Jacoby, Russell. "Not to Complicate Matters, but . . ." CHRONICLE OF HIGHER EDUCATION February 29, 2008.

"I hope today to complicate our notion of cahiers — grievances — and the role they played in the States-General of 1789." The professors and graduate students at the symposium nod appreciatively. They have heard or read similar justifications untold times before. The author explains that he or she will "complicate" our understanding of some event or phenomenon. "In this article," writes an ethnic-studies professor, "I seek to complicate scholars' understanding of the 'modular' state by examining four forms of indigenous political space." Everyone seems pleased by this approach. Why? The world is complicated, but how did "complication" turn from an undeniable reality to a desirable goal? Shouldn't scholarship seek to clarify, illuminate, or — egad! — simplify, not complicate? How did the act of complicating become a virtue? The refashioning of "complicate" derives from many sources. One recipe calls for adding a half cup of poststructuralism to a pound of multiculturalism. Mix thoroughly. Bake. Season with Freudian, Hegelian, and post-Marxist thought. Serve at room temperature. The invitees will savor the meal and will begin to chat in a new academic tongue. They will prize efforts not only to complicate but also to "problematize," "contextualize," "relativize," "particularize," and "complexify." They will denounce anything that appears "binary." They will see "multiplicities" everywhere. They will add "s" to everything: trope, regime, truth. They will sprinkle their conversations with words like "pluralistic," "heterogenous," "elastic," and "hybridities." A call for "coherence" will arrest the discussion. Isn't that "reductionist"? . . . Read the rest here: http://chronicle.com/temp/reprint.php?id=0d88916qty2kc0t0b0gn0bsz1fmdjp7k.