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NORTHWESTERN UNIVERSITYWEINBERG COLLEGE
OF ARTS AND SCIENCES
SPRING 2002VOLUME 3, NUMBER 1
currentscross
WHAT DRIVES WEINBERG’S NEW DEANTHE POLYGRAPH’S NORTHWESTERN CONNECTION
GROWING UP IN THE MIDDLE EAST OF THE 1970S
RICK SUND’S GREAT TRANSITION GAME
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PH
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L4Dean Daniel
Linzer’s Redefini-tion of “Hit theGround Running”By Nancy Deneen
6The Middle East, in the Words of Two Teachers WhoGrew Up There:From Afghanistan 8From Iran 14
DEPARTMENTS
1From the Dean
2Campaign
Northwestern
2Awards
24Ken Alder’s Clues to the History of thePolygraphBy Nancy Deneen
29The Ever-ChangingCourse of CourseOfferings
20Rick Sund: Seattle’sSonic BoonBy Jonathan Katz
Cover photos, from top:
cover of February1930 Scientific
Detective Monthly; detail from
Muhammad’sAscension,
a 15th-centurywork of art
from Persia;’70s Wildcat
basketball star Rick Sund;
visiting assistantprofessor
Nasrin Qader at age 10
CROSSCURRENTS ISPUBLISHED TWICE
A YEAR FOR ALUMNI, PARENTS, AND
FRIENDS OF THE JUDD A. AND MARJORIE
WEINBERG COLLEGE OF ARTS
AND SCIENCES, NORTHWESTERN
UNIVERSITY.
WE’D LIKE TO HEARFROM YOU.
SEND LETTERS AND STORY IDEAS TO
NANCY DENEEN,CROSSCURRENTS,
WEINBERG COLLEGE,AT ADDRESS ON BACK
COVER, BY FAX TO (847) 491-4289, OR BY E-MAIL TO
WEINBERG COLLEGE OF ARTSAND SCIENCES
NORTHWESTERN UNIVERSITY
TIDES OF CH
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FROM THE DEAN
PH
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My five years as dean of Weinberg College have been atime of exciting challenges and new opportunities. Thegenerous gifts raised by Campaign Northwestern havemade ambitious changes possible, and as a result the edu-cational environment is more stimulating than ever forboth students and faculty. The wish list of excellentideas is always a long one, but I am delighted that wehave accomplished a significant number of goals.
I am especially pleased by our successful plan for theaddition of 30 permanent faculty positions — some inexciting crosscutting areas of science, such as the chem-istry of life processes; some in areas of new scholarshipand high student interest, such as Asian American stud-ies; and others in areas that tie together the rich offeringsof the University, such as international studies.
Many of the newly hired professors work in areas thatunite different disciplines, such as nanotechnology, raceand culture, and media and society. Weinberg Collegehas participated in almost all of the several dozen cross-school projects that the University has funded to date.These have resulted in a number of new classes and re-search opportunities, as well as new minors and adjunctmajors in art and technology, transportation and logis-tics, and, beginning next year, legal studies, a programdeveloped jointly by Weinberg and the School of Law.
No one who has been on campus in recent months couldhave missed noticing construction projects. WeinbergCollege is the beneficiary of much of the new teachingand research space. The Mary Jane McMillen Crowe
addition to Kresge Hall will allow philosophy, religion,Jewish studies, the Writing Program, and the Center for the Writing Arts — currently located in separatebuildings on campus — to relocate into a south campuscluster of departments devoted to study in the humani-ties and arts. At the other end of campus, two sciencebuildings are under construction, the Center for Nano-fabrication and Molecular Self-Assembly and the Arthurand Gladys Pancoe–Evanston Northwestern HealthcareLife Sciences Pavilion. The latter is designed with modu-lar spaces to encourage collaboration and to allow us toadapt quickly to the most promising new directions inlife sciences research.
To help students better profit from the many rich oppor-tunities Northwestern offers, we have developed a newadvising system. Freshmen are advised by their initialfreshman seminar instructor. From their sophomorethrough senior years, students receive continuous guid-ance from both an Office of Undergraduate Studies staffmember and a major adviser. All feedback to date indi-cates that the new system is a great success.
These are just a few of the highlights in Weinberg inrecent years. Because every year our students and facultychallenge us to do even better, our horizons are con-stantly expanding. It has been an exhilarating five years,and I thank the College’s alumni for having made ouraccomplishments possible through their support.
Please join me in welcoming my successor, Dan Linzer,who becomes dean of Weinberg College on July 1. I amsure that he, too, will find the position exciting andrewarding, and I wish him the very best.
Eric J. Sundquist
OF CHANGE
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TOP, FROM LEFT: BELOVED PRO-FESSORS ANDMENTORS OVER THE DECADES:LEON FORRESTIN THE 1980S;
RICHARDLEOPOLD IN THEEARLY 1990S;CHARLESMOSKOS IN1984; EDMUNDPERRY IN 1979;
IRWIN WEIL IN1984; AND FREDBASOLO IN 1964(ALL PHOTOSCOURTESY OFUNIVERSITYARCHIVES)
RIPRreis Evdrfroftogrincrca$1ofmhithshShestuhadiSecoGanMabshBre-
anReFaa danScAemmenC
2
Former students are remem-bering Northwestern profes-sors who opened their mindsand influenced their lives bycontributing toward fundsin their honor. Severalprofessorships, lectureships,awards, and funds now bearthe names of six belovedteachers with a total of 228years at Northwesternamong them. Two are stillteaching, two have retired,and two are deceased.
Some of the campaigns havenearly reached their goalsand some are just beinglaunched, but all are spear-headed by the enthusiasticrecipients of remarkableteaching at Northwestern.“These grassroots efforts arenot surprising in light of thededication represented byteachers like these and theloyalty and gratitude stillfelt by their students,” says
Matt Ter Molen, director ofdevelopment for WeinbergCollege. He adds that donations have come in allranges, from as little as $5 to much larger gifts. “Allgifts are welcome,” heemphasizes. “All contributeto ensuring that the legacyof great teaching will benefitfuture Northwestern stu-dents as well as the Univer-sity’s current students andgraduates.”
Here is a rundown of thefundraising drives:
FRED BASOLO LECTURESHIP ANDMEDALS: Fred Basolo offi-cially “retired” in 2000 aftera remarkable 54 years ofteaching chemistry atNorthwestern, but frequentsightings of him in the labattest to his still-vital role asa preeminent researcher ininorganic chemistry. He wasrecently awarded the 2001
Priestley Medal, the highesthonor given by the AmericanChemical Society, for a life-time of distinguished serviceto his field. His pioneeringwork in the kinetics andmechanism of inorganicreactions has helped providethe basis for understandingthe more complex health-related chemistry of biologi-cal reactions and has led todevelopment of new cancerdrugs. His excellence carriedover into the classroom,inspiring students in bothgraduate seminars andundergraduate generalchemistry classes. For fur-ther information about thefund to honor ProfessorBasolo, please contact KentJeffreys at (847) 491-4177 [email protected].
LEON FORRESTPROFESSORSHIP: Formore than 24 years the late professor of AfricanAmerican Studies andEnglish taught North-western students “to reflectand remember, to admirecivility of tongue, and topursue the meaning of free-dom.” The award-winningauthor wrote several collec-tions of essays and four novels, which have beencompared to the works ofJoyce and Faulkner in theirgroundbreaking use of language. The NorthwesternUniversity Black AlumniAssociation, headed byWilliam P. Davis (Speech’77), is coordinating a driveto raise $1 million for anendowed professorshipmemorializing Forrest. Ananonymous gift of $100,000has recently given impetusto the effort. To contribute,please contact Emily Bradyat (847) 467-3739 or [email protected].
ALUMNI GIFTS HONOR GREAT TEACHERS CAMPAIGN NORTHWESTERN
AWARDS
BOTTOM, FROMLEFT: DEANNA OTHMAN, FATEMEHAFSHARI; ASSOCI-ATE DEAN CRAIGBINA; JOMY ALAPPATTU; KURTVONNAHME;
HEATHER FOWELL;DEAN SUNDQUIST;RAHUL AGGARWAL;TZE CHANG LOH;PUNEET SINGH;AND CAROLYNDICUS (PHOTO BY JIM ZIV)
WEINBERG SENIORS RECOGNIZED
Nine Weinberg seniors havereceived awards for out-standing academic achieve-ment in their junior year.The awards were presentedby Dean Eric J. Sundquist ata ceremony in his office.
The Marcy, James, andBonbright Awards are eachgiven to three studentsannually. They include a$300 cash prize.
Founded in 1913, theOliver Marcy Award isnamed for a natural sciencesprofessor of 1862 to 1899 whowas also acting Universitypresident from 1876 to 1881and again in 1890. The awardis given to the students whocomplete their junior yearswith the best records inexperimental, observational,
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RICHARD LEOPOLDPROFESSORSHIP: Therevered diplomatic historianis retired and living inEvanston, but several hun-dred of his former studentsfrom his more than 40 yearsof teaching are determinedto express their enduringgratitude to him for develop-ing their abilities to thinkcritically and to communi-cate clearly. They’ve raised$1.3 million toward their goalof $2 million to endow a per-manent faculty position inhis name. The first holder ofthis distinguished professor-ship is historian MichaelSherry. Alumni also helpedestablish the Leopold Lec-tureship, which since 1990has brought to campus suchdistinguished speakers asSenator Richard Gephardt,columnists Georgie AnneGeyer and David Gergen,and former Senator GeorgeMcGovern. To learn moreabout the Leopold Professor-ship, please contact EmilyBrady at (847) 467-3739 or [email protected].
