Values are the soul of storytelling. Ultimately ours is the art of expressing to the world a perception of values.
For example, alive/dead (positive/negative) is a story value, as are love/hate, freedom/slavery, truth/lie, courage/cowardice, loyalty/betrayal, wisdom/stupidity, strength/weakness, excitement/boredom and so on. All such binary qualities of experience that can reverse their charge at any moment are Story Values. …
Look closely at each scene you’ve written and ask: What value is at stake in my character’s life at this moment? … If the value-charged condition of the character’s life stays unchanged from one end of a scene to the other, nothing meaningful happens. The scene has activity—talking about this, doing that—but nothing changes in value. It is a nonevent.—Robert McKee, Story: Substance, Structure, Style, and the Principles of Screenwriting (New York: It Books, 1997), 33-36
It occurs to me that there may be a theme in my Christmas leisure reading selections.
Here’s hoping you have a peaceful and restful holiday season.
Briefly noting this item from March 2021: Contrary to conventional wisdom, having a college degree makes an American substantially more likely to say they belong to a church, synagogue, or mosque. That’s according to Gallup surveys that have tracked religious affiliation over time.
The religious affiliation gap between college graduates and non-graduates, which didn’t exist two decades ago, appears to be widening rather than closing.
As I’ve tried to show here at Blue Book Diaries many times, the conventional wisdom about higher education’s ideological effects in the United States is profoundly broken. That is due in no small part to the work of cynical pundits and professional surrealists, many of whom were happy to receive the benefits of education at elite universities themselves.
The relationship between higher education and religious belief is complicated, but simplistic narratives about supposed religious hostility and atheism in college don’t capture the typical American student’s experience.
Every hero needs both an inner and an outer problem. In developing fairy tales for Disney Feature Animation, we often found that writers, in the early drafts, would give the heroes a good outer problem: Can the princess manage to break an enchantment on her father who has been turned to stone? Can the hero get to the top of a glass mountain and win a princess’s hand in marriage? Can Gretel rescue Hansel from the Witch? But sometimes writers neglected to give the characters a compelling inner problem to solve as well.
Characters without inner challenges seem flat and uninvolving, however heroically they may act. They need an inner problem, a personality flaw or a moral dilemma to work out. They need to learn something in the course of the story: how to get along with others, how to trust themselves, how to see beyond outward appearances. Audiences love to see characters learning, growing, and dealing with the inner and outer challenges of life.—Christopher Vogler, The Writer’s Journey: Mythic Structure for Writers, 4th ed. (Studio City, Ca.: Michael Wiese Productions, 2020), 105
This morning, dozens of scholarly and educational organizations in the United States—including PEN America, the American Historical Association, the American Association of University Professors, the Association of American Colleges and Universities, and the American Federation of Teachers—have signed a joint statement condemning broadly-worded bills that aim to curtail discussions of racism and history in schools and colleges.
First, these bills risk infringing on the right of faculty to teach and of students to learn. The clear goal of these efforts is to suppress teaching and learning about the role of racism in the history of the United States. Purportedly, any examination of racism in this country’s classrooms might cause some students ‘discomfort’ because it is an uncomfortable and complicated subject. But the ideal of informed citizenship necessitates an educated public. Educators must provide an accurate view of the past in order to better prepare students for community participation and robust civic engagement. Suppressing or watering down discussion of ‘divisive concepts’ in educational institutions deprives students of opportunities to discuss and foster solutions to social division and injustice. Legislation cannot erase ‘concepts’ or history; it can, however, diminish educators’ ability to help students address facts in an honest and open environment capable of nourishing intellectual exploration. Educators owe students a clear-eyed, nuanced, and frank delivery of history so that they can learn, grow, and confront the issues of the day, not hew to some state-ordered ideology.—Joint Statement on Legislative Efforts to Restrict Education about Racism and American History, June 16, 2021