For decades, Zizek has been expressing his disdain for teaching. Now, for whatever reason, people are choosing to get worked up about it on Twitter. What’s striking to me is not merely the fact that Zizek’s views on this matter were already well-known — rather, it’s abundantly obvious that his claims are only slight exaggerations of widespread attitudes in academia.
I’m sure all of us have stories of colleagues basically slandering their students, and there is no more common complaint in the academic world than about the tedium of grading. I would venture to say that much of the resentment of Zizek’s attitudes stems from an unacknowledged desire to do exactly the things they’re castigating Zizek for. Wouldn’t it be awesome to be able to tell the students what I really think of them? Wouldn’t it be great not to have to deal with their crappy writing? Wouldn’t it be amazing to finally take the university at its word, valuing research absolutely and exclusively while making at best a token gesture toward teaching?
Indeed, it was disdain for teaching that made it so tempting to outsource pedagogical labor to grad students and underpaid adjuncts so that real professors could have the space to do real academic work. Zizek’s opinions aren’t some crazy outlier, they’re the structuring principles of our system of academic labor.
I’ve seen a couple theories on Twitter that Zizek is attempting to subvert the teaching profession from within, but if so, he’s remarkably dedicated to the bit — by all reports, he really does neglect his students totally. We don’t need to posit some kind of conscious intention on his part to use his approach as a starting point for reflection, though. It does seem as though most universities do not highly value teaching. They show this through their standards for advancement and through their staffing practices, which treat the majority of teaching faculty as totally disposable. They rely on people’s passion and/or guilt to generate acceptable pedagogical results. Zizek is in a unique position as an academic who can walk away from any faculty position and be totally fine, and that enables him to take the “offer meant to be refused” and treat teaching as a pointless formality compared to his real work. In other words, as ethically objectionable as we might find Zizek’s pedagogical practices, the real problem is the system that makes his approach plausible.