CHARLES MOSKOS FUND:Charlie Moskos has beenteaching at Northwesternfor 36 years and counting.According to one of the 600-plus students who still packthemselves into his Intro-duction to Sociology course,Moskos is a “sociology god.”The colorful professor is the country’s most respectedand most-often-quoted military sociologist, whoseresearch bears the authen-ticity of his frequent inter-views with soldiers in thefield. He has been adviser topresidents, secretaries ofdefense, and generals andwas author of the Clintonadministration’s controver-sial “Don’t Ask, Don’t Tell”policy concerning gays inthe military. To contributeto the Moskos Fund, pleasecontact Emily Brady at (847) 467-3739 or [email protected].
EDMUND PERRYLECTURESHIP: ProfessorPerry was a consummateteacher and an outstandingscholar in the then-emergingfield of comparative religions.An ordained Methodistminister, he left a legacy ofpioneering work inChristian-Buddhist dia-logue. He died in 1998 at theage of 75, after teaching atNorthwestern for 38 years.His former students remem-ber him as a demandingteacher whose classes wereoften packed to overflowing.Many students, inspired byhis example, became profes-sors of comparative religion,and among them they havetaught on four continents.As a member of Evanston’sHuman Relations Commis-sion, he actively supportedintegration of the city’shousing and schools. Tomake a gift to the PerryLectureship, please contactMatt Ter Molen at (847) 491-4585 or [email protected].
IRWIN WEIL FUND: IrwinWeil’s passion for Russianlanguage and literature hasinspired thousands of North-western students since 1966,and he’s still going strong.How could students forgethis eyewitness accounts of being one of the onlyAmericans allowed in theSoviet Union year after yearduring the Cold War? Or hisdeep, rich baritone singingof Russian folksongs inclass, accompanied by hisown guitar? Or his colorfulbow ties? Mostly, though,they remember exploringwith him the questions ofthe human soul through thewritings of such Russian lit-erary giants as Dostoevskyand Tolstoy. “Irwin Weilhas a unique ability to takeAmerican students who
never knew they had aninterest in Russian cultureand turn them into lifetimefans,” says Andrew Wachtel,chair of the department ofSlavic Languages andLiteratures. “He’s beendoing it for more than threedecades, and we hope he willcontinue to do so for a longtime.” Thus far close to$30,000 has been contributedto a fund in Weil’s name,dedicated to furthering thecooperative work betweenAmerican and Russian stu-dents and scholars and thekind of cultural exchangethat the professor himselfhas spearheaded for manyyears. To contribute, pleasecontact Professor Wachtel at(847) 491-3950 or [email protected] or Matt Ter Molen at (847) 491-4585 or [email protected].
and mathematical sciences.Recipients this year wereFatemeh S. Afshari, who hasa double major in chemistryand biology in the IntegratedScience Program; Jomy J.Alappattu, a major in math-ematics and mathematicalmethods in the social sci-ences; and biology majorCarolyn C. Dicus.
The James Alton JamesAward was established in1932 to commemorate a historian who was on thefaculty from 1897 to 1931, his-tory department head for 20years, and first dean of theGraduate School (1917–31).Honoring students with thebest junior-year records inthe social sciences, theaward this year went to
Rahul R. Aggarwal, a psychology major in theHonors Program in MedicalEducation; and Tze ChangLoh and Kurt E. Vonnahme,both majors in economicsand mathematical methodsin the social sciences.
The Daniel BonbrightAward was established in1913 in honor of a Latin pro-fessor who served from 1856
to 1912, including two yearsas acting Northwesternpresident. The award recog-nizes students with the bestjunior-year records in liter-ary, linguistic, and art stud-ies. This year’s recipientswere Heather R. Fowell,who has a double major inAmerican studies and polit-ical science; Deanna Othman,
with a double major inEnglish and internationalstudies; and Puneet K.Singh, an American studiesmajor in the Honors Pro-gram in Medical Education.
n
so
do
l,
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Before assuming the duties of WeinbergCollege dean, Daniel I Linzer, whoserved as associate dean of Weinberg forthe past four years, plans to wear thinthe carpeting outside his office on hisway to brainstorming sessions withdepartment chairs, faculty members,and student leaders.
“People ask me what my initialagenda is. It’s to listen and learn asmuch as possible,” says Linzer, a profes-sor of biochemistry, molecular biology,and cell biology.
Linzer is taking the helm of theUniversity’s largest college at an excit-ing point in Northwestern’s history.“Northwestern has made a commit-ment to be one of the top research uni-versities in the country. That’s a gutsymove,” he comments. “It establishesimmediate goals and needs that push usto generate funds for buildings, gradu-ate programs, and new faculty. If wewant to be successful, there’s a lot ofwork to be done.”
President Henry S. Bienen andProvost Lawrence B. Dumas announcedin February that Linzer would succeedEric J. Sundquist, who will return to theUniversity of California, Los Angeles,College of Letters and Science tobecome UCLA Foundation Professor of Literature. Praising Sundquist’s lead-ership of Weinberg College for the past five years, Dumas says Linzer isfortunate to be able to build on a strong foundation.
Dumas believes that Linzer’sadministrative experience, as well as hisabilities as a teacher and scholar, will
serve him well as dean. “As associatedean and as an active University citizen,Dan Linzer has gained a deep sense ofthe various issues facing the College.We look forward to the extension of hiscreative leadership across the spectrumof the arts and sciences,” Dumas says.
The 47-year-old Linzer is describedby Weinberg associates as extremelyenergetic, enthusiastic, and loyal toNorthwestern. In recent years he haspulled off the “hat trick” of academicleadership: successfully combining the roles of associate dean, leading sci-entific researcher, and award-winningteacher.
Professor Kelly Mayo, head of thesearch committee for the new dean,praises Linzer as an excellent communi-cator and team player who is especiallygood at identifying and developing newopportunities for faculty and students.Mayo says his group sought candidateswith the ability to represent Weinberg’sdiverse fields. Linzer acknowledges thathe doesn’t have intuitive understandingof the issues in fields such as literature,but he looks forward to representing thetotality of disciplines that make upWeinberg. “This isn’t just a college ofsciences. You can’t take this positionunless you are committed to the breadthof all the disciplines in the College,” hesays. Research support for the humani-ties and social sciences is a priority hewill tackle vigorously, he adds.
To master the learning curve in thenonsciences, he plans to reemploy themethods he used to prepare for becom-ing associate dean. “I spent the summer
“HIT THE GROUND RON JULY 1, WHEN HE BECOMES
THE NEW DEAN OF WEINBERG COLLEGE,
DAN LINZER HOPES TO REDEFINE THE PHRASE
“ORA
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before my appointment reading all thebackground materials on each of thedepartments with which I was unfamil-iar and meeting with chairs and some-times whole departments in their ownoffices,” Linzer says. “By the time Ibegan as associate dean, I had a reason-able understanding of the basic aspectsof the different departments and pro-grams. It’s not so difficult if you enjoytalking to people and learning abouttheir work.”
As for the sciences, he feels that hisadministrative experience there willserve him well in two areas in particu-lar. One is finances, where, he says,“The costs involved in laboratory sci-ences are enormous compared with theexpenses in other disciplines. Lab space,setups, and matching funds are a realchallenge when you’re trying to run afiscally responsible institution.” Theother area is research conflicts of inter-est. He feels well prepared to adviseresearchers how to balance theirentrepreneurial spirit and self-interestwith the needs of their students and thepressures of succeeding in externallyfunded laboratory work.
Linzer looks forward to the fund-raising duties that come with the dean’srole. “It’s fun to talk with people whowant to invest in Northwestern, whowant to hear your ideas about how theirmoney can be put to good use and havean impact,” he says. “One of the greatest
responsibilities of the dean is to gener-ate the resources to be able to invest inthe faculty and students to make theiraspirations possible. And there is noshortage of great ideas here.”
Linzer came to Northwestern in 1984after serving as a postdoctoral fellow inmolecular biology and genetics at theJohns Hopkins University School ofMedicine. He received a bachelor’sdegree in molecular biophysics and bio-chemistry from Yale University in 1976and a PhD in biochemical sciences fromPrinceton University in 1980. He cur-rently lives in Evanston with his wife,Jennifer Brooks Linzer, assistant direc-tor of the Center on Wrongful Convic-tions at Northwestern UniversitySchool of Law, and their daughter, NoraBrooks Linzer.
