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CSUDH Habermas UWP

California State University, Dominguez Hills
University of Wisconsin, Parkside
Created: May 3, 2001
Latest update: May 3, 2001
jeannecurran@habermas.org

We have discussed many times this semester the life of Jean-Michel Basquiat. In this essay we are going to propose a classroom role-playing exercise in which we use Jean Michel's experience, as we have gleaned it from texts and discussions, to understand alterity the many different emphases of our classes.

You are welcome to participat in class, or to add your thoughts as the discussion appears on the site.

The Basic Facts with which we'll work:

• Jean-Michel Basquiat became a sudden star in the art world. His talent is well-recognized, and his work hangs in many museums. Therefore, we are assuming that he was an extraordinary artist, recognized and accepted as an artist by the New York and world art market.

• Jean-Michel Basquiat died in 1988, at 28 years of age, from an overdose of heroin, which he had been using since the age of 14, when he ran away from his very middle-class home to live on the streets.

• Jean-Michel had a devastating relationship with his father. He wanted to please his father, was always nervous about whether what he was doing would please his father, and was often nervous about this. We will assume in our psychodrama that Jean-Michel is ambivalent about his father, experiencing conflict over the relationship. We will also assume in our psychodrama that the father is conflicted about his relationship with the son. He loves his son. He tries to force his son to conform to middle class expectations, and does not function well with the "street scene." But he is proud and protective of his son's accomplishments.

• We are going to assume that Jean-Michel was very bright, based on his ability to capture the spirit and techniques of artists like Cy Twombly merely by the perusal of his work in books and/or in available museum shows. To the consternation of his art dealers, Jean-Michel could devise ways to duplicate complex techniques by throwing his paper work on the floor until he had determined it had the proper "feeling." The art dealers did not understand why his work was cast about the floor, and he did not deign to explain. That means we're assuming an arrogance about his attitude, with an assumption that others are nowhere near his intelligence, and wouldn't understand if he troubled to explain himself.

Psychodrama in theory:

Assuming our basic facts, and that Jean-Michel is in third grade, I would like you to fill the following roles:

• One school counselor
• Two complaining teachers
• One teacher who takes Jean-Michel's side
• Jean-Michel's father
• Jean-Michel

Consider this a school conference called in response to Jean-Michel's behavior in school. I would like you to consider the theories of adversarialism and mutuality as they relate to the problems with Jean-Michel, and I would like you to bear in mind the difficulties with labelling. Consider whether this is a dilemma that involves alterity, and, if so, who is the "Other?" Try to deal with this sociologically, and not get into mind reading.

Psychodrama in Peace and conflict:

Assuming our basic facts, and that Jean-Michel is in third grade, I would like you to fill the following roles:

• One school counselor
• One social worker
• Jean-Michel's father
• Jean-Michel

Consider this a school conference called by the school counselor who is disturbed by Jean-Michel's behavior that is very much like Attention Deficit Behavior. Some teachers have complained that Jean-Michel is suffering from ADD. The social worker has been called in because of Jean-Michel's truancy, and the failure of the home to be able to deal with this issue. I would like you to consider the situation as one in which the school is actively trying to intervene in the welfare of the child. How can it do so most effectively. Who is the "Other" here? How do we listen to the "Other" in good faith in this situation? Try to deal with this sociologically, and not get into mind reading.

Psychodrama in Moot Court:

Assuming our basic facts, and that Jean-Michel has been brought befor a juvenile court judge with a request by the school that he be placed in a juvenile detention center. I would like you to fill the following roles:

• One school counselor - who must report teacher's complaints
• One social worker - who is seeking to do what is best for Jean-Michel, who is now 15, and living on the streets, and not attending school
• Jean-Michel's father - who tries to get his son to come home, with police assistance
• Jean-Michel - who just isn't talking

Since this course focuses on social justice, let's have this group try to understand what social justice is in this case. Social justice for whom? How practical can this social justice be? Consider what the continuation school in New York did for Jean-Michel. They gave him subway tokens to get to the art museums and let him go there on his own, or not go there, as he did more often, and sold the tokens. Who is the "Other" here? Where does listening in good faith fit in? Try to deal with this sociologically, and not get into mind reading.