigerian economy, but I can’t remember which outlet had it and can’t find a link. Sorry.)

The war for which company can offer the greatest combination of taste and quantity at the lowest price…while paying workers as little as possible, rages on. Schlosser’s story details how entrepreneurial innovation can metastasize into runaway greed and remains relevant at time when fast food workers have been protesting for a living wage. The more things change, the more they stay the same.

But there is also a larger point. The ubiquitous fast food restaurants that dot American highways, cities and malls are just one manifestation of the larger systems that lie behind the American diet. These corporations might have started a seismic shift in US food systems, but these same systems lie behind the American diet from readily available processed foods in stores to innumerable restaurants that all purchase from the same suppliers. In short, the US remains a fast food nation.


I have since finished another of Archer Mayor’s Joe Gunthor novels, 2017’s Trace, and have begun reading A Long Day’s Evening, a Turkish novel by Bilge Karasu. Largely set in 8th century Byzantium, the novel offers a meditation on the obligations between the individual and authority.

The Greek War of Independence

I have studied and taught students about ancient Greece for years now, but have only been able to spend a small amount of time there and my awareness of the recent history of the nation is woefully inadequate. It was with this in mind that I picked up David Brewer’s The Greek War of Independence after stumbling across a copy in my local library.

Brewer’s book is a straightforward narrative history that covers the events between about 1820 when the war of independence broke out and 1831 when the Bavarian prince Otto became king of Greece. Overall, I found the book a somewhat dry account of the conflict in the Peloponnese and Roumeli, with one notable exception to discuss the massacre on Chios. Rather than a recap, for which there is a Wikipedia entry, I will be focusing on a few broader impressions.

In Brewer’s account, the impetus for the revolution did not start in Greece itself, but among a community of ex-patriot merchants and phil-hellenic Europeans influenced by the Enlightenment. In 1820 a group of these exiles created the Filiki Eteria, a fraternal organization led by Alexander Ypsilantis dedicated to liberating Greece from the Ottomans. Despite dreams of securing Russian support and raising Balkan Christians in rebellion, though, the Filiki Eteria’s main expedition was an expedition across the Danube that failed to elicit significant Russian aid and was denounced by the Orthodox Patriarch of Constantinople.

This failure did not spell failure for the revolution altogether, but pointed to a significant weakness, particularly in its early years. Again following Brewer’s account, most of the early successes came in the Peloponnese, but the rebellion was hindered by disunion. At one point Brewer quips:

“Greek society was criss-crossed by a large number of fault lines, and was so divided that perhaps it should not be called a society at all.”

He does not follow up, but it is possible to read between the lines. Most of the Greek soldiers were erstwhile bandits loyal to individual captains whose interest was in plunder and would variously serve Greek or Turkish forces. (Even later in the war, the Greek forces often consisted of foreign mercenaries.) Moreover, there was conflict between representatives from the different regions of Greece. But the biggest threat to the cause was tension between the First National Assembly and the military leadership (most notably with Theodoros Kolokotronis, who had won the most significant Greek victory to that point) over who ought to be in control of the conflict––tension that broke out into two civil wars in 1824–1825.

These obstacles, as well as the chronic lack of money, made the eventual Greek victory all the more remarkable.

Perhaps my greatest frustration with The Greek War of Independence was with Brewer’s narrow focus on the war. He places the conflict in a bit of a broader context with a few words about the Enlightenment ideas that influenced some of the instigators and about the external pressures facing the Ottoman Empire. Ultimately, though, the only wider context Brewer is interested in is how the UK, France, and Russia entered the war––support that brought about the Battle of Navarino in 1827 where their combined fleet destroyed the Ottoman forces and effectively ended the war.

Between this battle, British loans, and the installation of a German king, Brewer is undoubtedly correct that getting European support was a crucial factor in the Greek independence movement, but this is also illustrative of my frustration. The Ottoman Empire, except for Mehmed Ali the ruler of Egypt, generally appears as a singular enemy, not unlike how many histories of the American Revolution present the British. This left me with questions about the relationship between the Ottoman state and its Greek provinces––including the wider war on islands like Crete and Cyprus. Presenting the war in a strictly Greek context did a disservice to both the complexity of the situation and gave only a partial explanation for the Greek success.

I had an interesting exchange on Twitter while reading The Greek War of Independence, with one of the lines of discussion being David Brewer as a historian. My correspondent was critical on the grounds that Brewer came up as a scholar of Classical Greece and admits to his limits with more recent Greek sources. I don’t have the background with early modern Greek history to render judgement about his use of sources, but am inclined to believe the criticism. Brewer leans heavily on contemporary British and French sources in his account, which I also suspect informed his choice of narrative arc.

As someone currently trying to write his first history book I can appreciate the challenges involved in this project, particularly in its complexity and unfamiliarity to a general anglophone audience, but, overall, I found The Greek War of Independence frustrating. The narrow, largely political scope meant a barrage of names and a twisty narrative, without either doing enough to contextualize the conflict or to analyze it. I was particularly left with questions about Ottoman “oppression,” the war’s aftermath and how it was remembered (not exclusively about the massacre of Chios), and how the non-political and military actors received their independence. At the same, Brewer’s aim to give an authoritative account largely takes the life out of a series of what seem to be flamboyant characters. I am glad to know a bit more about the war that created the modern Greek nation, but I can’t rightly recommend this book.


I am now reading Eric Schlosser’s classic Fast Food Nation. Published in 2001, some of the reportage is out of date, including the price of potatoes and food, salaries, and the total number of stores in operation, but the underlying features remain true.