Linzer has done pioneering researchsupported by the National Institutes of Health and the American CancerSociety on the molecular basis of hor-mone action. His group has identifiedsome of the hormones made in the pla-centa that control blood cell and bloodvessel growth and have implications inprocesses like tumor development.“When platelet levels fall, a hormonethat’s made in the placenta actually getsmade in the bone marrow and con-tributes to the recovery of blood plateletsback to a normal level,” he explains.Northwestern recently patented thework on this hormone because of its
possible importance in therapies and inresearch materials potentially useful toother laboratory scientists.
Will Linzer have time to continuehis research as dean? He anticipates thedifficulty with a wry smile. “That’s mygoal,” he says. “Both my PhD adviserand my postdoctoral adviser main-tained their labs as presidents of largeresearch institutions, and I’d like tothink I could keep my laboratory going.I love doing science. What we are doingis important.”
The incoming dean thinks thatmaintaining his lab work is importantin another way: keeping before him theperspective of faculty members andsharing their frustrations and aspira-tions. Staying in touch with students isanother priority. While associate dean,he chose to continue teaching, in addi-tion to fulfilling administrative andresearch responsibilities, so that hecould maintain a direct role in under-graduate education and keep up withstudent attitudes and issues.
As he goes off to a get-together withthe Associated Student Government,one of the scores of meetings designedto ensure that the needs of students,department chairs, and professors areknown when he sets priorities, Linzerremarks, “There will be real decisionsthat have to be made, but I’m not goingto do that before I’ve had the opportu-nity to listen to a lot of people.”
D RUNNING” “ONE OF THE GREATEST RESPONSIBILITIES OF THE DEAN IS TO GENERATE THERESOURCES TO BE ABLE TO INVEST IN THE FACULTY AND STUDENTS TO MAKE THEIRASPIRATIONS POSSIBLE. AND THERE IS NO SHORTAGE OF GREAT IDEAS HERE.”
BY NANCY DENEEN
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MIDDLE ETHE
IN THE WORDS OF TWO TEACHERS WHO GR
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E EAST,HO GREW UP THERE
NASRIN QADER(FAR RIGHT) ONVACATION INJALALABAD —AFGHANISTAN’S
EQUIVALENT TOFLORIDA —WITH HER FAMILY IN WINTER 1977
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NO PAVED ROADS,
NO TELEPHONES,
NO ELECTRICITY,
NO RUNNING WATER.
TELEVISION NEWS ACCOUNTS BOMBARD US
WITH IMAGES OF PRIMITIVE CONDITIONS IN THE AFGHAN CAPITAL OF KABUL
INFRASTRUCTURE AND ITS FAMILIES TORN APART — IS THE PRODUCT OF
23 YEARS OF CONSTANT WARFARE. BUT A VISITING ASSISTANT PROFESSOR
SAYS THAT ISN’T THE WAY SHE REMEMBERS
THE COUNTRY SHE GREW UP IN.
15
30
45
FROM AFGHANISTAN: “THE KABUL I KNEW WAS VERY DIFFERENT”
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The Kabul I knew was very different from the Kabulthat’s now on television. When I was growing up, Kabulwas a city in every sense of the word. It had schools androads. People lived normal lives. I went to an all-girlsschool where the better students’ ambition was highereducation. Many of my friends wanted to become
doctors. I was born in 1964, grew up under former Afghanking Zahir Shah, and remember the first republic, whenhis cousin came to power. There were always politicaland social problems, but Kabul was like any capital city.Kabul University, where my father worked as part of ateam with political scientists, was open and thriving.
Herat
Qandahar
Suez Quetta
Medina
Mecca
Tabriz
Istanbul
Odessa
Mumbai(Bombay)
Karachi
Kabul
AddisAbbaba
Asmara
Athens
NewDelhi
Tehran
BakuYerevan
Baghdad
Muscat
Islamabad
Bucharest
RiyadhAd Dawhah
Abu Dhabi
Ankara
AshgabatDushanbe
Tashkent
Sanaa
Nicosia
Cairo
Bishkek
Khartoum
Damascus
Amman
Beirut
TelAviv
Romania
Bulgaria
Turkey
Ukraine
Greece
Cyprus
Moldova
Ethiopia
Eritrea
S u d a n
E g y p t
CentralAfrican
Republic
Djibouti
JordanIsrael
Lebanon
ArmeniaAzerbaijan
Georgia Kyrgyzstan
Tajikistan
Kuwait
Qatar
Bahrain
U. A. E.
Y e m e n
Syria
IraqI r a n
OmanSaudi Arabia
Afghanistan
Pakistan
I n d i a
China
K a z a k h s t a n
Turkmenistan
Uzbekistan
Nepal
SriLanka
Danube
Indus
Euphrates
Ganges
Ni l e
L. Balkhash
MediterraneanSea
Black Sea
AralSea
A r a b i a nS e a
PersianGulf
Gulf of Aden
Gulf ofOman
CaspianSea
Re
d S
ea
I n d i a n O c e a n
0
0 500 KM
500 Miles
15˚N
30˚N
45˚N
15˚N
30˚N
45˚N
30˚E 45˚E 60˚E 75˚E
30˚E 45˚E 60˚E 75˚E
NASRIN QADER (PRONOUNCED “COTTER”) IS VISITING ASSISTANT PROFESSOR OF FRENCH AND COMPARATIVE LITERATURE. SHE CAME TO NORTHWESTERN TWO YEARS AGO FROM THE UNIVERSITY OF WISCONSIN–MADISON,WHERE SHE RECEIVED A PHD IN AFRICAN LITERATURE. SHE SPECIALIZES IN AFRICAN LITERATURE WRITTEN INFRENCH, WITH EMPHASIS ON ARABIC AND FRENCH TRADITIONS IN THE MAGHREB (MOROCCO, ALGERIA, ANDTUNISIA). IN 1978, WHEN SHE WAS 14, HER FAMILY LEFT AFGHANISTAN FOR AFRICA, WHERE HER FATHER WAS AN ADMINISTRATOR FOR UNITED NATIONS DEVELOPMENT PROGRAMS. SHE HASN’T BEEN BACK, THOUGH MEMBERSOF HER EXTENDED FAMILY STILL LIVE IN HERAT IN NORTHWESTERN AFGHANISTAN, ON THE BORDER WITH IRAN.HERE IN QADER’S OWN WORDS IS THE STORY OF HOW SHE GREW UP, HOW GIRLS AND WOMEN WERE TREATED, HOW SOCIETY’S NOTIONS INFLUENCED LOVE AND MARRIAGE, AND HER HOPES FOR THE FUTURE OF AFGHANISTAN.
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We all had to wear uniforms in school: stockings andblack dresses with different collars and cuffs that woulddistinguish one’s school. But there was no dress code outside of school. I wore jeans or pants, never a dress.Both men and women covered themselves up; we didn’twear open things a lot. But there was a time when theminiskirt was very much in fashion in Kabul, a cos-mopolitan center. My mother could wear anything —makeup, pantyhose. Although my family is Muslim, neither my mother nor I have ever worn a veil. There was a choice to wear one or not.
The history of the veil is very complicated. Whywomen have put it on and why they’ve taken it off hashad different meanings in the history of Islamic societies.In the time of colonialism, putting the veil on and goingback to tradition was making a statement against assimi-lation. Other times, taking the veil off was a symbol ofliberation. The veil can also indicate the class structurewithin a society. In general, upper-class, well-educatedwomen didn’t wear the veil, and women with less educa-tion did. But women who worked in the fields sometimesdidn’t cover their faces either. They wore scarves to covertheir hair while they worked, and covered their faces onlywhen they went into the city. So it’s not as simple as “Awoman who wears the veil is oppressed; a woman whodoesn’t is liberated.” Islamic law doesn’t say a woman hasto cover her face, only her hair.
I don’t have to look far for the forces that inspired mylove of education. My parents both came from Herat, aPersian literary and cultural center that used to be part of Iran. My paternal grandfather was a teacher as well as a farmer, and my whole family was obsessed with
education. Family expectations were that I would becomeexactly what I have become: a college professor. I remem-ber the payback when I was young: If I studied, I didn’thave to do any housework.
I had a lot of inspiration from my father. He did notcome from a privileged background, but he got very far.He’s very intelligent and strong, and he worked very hardto become what he is. It’s a Herculean task for someoneto come from a village in Afghanistan and rise to a posi-tion of prominence. I always remember that my grand-father allowed him to do this, when the tradition is thatolder sons stay and help on the farm. But there was noschool for him in Herat after sixth grade. To continue hiseducation, he had to go to Kabul at the age of 13. He endedup studying literature at Kabul University, then tookbusiness courses in the United States. He worked atKabul University for a time, then for the United Nationsfor five years before we left for Africa. Many of myteenage years were spent in Angola and Nigeria. Whenthe UN transferred my father to New York, I came to theUnited States to finish the last year of high school andthen attend college. I lived in Iowa with a host family fora while. It was a good experience, and I am still in contactwith them.
