A Life Beyond Boundaries

A Life Beyond Boundaries
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Born in China, Benedict Anderson spent his childhood in California and Ireland, was educated in England and finally found a home at Cornell University, where he immersed himself in the growing field of Southeast Asian studies. He was expelled from Suharto’s Indonesia after revealing the military to be behind the attempted coup of 1965, an event which prompted reprisals that killed up to a million communists and their supporters. Banned from the country for thirty-five years, he continued his research in Thailand and the Philippines, producing a very fine study of the Filipino novelist and patriot José Rizal in The Age of Globalization. In A Life Beyond Boundaries, Anderson recounts a life spent open to the world. Here he reveals the joys of learning languages, the importance of fieldwork, the pleasures of translation, the influence of the New Left on global thinking, the satisfactions of teaching, and a love of world literature. He discusses the ideas and inspirations behind his best-known work, Imagined Communities (1983), whose complexities changed the study of nationalism. Benedict Anderson died in Java in December 2015, soon after he had finished correcting the proofs of this book. The tributes that poured in from Asia alone suggest that his work will continue to inspire and stimulate minds young and old.

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Benedict Anderson. A Life Beyond Boundaries

A Life Beyond. Boundaries. Benedict Anderson

Contents

Preface

Chapter 1. Shifting Youth

Chapter 2. Area Studies

Chapter 3. Fieldwork

Chapter 4. Frameworks of Comparison

Chapter 5. Interdisciplinary

Chapter 6. Retirement and Liberation

Afterword

On the Typeface

Index

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Preface

1 Shifting Youth

.....

I remember only two teachers. One was Raef Payne, a young man who taught English literature and had the temerity to introduce us to T. S. Eliot (by then an old man, and a Nobel Prize winner). This was our only taste of post-Edwardian literature at all. The usual English literature syllabus mainly covered up to the late nineteenth century, and the teaching of poetry in class stuck to certain set patterns like rhyme with limited length. It was highly unusual then to be taught the poetry of Eliot, which did not follow the standard conventions. The young English teacher also managed the annual school play, usually Shakespeare, and handled well the whistles and screams that always came when a boy was assigned to play any of the female roles. ‘Don’t be idiots,’ he would say. ‘In Shakespeare’s time all actors of female parts were boys like you.’

The other memorable teacher was our intimidating Head Master, Sir Robert Birley, who, surprisingly, taught an excellent class on poetry that greatly increased my appreciation of verse. Rather than simply comparing several poems and analyzing their different lengths or rhyming styles, he would pick a poem by Kipling, for example, analyse its composition and explain its historical background. It was also he who taught me that beauty and virtue need not be the same and that poets who wrote splendid poems were not necessarily wonderful people.

.....

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