My mother was the oldest of four children. Shestopped going to school in seventh grade and marriedvery young. When I was five and ready for kindergarten,she went back to school — there was a special high schoolin Kabul with an attached kindergarten, encouragingmarried women to return to school. While my fathermonitored my grades and made sure I learned algebra, itwas my mother who had primary responsibility for my
ABOVE: PHOTOSFROM NASRINQADER’S FAMILYALBUM, INCLUD-ING IMAGES OF
HER PARENTS(ABOVE), OF HERCHILDHOODYEARS INAFGHANISTAN,
AND OF HERGRANDFATHER(FAR RIGHT)
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early education. She taught me the basics of reading andmath, and it was at her request that my grandfathertaught me to read the Koran.
I grew up speaking Persian, the predominant lan-guage of Afghanistan. We distinguish between two formsof Persian: the Farsi spoken in Iran and the Dari ofAfghanistan, an older form of the language. In fourthgrade I started learning Pashto as a second language; it isspoken in the south, in Kandahar and Jalalabad. In sev-enth grade I began to study French, the foreign languagemy school offered. I learned English at the AmericanInternational School in Nigeria during high school.
My father is now retired and lives with my mother inNew York. He has gone back to Afghanistan severaltimes in recent years because his whole extended familyis there. Sometimes a letter from my father’s family willreach us after three months or so. Relatives don’t writeabout what’s going on politically; they just report on theirwell-being. Partly they are afraid that letters will fall intothe wrong hands; partly they don’t want us to worryabout what’s going to happen to them. Both sets of grand-parents have died. The rest of my relatives live on theland and in the village, so they are better off than othersin the country who’ve had to flee their homes, though myfamily’s house was bombed during the war with theSoviet Union.
People talk about “women of the Middle East,” butthat’s such a big category. Even “women in Afghanistan”is a very broad concept. Women who live in the cityaspire to different things than do women from the vil-lages. Women who come from the upper class aspire todifferent things than do women from the lower class.
Women are very diverse and complicated. But all women,no matter what their class, aspire to the basics — food,health, security, and education for their children beyondthe Koranic schools, for their girls as well as their boys.
We mostly hear about the women of Afghanistan,but the men are also under a lot of pressure. Men areresponsible for keeping the family together. Imagine theburden on a man who can’t feed his family. Afghans are avery proud people, and not being able to provide for one’sfamily psychologically mars a person. It has been hardfor men to watch the women in their families endureoppression. It’s been hard for them to watch their moth-ers and sisters walk down the street and be questioned oreven beaten by the Taliban and feel that they have nopower to stop it. The oppression of women is not okaywith the majority of Afghan men. If women were able togo to school before the Taliban, it’s because men allowedthem to go. If you had women doctors and teachers, itwas because men encouraged it.
Had I stayed in Afghanistan, I absolutely would havebeen able to choose my husband. No one in my familywas forced to marry someone. Customs are differentthere, in that dating doesn’t exist. Families get to knowone another first and then two people commit to a rela-tionship before they have a relationship. But ours is not aculture devoid of love — quite the contrary. Read thepoetry and understand the Persian tradition: It’s all aboutlove.
Because I work at Northwestern with people who arewell traveled and knowledgeable about different cultures,there isn’t a lot of misunderstanding about people fromAfghanistan. But when people in this country describe
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me as a “Westernized woman,” I don’t know what thatmeans. What makes me Westernized? Because I’ve spentmost of my adult life here? Because I have notions offreedom and self-esteem? But my mother has thosethings. I think people say I’m Westernized because theythink that to be a Muslim woman and an Afghan woman,you have to be repressed and covered up. It’s a falsenotion. Around the Islamic world, the Arab world, thenon-Arab world, you see all sorts of modulations aboutwomen, how they live, their roles. It depends on where
they’re from and what their educational background is.Right now, my family and I all have hope for the
future of Afghanistan, despite the many hurdles ahead.Putting a country together after 23 years is no picnic. One hardly knows where to start. People have been livingwith a war mentality for two decades. Children havegrown up with guns, and many have never been to school.It’s very difficult to change all that and to get people totrust a central government and to trust one another. Butmy father is optimistic and I’m optimistic. You’ve got tohave hope.
“BUT MY FATHER IS OPTIMISTIC AND I’M OPTIMISTIC.
YOU’VE GOT TO HAVE HOPE.”
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In response to the Tali-ban’s destruction of thestatues of Buddha in cen-tral Afghanistan last year,Professor Qader designeda course to examine theissue of image in Islamicliterature. The Talibanclaimed that Buddhaimages connote idolatry.The secular notion —both in the West and inthe Islamic world — isthat art has intrinsic anduniversal value. But couldthere be a response to theTaliban position fromwithin Islamic tradition?
“I thought that inorder to respond to theTaliban, we have to exam-ine Islamic tradition itselfand its position vis-à-visthe image,” says Qader.“While it is true thatIslam has inherited thevery strong interdictionof the Old Testamentagainst idolatry, we alsohave the entire mysticaltradition of Islam inwhich image is every-thing: the face of thebeloved in the mirror, theface of the beloved in thecup of wine, the imaginal
character of the mysticalascension, and so on.”
Students read samplesof treatises by Islamicmystics and philosophersof Arabic and Persian tra-ditions; mystical poetry;the writings of Westernphilosophers such asPlato, Hegel, andNietzsche; and modernliterature such as SalmanRushdie’s Satanic Verses.Qader asked students todiscern differences inmethods of interpretationand to understand theimages in terms of their
power to depict or to tran-scend depiction. “Someimages are read symboli-cally,” said Qader, “lead-ing toward somethinghigher, a transcendence.These images became avehicle for reaching thedivine and arriving at amystical experience. Butimages can also be readrepresentationally, as thevery things they depict. Itis here that we run intoproblems of idolatry.”
ISLAM AND ART: AN ALTERNATIVE TO THE TALIBAN POSITION
BELOW: IN THISDEPICTION OF THE PROPHETMUHAMMAD’SASCENSION (LEFT),THE PROPHET’SFACE CAN BE SEEN;IN SIMILAR ART-WORKS FROM THE15TH AND 16THCENTURIES, SUCH
AS THE PAINTINGON THE RIGHT, THEFACE HAS BEENERASED.
MUHAMMAD’SASCENSION BY ABD AL-RAZZAK;MIRAJ MUHAMMAD,PROBABLY BYSULTANMUHAMMAD;
BOTH FROM THEBRITISH LIBRARY,LONDON, FROM ACOPY OF NIZAMI’SKHAMSA, WRITTENIN HERAT, 1494.
FACING PAGE:INDIRA GANDHI(BACK ROW,THIRDFROM RIGHT)RECEIVED FLOW-ERS FROM NASRIN
QADER (FRONTROW, SECONDFROM RIGHT) ANDOTHER AFGHANCHILDREN DURINGAN OFFICIAL
WELCOME FORTHE INDIANPRIME MINISTERAT KABULAIRPORT, 1969.
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WEINBERG COLLEGE LECTURER FARIBA
ZARINEBAF-SHAHR’S PASSION
FOR MIDDLE EASTERN HISTORY GREW
OUT OF A DESIRE TO UNDERSTAND THE
IRANIAN REVOLUTION,
AN EVENT THAT IMPERILED HER
FAMILY AND CHANGED HER LIFE.
SHE CAME TO THIS COUNTRY INTENDING TO STUDY MEDICINE AND RETURN TO
HER NATIVE IRAN, BUT THE REVOLUTION PROPELLED HER INSTEAD TOWARD A PHD
IN HISTORY, WHICH SHE COMPLETED AT THE UNIVERSITY OF CHICAGO. AFTER
GRADUATING IN 1991 SHE TAUGHT AT BILKENT UNIVERSITY IN ANKARA, TURKEY,
FOR THREE YEARS AND THEN RETURNED TO CHICAGO.
FROM IRAN: “A HAPPY CHILDHOOD DREAM
DISRUPTED BY A NIGHTMARISH SERIES OF EVENTS”
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My life can be divided into two parts: the prerevolution-ary years from 1959 until 1976, when I grew up in aprovincial capital in Iran, and the postrevolutionaryyears, when I attended college in Chicago and becamepart of an Iranian diaspora community in the UnitedStates. The two parts are discontinuous, although I amnow trying to make the connections and put everythingthat happened to my family and my country of birth into a historical context.
The first part in Iran seems like a happy childhooddream that was disrupted by a nightmarish series ofevents that unfolded with dizzying speed. I was only 19when my country witnessed a major revolution that ledto the destruction of 2,500 years of monarchy, the creationof an Islamic Republic, the revolutionary purges, the taking of American hostages, and the five-year Iran-Iraqwar. I consider myself lucky not to have been an imme-diate victim of these events, unlike the rest of my familyand many young Iranians my age. The number ofIranians in the United States jumped manyfold duringthose years. Most of the exile and diaspora communitysettled on the West Coast, primarily in California (LosAngeles County), where the climate is similar to that ofIran. Los Angeles became Tehrangeles, and Westwood’sPersian neon signs made it resemble the rich northernneighborhoods of Tehran.
I was born to a Turkish-speaking (Azeri dialect) fam-ily in a mixed Muslim and Christian-Armenian neigh-borhood in Tabriz, a major city and a provincial capital of 1.5 million residents in northwestern Iran. About one-third of the population of Iran is Turkish-speaking, andmost — approximately 11 million — live in the provinceof Azerbaijan in the northwest.
My paternal great-grandfather was the head of a largetribe that migrated from Karabagh (today the disputedregion of Nagorno-Karabagh) in southern Caucasus toIran in the wake of the Russian occupation in 1825. Mypaternal grandfather was a businessman who traveled toRussia and Turkey to trade in carpets and silk textiles. He had a silk workshop and a trading firm with a branchin Istanbul. Before World War I my grandfather was alsoa subject of the Ottoman Empire, which lasted from 1280to 1922.
My mother came from a prominent landowning andtrading family. Her father died from malaria when shewas 13. My grandparents lived through World War I,while my parents witnessed World War II and the Alliedoccupation of Iran.
My father attended the law school at Tehran Univer-sity and became a prominent defense and civil rightslawyer in my hometown. As a student, he lived through a crucial phase in the history of Iran — the Cold War,with intense rivalry between the Soviet Union and theUnited States for control of the Middle East. He joinedthe National Front, which, under the leadership ofMohammed Mossadegh, called for the nationalization of oil and the restoration of the Iranian constitution. The first nationally elected prime minister, Mossadeghserved from 1951 to 1953, when a coup reinstated the Shah.My father and uncle were subsequently jailed severaltimes by the Shah’s secret police for supporting theNational Front. They said that when prison guards wouldask for a cash gift to release them from jail, they wouldjokingly reply, “We will pay next time we come back.”They chose to stay in Iran after the revolution, continuedopposing the new regime and pushing for human rights
IN ADDITION TO HER CURRENT DUTIES AS ACADEMIC ADVISER FOR WEINBERG COLLEGE, ZARINEBAF-SHAHR TEACHES COURSES ON THE OTTOMAN EMPIRE, THE MODERN MIDDLE EAST, AND WOMEN IN MIDDLE EASTERN HISTORY. WHAT FOLLOWS IS HER PERSONAL ACCOUNT OF GROWING UP IN PREREVOLUTIONARY IRAN AND OF THEFALLOUT FROM THE REVOLUTION. SHE SAYS SHE APPRECIATES THE OPPORTUNITY TO SET DOWN HER MEMORIESAND WISHES THAT HISTORIANS HAD MORE SUCH PERSONAL RECORDS ON WHICH TO DRAW.
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reforms, and ironically were jailed also under the IslamicRepublic. My uncle had a heart attack in prison and diedfour years ago.
My mother was 17 and my father 32 when they mar-ried. It was not an arranged marriage; my father defiedhis family in marrying my mother, who was his client. I always think of my mother as a proud, assertive, andbeautiful woman. She raised us with love and sacrificed a great deal to have us all educated. She was also brave.When the revolutionary guards occupied our house andtook my family hostage for three weeks in 1982, she stoodup to the guards and distracted them while my father hid in a well next door until he could escape in the trunkof a car.
The second-oldest of six children, I grew up in anextended household with a grandmother and several ser-vants in addition to my parents and siblings. My uncle’sfamily used to travel from Tehran and spend the wholesummer with us. I would also visit with my aunt’s anduncle’s families and spent many days with my cousinsevery summer. Life was happy, full of hope and greatpromise. We were sheltered and spoiled with love andopportunities.
Every adult in my family was an educator. My aunt,cousins, and uncles were all college-educated high schoolteachers. One of my female cousins, who came from avery religious family, taught English in a high school in my hometown. My female cousins delayed marriage in order to attend college and got married in their late 30sand 40s. I suppose they were my first role models as educated and professional women.
My father has a deep love for books and amassed ahuge library. On hot summer afternoons when everybodyelse was taking a nap, I used to sneak into his library andread for hours. Gone with the Wind was a favorite, as wasVictor Hugo’s Les Misérables for its depiction of pre-Revolutionary France. I think I read every paperback andpiece of classical European literature that we had in ourlibrary. My father even subscribed to Today’s Woman, anational women’s magazine written in Persian that
passed from hand to hand in the house. Even the boysread it. After the revolution, my father’s library was con-fiscated by the revolutionary guards, who even took ourfamily albums, which were never returned.
My father used to hold weekly sessions in theevening during which we discussed everything from reli-gion to politics to science. He told us that God was every-where and that we could pray in a church away fromhome if we had no access to a mosque. He was a secularman with a deep respect for tradition. He also heldmonthly gatherings (jalase) with his colleagues andfriends, which we were not allowed to attend. Thewomen worked very hard in the kitchen to prepare din-ner for about 30 guests. My older brother and I wouldhide behind the door and listen to the men discussing pol-itics. My uncle also held gatherings, and after the revolu-tion these met after midnight to escape the attention ofthe authorities.
I attended an American Presbyterian primary schoolfor three years — my only coeducational schooling. Iswitched to a French Catholic school for another threeyears. These missionary schools were far more prosper-ous than the public high school I attended for the next six years. The difficult economic conditions and hyper-inflation that immediately preceded the revolution meanthardship for the public schools, and they never hadenough basics like heat and chalk. The Shah passed a law
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against girls wearing the veil dur-ing high school, and discontentamong the more conservative andreligious circles grew.
During high school I alsoattended the British Council, acultural institute that taught fouryears of English as a foreign lan-guage and had several Britishteachers. So I grew up speakingTurkish; Persian, which I startedstudying in first grade; French;and English. I had two Americanclassmates in the second grade and had several Frenchteachers in elementary school. We had many Europeanfriends who lived in my hometown. It was great to growup in that environment, and I was very privileged to havebeen born into a family that valued education aboveeverything else — for daughters as well as sons.
One of my brothers and I came to the United Statesin 1976 with the intention of studying medicine andreturning to Iran to practice. But the Iranian Revolutionof 1978–79 dramatically changed our lives and those ofmillions of Iranians. It affected my consciousness, myidentity, and my career choices. Instead of medicine, Idecided to study political science and history at theUniversity of Illinois at Chicago in an attempt to makesense of what had happened to my country.
My brothers, sister, and cousins joined us in theUnited States later. Two of my brothers left Iran duringthe Iran-Iraq war and became refugees in Turkey,Germany, and Canada. When they finally joined us, theycarried the scars of those years. Except for two of mybrothers who live permanently in Chicago, the rest of myfamily has since returned to Iran and commutes back andforth between Chicago and Tehran.
During the hostage ordeal some Iranians became tar-gets of harassment in the United States. Young and sepa-rated from my family, I found it difficult to understand
what was going on at home, although I had some supportfrom a few of my professors at UIC. The French revolu-tion, intellectual history, and political philosophy weremy favorite areas of study, but Western political modelsseemed to fall short of explaining what was going on in the Middle East. Needing to learn more about my ownculture and history, I decided to pursue a PhD in Islamic/Middle Eastern studies at the University of Chicago,where I studied with fascinating scholars and very brightstudents.
I enjoy teaching at Northwestern, especially with theinterest in my field increasing. I am part of a diasporacommunity, one of about 1 million Iranian Americanswho live in the United States. Most of us feel deeply con-nected both to the American culture and value systemand to our own heritage. In Iran young people make upabout two-thirds of the population. They enthusiasticallyfollow Western dress and Western music. They don’twant to live in isolation from the rest of the world. Theywere born after the revolution and don’t have any mem-ory of U.S.-Iranian tensions or the Shah’s regime. Thisgives me hope that a more liberal democratic governmentwill evolve to push Iran in the direction of joining theglobal community again. I would like to see the UnitedStates play a more positive and active role toward thatend and in the future of Iran.
PHOTOS OF FARIBAZARINEBAF-SHAHR,STARTING ON PAGE15: WITH HERBROTHERS; AS AGRADUATE STUDENT
IN TURKEY;WITHHER MOTHER ANDSISTER IN MUNICH;IN HER DEPART-MENT ON CAMPUS;WITH HER FATHER,
MOTHER, AND SISTER-IN-LAW ATOLD ORCHARDSHOPPING CENTER,SKOKIE, ILLINOIS
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ACCORDING TO THEKORAN, WOMEN HAVETHESE RIGHTSTO OWN PROPERTY
TO INHERIT HALF AS MUCH ASTHEIR MALE RELATIVES INHERIT
TO DIVORCE
TO ASSUME CHILD CUSTODYAFTER DIVORCE
TO RECEIVE CHILD SUPPORT
WHAT THE KORAN SAYSABOUT DRESSBOTH MEN AND WOMEN SHOULDDRESS MODESTLY.
NOTHING IS SAID SPECIFICALLYABOUT VEILING OR COVERINGONE’S HEAD OR FACE.
VOTING AND OTHER CIVIL RIGHTSIRAN IS ONE OF THE FEWISLAMIC COUNTRIES WITHLEGITIMATE ELECTIONS. WOMENHAVE THE RIGHT TO VOTE (THEVOTING AGE IS 15), TO HOLDPUBLIC OFFICE, TO LEAD FEMALECONGREGATIONS IN PRAYER,AND TO JOIN THE POLICE FORCE.
IN SAUDI ARABIA, A MONARCHY,WOMEN HAVE NO VOTINGRIGHTS, BUT NEITHER DO MEN.IN THIS MOST CONSERVATIVE OFISLAMIC COUNTRIES, WOMENMAY NOT LEGALLY DRIVE, BUTTHEY MAY OWN PROPERTY. AWOMAN FRIEND OF ZARINEBAF-SHAHR’S REMARKED, “MAYBEWE DON’T HAVE DRIVER’SLICENSES IN SAUDI ARABIA,BUT WE OWN HALF THECOUNTRY.”
MARRIAGE AND DIVORCEUNDER ISLAMIC LAWPOLYGAMY IS LEGAL IN MOSTMUSLIM COUNTRIES WITH THEEXCEPTION OF A FEW (TURKEYAND FORMER SOVIET REPUB-LICS). HISTORICALLY, A MANCOULD HAVE AS MANY AS FOURLEGAL WIVES AND AS MANYCONCUBINES AS HE WANTED,BUT FEW MEN OF THE RULINGCLASS (ABOUT 2 TO 4 PERCENT)PRACTICED POLYGAMY.
IN IRAN AND EGYPT, WOMENMAY INSERT A CONDITION INTHEIR MARRIAGE CONTRACT TORULE OUT POLYGAMY.
AS MORE WOMEN GAIN POLIT-ICAL POWER, POLYGAMY WILLMOVE TO THE TOP OF THEIRAGENDA AS A REFORM ISSUE.
IN SHI’I ISLAM, WOMEN MAYCONTRACT MULTIPLETEMPORARY MARRIAGES(MUT’AH). THIS PRACTICE ISBANNED IN SUNNI ISLAM.
HOW THE TALIBANCOMPARED WITHOTHER RELIGIOUSMOVEMENTSTHE TALIBAN DID NOT FOLLOWSTANDARD ISLAMIC PRACTICESIN DENYING WOMEN THEIRRIGHTS. THEIR PRACTICESWERE CONDEMNED BY ISLAMICRELIGIOUS OFFICIALS THROUGH-OUT THE MIDDLE EAST, WITHTHE EXCEPTION OF PAKISTAN.
RELIGIOUS REVIVAL MOVE-MENTS HAVE HISTORICALLYTENDED TO LIMIT WOMEN’SRIGHTS, IN THE WEST AS WELLAS IN THE MIDDLE EAST.
SOME ISLAMICCOUNTRIES ARE MORESECULAR THANOTHERSCOUNTRIES SUCH AS TURKEYAND THE FORMER SOVIETREPUBLICS ARE COMPLETELYSECULAR, WITH NO RELIGIOUSLAWS IN PLACE CONCERNINGWOMEN’S RIGHTS.
IN TURKEY LAWS TEND TOEMPHASIZE SEPARATION OFCHURCH AND STATE. THE VEILIS BANNED IN PUBLIC PLACES,FOR INSTANCE, AND SOMEWOMEN RESENT THATINFRINGEMENT ON THEIRFREEDOM OF CHOICE.
WHEN COUNTRIES SUCH ASEGYPT AND IRAN REFORMEDTHEIR LEGAL SYSTEMS ANDBECAME MORE WESTERNIZED,THEY KEPT ISLAMIC FAMILY LAWINTACT. IN THESE COUNTRIESTHE FIRST RIGHT TO DIVORCE IS ACCORDED MEN, FOREXAMPLE, BUT WOMEN CANINITIATE DIVORCE IN SPECIALCIRCUMSTANCES.
In her course Women in Middle Eastern History, Fariba Zarinebaf-Shahr emphasizes that Islam grew as its follow-ers expressed their commitment to Islamic teachings in terms of local practices and customs that existed in eachregion prior to the religion’s rise. Some practices are associated with Christianity and Judaism, some with ancientEgypt, Persia, and Assyria. “So one needs to keep in mind the social and historical context of each country, and tobe sensitive to the great deal of variety and diversity in the practice of Islam, in order to understand the position ofwomen in these countries,” she says. Here are a few points she made about Islam and women’s rights during arecent interview.
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ISLAM AND WOMEN’S RIGHTS TODAY:
A HISTORIAN SHARES HER
PERSPECTIVE
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FACING PAGE: AN IRANIAN FASHION MODELDEMONSTRATESHOW SOMEWOMEN IN IRAN
ARE STYLISHLYADAPTING TRADI-TIONAL NATIVEDRESS TO MAKE ABOLD, MODERNSTATEMENT.
ABOVE: HUNDREDSOF IRANIANWOMEN TAKEPART IN A RACE INTEHRAN IN JUNE1999 AS PART OF
NATIONALWOMEN’S SPORTSDAY.
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RICK SUND: SEATTLE’S S
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Rick Sund has a great transition game. He adapted to therigors of Northwestern academics while lettering infootball and basketball. He made his way from collegiateplaying fields to the front offices of professional basket-ball. And since graduating in 1973 with a major inpolitical science, he has helped manage four NationalBasketball Association teams, building and rebuildingsome of the league’s best franchises. He is now in his firstyear as general manager of the Seattle Supersonics, ateam that has surpassed all expectations by making theNBA playoffs in 2002. It marked the second straight timethat a Sund-managed team has reached the playoffs in theexecutive’s first year with the organization.
“My secret,” Sund says, “is pushing myself to thelimit.”
A high school basketball and football star from Elgin,Illinois, who has since been inducted into that city’sSports Hall of Fame, the 6-foot-4-inch guard/forwardcame to Northwestern in 1969. He had been recruited by athletic powerhouses Notre Dame, Alabama, and Kentucky but chose the value of a Northwesterneducation. The fact that the Wildcats hoops squad was coming off a 9-1 start to the 1968–69 season didn’thurt either.
Sund knew he’d have to work hard in the classroom.“When I chose Northwestern, I was a little nervous thatI couldn’t compete at the academic level,” he recalls.“Once I learned I could, it helped me a lot in life.”
Coming to college in the fall of ’69 meant more thanadjusting to playbooks and the quarter system. North-western itself was in transition, slowly ending the era of
curfews for female students, many of whom came tocampus in plaid skirts and left in bell bottoms. A nation-wide mood of political and social unrest came to a headthe following May, after the police and National Guardkillings of six students at Kent State and Jackson StateUniversities. At Northwestern the turmoil culminated ina student strike and demonstrations at Deering Meadow.
In a climate of social upheaval, sports weren’t at thecenter of the experience for many Northwestern students.“It wasn’t really chic to be an athlete back then,” Sundsays, recalling a time when crowds were often thin, andthose in attendance sometimes refused to stand for thenational anthem. Such distractions didn’t make thingsany more difficult for Sund on the court, however,because he was driven by an internal power. “When Iplayed,” he says, “I put pressure on myself.”
When Sund entered Northwestern, an NCAA rulemandated that first-year students play on a specialfreshman squad and sit out the varsity season. Sundspent the year conditioning and adapting to life in ElderHall, the classroom, and Delta Upsilon fraternity. Therule was changed during Sund’s senior year, but he sayshe found the experience of sitting out a year invaluable.“It really helps the student-athlete to only have threeyears of eligibility,” Sund says. “We got acclimated toschool and to our sport.” But he doubts the rule will everreturn to college athletics. “You’d have fewer kids leavingschool,” he says, “but you can’t deprive someone of theability to play.”
By the time he was eligible, Sund was ready to lead his team. Though earning just a 7-17 overall record, the
S SONIC BOON
“MY SECRET: PUSHING MYSELF
TO THE LIMIT.”
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1970–71 ’Cats notched wins over Wisconsin, Illinois, andMichigan State, and that spring Sund was named teamMVP as a sophomore. He was also named to the first Big Ten all-star “cage team” to tour outside the UnitedStates, playing in New Zealand and barnstorming againstOlympic and professional squads from the westernPacific.
In the spring of his junior year, Sund accepted an offerfrom Wildcats coach Alex Agase to try out for the varsityfootball team. He played that season as a wide receiverand tight end, but years of focusing on basketball madethat transition especially tough. “I was like a freshmanplaying varsity,” he recalls. And his timing was unfortu-nate: Sund joined a 7-4 team that wouldn’t have anotherwinning record for 24 years. It notched just two wins in1972. Adding injury to insult, Sund broke his foot duringthe disappointing season, limiting his time to train forthe basketball season to come.
Nonetheless, in the winter Sund took to the basketballcourt once again as cocaptain with teammate MarkSibley. He garnered Academic All–Big Ten honors for asecond straight year, but the team landed a third straightlast-place finish in the conference. Sund’s hopes for a spotin the upcoming NBA draft were fading, but when a callcame from a Milwaukee Bucks scout asking Sund tocome out for the team, his next transition took anunexpected turn.
Sund had been awarded a prestigious NCAA Division Ischolarship for postgraduate study in sports manage-ment. A master’s degree in athletic administration wouldprepare Sund for life in the front office of a major sportsfranchise. He had to use the scholarship immediately, sohe declined the chance to try out for the Bucks. Armedwith references from basketball luminaries like Mar-quette coach Al McGuire, who had recruited him in highschool, Sund landed a spot in a new and extremelyselective sports management program at Ohio University.When it came time to complete a required internship, theBucks got a call back from their former recruit.
“I didn’t want to do a ‘fly-by-night’ internship,” Sundrecalls, “so I called [then-Bucks general manager] WayneEmbry.” Embry agreed to bring on Sund as an intern inSeptember 1974 and to keep him on as an administrativeassistant after graduation. Master’s degree in hand, Sund was now working as one of just a handful of peoplein one of the top NBA front offices in the nation and was scouting college players who were just a few yearsyounger than he was.
“I went right into the ticket manager’s office,” Sundsays. “And Kareem [Abdul-Jabbar] was on the team backthen, so business was pretty brisk.” As part of his duties,Sund answered complaint letters, served as a go-betweenwhen players and management disagreed, and developedhis skills at game film analysis and scouting techniques.
“Basketball management was just starting to be a little
“WHEN I CHOSE NORTHWESTERN, I WAS A LITTLE NERVOUS
THAT I COULDN’T COMPETE AT THE ACADEMIC LEVEL …
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more sophisticated,” Sund remembers. Back then, hesays, the line between teams and their front offices wasblurred. Assistants would play one-on-one with injuredplayers to condition them back to health.
Sund spent five years with the Bucks, finding guid-ance under Embry, a future member of the BasketballHall of Fame who would be named NBA Executive of theYear several times in the 1990s. But change was in the air.A group of investors were putting together an expansionfranchise in Dallas. Sund, who had already turned downBucks coach Don Nelson’s offer to take an assistantcoaching job in Milwaukee, decided to gamble onbecoming a front-office executive. Established executivesbalked at the prospect of joining a team that could still bedenied membership in the NBA, but Sund — young,single, and living on a meager salary from the Bucks —was willing to roll the dice. He went down to Dallas onthe pretense of attending a nonexistent basketball campand sat down with Mavericks founding GM Norm Sanju.Sund had done his homework on the Dallas project andon Sanju himself, a University of Chicago graduate. “Itwas just a really good interview,” Sund recalls.
When the board of governors approved the DallasMavericks to join the Midwest Division of the NBA, 27-year-old Rick Sund became the youngest director of
player personnel in the history of the league. He wouldspend the next 15 years with the Mavericks, helping buildthe team into a successful franchise. By 1983 the team hadmade the playoffs. And in 1988 they came just 15 pointsshy of the NBA finals, losing to the defending NBA-champion Los Angeles Lakers in the seventh game of theWestern Conference championship.
Sund’s next stop was in Detroit, where he proved hisability to help rebuild floundering teams, helping take theonce-great Pistons back to the playoffs in 1996. And in2001 he was brought on as general manager of the SeattleSupersonics. It’s another rebuilding job, and Sund is readyto roll. “It’s a good year to be in transition because noone’s going to dethrone the Lakers anyway,” Sund says.(At press time, Sund’s prediction was still on target.)
Sund retains an allegiance to Northwestern athleticsand academics. He keeps up with Wildcat athletics,traveling to the Rose Bowl in 1995 and the Alamo Bowl in2000. And he’s willing to credit a “well-rounded” North-western education with preparing him for a managerialrole in the NBA.
“It really taught me how to think,” he says, citingcourses such as one in English literature taught by BergenEvans. “The ability to think and pursue an argument isthe biggest thing I learned at Northwestern. It’s some-thing, to realize you can sit down with [legendary formerBoston Celtics coach and GM] Red Auerbach at 25 andcontribute to the conversation.”
He also attributes his work ethic to the pace of life atNorthwestern. “The quarter system is short — you’ve got to get started on midterms or papers; you can’t pro-crastinate. That helps in the business I do.”
Ultimately, Sund admits he’s been lucky to survive ina business as unstable as professional basketball. But theperseverance that led to his success was no accident.
“Don’t ever dismiss luck,” Sund says. “Make your own.”
…ONCE I LEARNED I COULD, IT HELPED ME A LOT IN LIFE.”
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Scientific crime detection capturesthe public’s imagination. Twenty-five years ago NBC had a hit televi-sion series in Quincy, featuring JackKlugman as a Los Angeles medicalexaminer. Today it’s CBS’s CSI:Crime Scene Investigation and theHistory Channel’s Forensic Firsts.
Weinberg College’s Ken Alder, anexpert on the history of science aswell as on 18th-century France, washost and commentator when ForensicFirsts focused on the history of thepolygraph. He is now writing thefirst-ever book on the subject, Truth,Justice and the American Lie Detector,due to be published in 2004.
Alder became interested in thepolygraph before the current spate ofTV shows, when he studied historyat Harvard, where he received a PhDin 1991. The passage of time has madethe subject ever more relevant. Thepolygraph is used nearly 1 milliontimes each year in this country inpolice investigations and for corpo-rate and government security screen-ing. Its results traditionally havebeen inadmissible in court, but thatmay be changing, due in part to newrulings on the admissibility of allforms of scientific evidence.
Alder recently shared some of hisfindings with Crosscurrents, sheddinglight on when the polygraph cameinto existence, why it is that no othercountry uses it, and how Northwest-ern, site of the country’s first scien-tific crime lab, played a role in itsearly history.
HOW DID YOU BECOME INTERESTED IN THEPOLYGRAPH?
The history of science focuses on thehistory of truth-making. The liedetector struck me as a place where astrange kind of truth gets made, atruth that we understand from thebeginning as being very subjective.At most, a lie detector indicates onlywhether the subject actually believeswhat he or she is saying. Yet itsresults have often been touted as atruthful reflection of what did or didnot actually happen in the commis-sion of a crime.
Normally we think of science as aprocess that tries to develop and sub-stantiate general laws, like Newton’slaw of gravity. Forensic sciences, bycontrast, try to prove particularities:Joe Smith was on Elmwood Streetcommitting a murder on Thursday.A central question of my research ishow forensic investigation and itsstandards of proof differ from thosefound in the kind of science thatproves generalities.
HOW DID A HISTORIAN OF FRANCE COME TOTELL THE STORY OF THE AMERICAN LIEDETECTOR?
The idea that this machine would beable to discern whether you’re tellingthe truth or not always struck me asbizarre. As an 18th-century Frenchhistorian, I came to the subject fromanother country and another time.Other countries have interrogationtechniques, of course, but they don’tuse lie detectors: not for police work,corporate investigations, or nationalsecurity. America is the only countryin the world that uses lie detectors. Infact I also found deep commonalitiesbetween America’s embrace of the liedetector and the practice of justice inOld Regime France. In the 18th cen-tury, confession was considered themost reliable form of proof in crimi-nal cases, and jurists considered tor-ture justified in order to get aconfession (though they could nottorture without the kind of proof wetoday would consider sufficient forconviction). The lie detector, it turnsout, operates according to a similarlogic: it too is designed to extractconfessions.
WHAT DOES A LIE DETECTOR DO?
The polygraph measures four physio-logical parameters — blood pressure,galvanic skin resistance (perspira-tion), heart rate, and breathing depth
BY NANCY DENEEN
KEN ALDER’S CLUES TO THE HISTORY OF
THE POLYGRAPH
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— while the subject is being ques-tioned. The idea is that we can ascer-tain the truthfulness of the subject’sstatements by monitoring certainbodily signs of stress. Yet the poly-graph will not work unless the sub-ject believes it will work; only whenthe subject fears being caught willthe relevant types of stress underinterrogation be detectable. In thissense, the polygraph depends on a“placebo effect.” It works by con-vincing people that it works, and theinterrogator then uses the results toget the subject to confess and therebysupply evidence that is admissible incourt.
One way to think about the liedetector is that it’s a complete ruse.What’s really going on is an interro-gation, and the box is just there toenhance the interrogation. We thinkof technology as being physical, asbeing the box, but in this case thetechnology actually lies in the ques-tioning. Think of the difference
between hardware and software: Inthe case of the polygraph, it’s reallythe software, or the interrogation,that counts. The hardware is there toserve an intimidating function or tomake the results of the interrogationseem scientific or objective.
UNDER WHAT CIRCUMSTANCES DID THEPOLYGRAPH DEVELOP?
America is unique in that the policeare under local control, tightly con-nected to city government, and notadministered nationally, as in mostEuropean countries. There’s a verytight connection between police andpolitics at the local level. At the turnof the last century and into the early’20s, the leading citizens of manyAmerican cities became aware thatthere was considerable municipalcorruption and that police violence,used in interrogations, was part ofhow political power was enforced onurban streets. During the period ofProhibition, the line was furtherblurred between cops and criminals,
to the dismay of many reform-minded citizens. The widespread useof the polygraph was part of theeffort to professionalize the police, tosubstitute scientific interrogation forbeating confessions out of peoplewith rubber hoses.
HOW DID NORTHWESTERN FIGURE IN THEPOLYGRAPH’S PAST?
The connection begins withLeonarde Keeler, who, as a highschool student, began working forpolice chief August Vollmer at theBerkeley police department. Andthat’s really when the modern poly-graph first was worked out: withKeeler, Vollmer, and a man namedJohn Larson. Keeler saw Larsonusing an early lie detector andbecame fascinated. The result wasthe famous Keeler Polygraph, forwhich he received a patent in 1931,and which became the most widelyused polygraph machine during the’30s, ’40s, and ’50s. Larson and Keelerended up pursuing different strate-gies for the technique. Larson, whobecame a psychiatrist, used the liedetector for therapeutic purposes atChicago’s Institute for JuvenileResearch. Keeler took the tool toNorthwestern’s Scientific Crime Laband used it to assist prosecutors inextracting confessions.
BACKTRACKING A BIT: WHY DID NORTH-WESTERN HAVE ITS OWN CRIME LAB?
After Chicago’s St. Valentine’s DayMassacre, a civic leader named BurtMassee, who led the city’s fightagainst crime, got together withNorthwestern law school dean John
S LONGTIMENORTHWESTERNLAW PROFESSORFRED INBAU (LEFT)WAS DIRECTOR OFTHE CHICAGO
POLICE SCIENTIFICCRIME DETECTION LABORATORY DURING THE1940S.
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Henry Wigmore, the nation’s fore-most expert on legal evidence. Theycreated Northwestern’s Crime Lab asa civic-minded response to Chicago’scrime problems, and also to helpsolve its police problems. The Uni-versity’s crime lab predated the FBIlab by nearly a year. It was run by theUniversity for 10 years, between 1929and 1939. But solving crimes costsmoney, and the University was notcomfortable charging money for itswork. So the lab was sold for $1 to thecity and became known as theChicago City Police Lab.
WHAT HAPPENED THEN?
The Chicago police did not wantKeeler for a director. They worriedthat his mania for publicity wouldinterfere with their receiving creditas public protectors. A prominentcriminal law scholar at Northwesternnamed Fred Inbau volunteered tolead the lab, saying under his leader-ship it would not take public creditfor solving cases. Inbau, whose spe-cialty was the then-new polygraphmachine, directed the lab for a decadebefore returning to Northwestern.Paradoxically, in the early 1950s,Inbau served on the panel that even-tually ended the use of the polygraphat the Atomic Energy Commission.So he and Keeler worked at cross pur-poses to some extent. Keeler wantedto see polygraph use proliferate, whileInbau was more cautious about theclaims for its validity.
YOU MET AND INTERVIEWED FRED INBAU FORYOUR BOOK.
Before he died recently at the age of89, I interviewed Fred Inbau twice.He was extremely thoughtful aboutthe use of the lie detector, which heconsidered appropriate for policeinterrogation but not for presentationin the courtroom. He also directedme toward Keeler’s later career. I wasthen able to track down the rest ofKeeler’s papers.
WHY, AFTER ALL THIS TIME, DO YOU THINKTHAT U.S. COURTS MAY BEGIN ADMITTINGTHE RESULTS OF LIE DETECTOR TESTS ASEVIDENCE?
Here’s the quickest way to answerthat: The Frye ruling, established in1923, governed the use of scientificevidence in the courtroom for mostof the last century. The rule con-cerned a case in which the judgewould not allow polygraph testi-mony because the technology hadnot been accepted in the “relevantscientific community.” But the keyquestion then becomes, What is therelevant community? Polygraphoperators claimed to be the experts,and they said that it worked. But thecourts instead looked to academicpsychologists, who were more skepti-cal about the effectiveness of thetechnique.
The Frye ruling was basicallyoverturned by the Supreme Court’sDaubert decision in 1993, and theramifications are still being workedout. Judges themselves are now
considered the gatekeepers of whatevidence is admissible. Polygraphoperators have argued that polygraphresults should be admitted becausethey sometimes can exculpate theaccused, who has a right to all pos-sible forms of defense. In practice,however, polygraphs are more oftenused to extract confessions or incul-pate people, and are far more prone tofalse positives than false negatives.
The paradox is that people whowant the polygraph admitted are nowfinding themselves in the bizarreposition of arguing that juries won’tnecessarily believe its results. Theconcern at the time of the Frye rulingand for decades afterward was thatjuries would base their verdict onwhatever the polygraph said. Anyresult that was cloaked in the mantleof science was considered a truth thatwas beyond the layperson’s domain,and hence the fear among judges wasthat whatever the polygraph experttold the jury would be the decidingfactor in determining guilt or inno-cence. Now, oddly enough, polygraphoperators are saying that because theAmerican public is more skepticalabout science, our testimony won’tbe taken as gospel, so you should letus into court to testify about theresults of our polygraph interroga-tions. It will be ironic if the poly-graph finally makes it into Americancourtrooms because no one believesit anymore!
FACING PAGE: THE COVER OF THE FEBRUARY1930 ISSUE OFSCIENTIFIC DETEC-TIVE MONTHLYSHOWCASED THE EMERGING“SCIENCE” OF LIEDETECTION.
AT LEFT: FREDINBAU (RIGHT)WITH POLYGRAPHEXPERT JOHN REIDIN THE 1960S;INBAU IN 1972(PHOTOS COUR-TESY OF UNIVER-SITY ARCHIVES)
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LIE DETECTOR USEFUL TO DICK TRACY
“LET’S PUT IT THIS WAY:EVERY TIME HE USES IT,
HE GETS A CONFESSION.”
When Chester Gould wasa student at UniversityCollege (now the Schoolfor Continuing Studies) inthe early 1920s, he studiedwith Leonarde Keeler,codeveloper of the modernlie detector. The comicstrip character Gould created when he was 21 pioneered a number oftechnological advances incrime detection. WhenGould was asked in atongue-in-cheek newspa-per interview if Dick Tracybelieved that the lie detec-tor was a reliable tool forobtaining evidence in con-fessions, Gould replied,“Let’s put it this way:Every time he uses it, hegets a confession.”
Although Dick Tracybecame enormously popu-lar, it took Gould 10 yearsand 61 attempts to sell thecomic strip to CaptainJoseph Medill Patterson,
publisher of the ChicagoTribune (and grandson ofJoseph Medill, for whomthe Medill School ofJournalism was named).Once launched, the stripraised public awareness of crime prevention andpolice work, and its use of modern technologyintrigued readers. Tracy’stwo-way wrist radio, ringcamera, and instant voicerecorder all appeared in thecomic strip before findingtheir way into general use.
Long fascinated by theuse of scientific methods in crime detection, Gouldbecame a lifetime memberof Northwestern Univer-sity School of Law’s JohnHenry Wigmore Club,named for the dean whocreated Northwestern’sCrime Lab.
THIS SKETCHWAS GIVEN TOTHE SYLLABUSBY CLASS OF1923 ALUMNUSCHESTER GOULD
EVEN CHESTER GOULD (ABOVE)AND HIS DICK TRACY COMIC STRIP
FIGURE IN NORTHWESTERN’S POLYGRAPH CONNECTIONS.
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THE EVER-CHANGING COURSE OFCOURSE OFFERINGS
OS
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Changes in the University’sundergraduate curriculum since
1950 speak volumes about the evolution of science, American
history, foreign policy, and evenAmerican values. Of course,Northwestern students have
been able to choose a major orminor from the “staples” of thearts and sciences — chemistry,
English, economics, politicalscience, philosophy, religion,etc. — since before the 1950s ,
but dramatic curricular changeswere on the horizon in the
second half of the 20th century.The 1940 catalog of studies atNorthwestern, for example,
offered no Russian language orliterature courses, but the Cold
War and Space Race changedthat. The Civil Rights
Movement of the ’50s and ’60sinspired awareness of the
importance of AfricanAmerican studies, a certificate
program that became a major inthe 1980s. The newest major,debuting in fall 2002, is legal
studies, a joint offering of theCollege and NorthwesternUniversity School of Law.
We thought you’d like to seewhat other majors and minors
have appeared and disappearedon the curriculum horizon in
the last 50 years.
Minors without correspondingmajors appear in italics;
an asterisk denotes a minor that later became a major.
THE EVER-CHANGING COURSE OFCOURSE OFFERINGS
1950s 1960s 1970s 1980s 1990s TODAY
African American Studies*
African Studies
AMERICAN STUDIES
ART HISTORY
Art and Technology
Asian American Studies
ASIAN STUDIES
BIOCHEMISTRY, MOLECULAR BIOLOGY, AND CELL BIOLOGY
BIOLOGICAL SCIENCES NEUROBIOLOGY AND PHYSIOLOGY
ECOLOGY AND EVOLUTIONARY BIOLOGY (1981– 87)
UNDERGRADUATE PROGRAM IN BIOLOGICAL SCIENCES
Business Institutions
COGNITIVE SCIENCE
Computer Studies* COMPUTING AND INFORMATION SYSTEMS
DRAMA
ENVIRONMENTAL SCIENCES
FAR EASTERN LANGUAGES ASIAN LANGUAGES AND CIVILIZATION
HOME ECONOMICS
Integrated Arts
Integrated Science*
INTERNATIONAL STUDIES
Jewish Studies
LATIN AMERICAN STUDIES Latin American and Caribbean Studies
LINGUISTICS
LEGAL STUDIES
Mathematical Methods in the Social Sciences*
MUSIC
NAVAL SCIENCES AND TACTICS
PHYSICAL EDUCATION AND HYGIENE
Science in Human Culture*
STATISTICS
Transportation and Logistics
URBAN STUDIES
Women’s Studies GENDER STUDIES
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