"We must dare to think about ‘unthinkable things,’ because when things become ‘unthinkable,’ thinking stops and actions become mindless."
-- J. William Fulbright
(Featured Image: J. William Fulbright; Source: Fulbright New Zealand)
Hannah Arendt considered calling her magnum opus Amor Mundi: Love of the World. Instead, she settled upon The Human Condition. What is most difficult, Arendt writes, is to love the world as it is, with all the evil and suffering in it. And yet she came to do just that. Loving the world means neither uncritical acceptance nor contemptuous rejection. Above all it means the unwavering facing up to and comprehension of that which is.
Every Sunday, The Hannah Arendt Center Amor Mundi Weekly Newsletter will offer our favorite essays and blog posts from around the web. These essays will help you comprehend the world. And learn to love it.
It Matters Who Wins
Simon Critchley at "The Stone" reminisces about Dr. Jacob Bronowski's "Ascent of Man" series and specifically the episode on Knowledge and Creativity. At one point in his essay Critchley inserts a video clip of the end of the episode, a clip that suddenly shifts the scene "to Auschwitz, where many members of Bronowski's family were murdered." We see Dr. Bronowski walking in Auschwitz. He says: "There are two parts to the human dilemma. One is the belief that the end justifies the means. That push button philosophy, that deliberate deafness to suffering has become the monster in the war machine. The other is the betrayal of the human spirit. The assertion of dogma closes the mind and turns a nation, a civilization into a regiment of ghosts. Obedient ghosts. Or Tortured ghosts. It's said that science will dehumanize people and turn them into numbers. That's false, tragically false. Look for yourself. This is the concentration camp and crematorium at Auschwitz. This is where people were turned into numbers. Into this pond were flushed the ashes of some 4 million people. And that was not done by gas. It was done by arrogance. It was done by dogma. It was done by ignorance. When people believe that they have absolute knowledge with no test in reality, this is how men behave. This is what men do when they aspire to the knowledge of Gods. Science is a very human form of knowledge. We are always at the brink of the known. We always feel forward for what is to be hoped. Every judgment in science stands on the edge of error and is personal. Science is a tribute to what we can know although we are fallible. In the end the words were said by Oliver Cromwell, 'I beseech you in the bowels of Christ, think it possible that you may be mistaken.'" It is a must read essay and must see clip. And you can read more about in Roger Berkowitz's Weekend Read.
Inside Camp X-Ray
In the wake of President Obama's yearly promise to close the military prison at Guantanamo Bay, South African writer Gillian Slovo suggests that, just as important as closing the base is acknowledging what happened inside: "There are two qualifications for being in Guantanamo: you have to be male, and you have to be Muslim. And once you've had the bad luck to be shipped there, you're stuck. Ordinary prisons in democratic societies work because of the cooperation of prisoners, most of whom, if they behave well, know they will eventually be freed. Not so in Guantanamo: there are the voiceless who, the American government has decided, do not deserve a trial. That's why, as Lord Steyn said, the American government made every effort to stop us from knowing what was happening there and that is why it is the responsibility of those who do have a voice in our world to let it be heard."
Woody Allen, Nihilist
In the midst of the debate concerning whether the allegations against Woody Allen should affect how his work is received and celebrated, Damon Linker discusses the philosophical nihilism underlying Allen's work and its moral implications. He points to the 1989 film Crimes and Misdemeanors, in which a married man who murders his lover in order to prevent her from disclosing their affair not only gets away with the crime but manages to entirely overcome his guilt and find happiness. In a 2010 interview with Commonweal magazine that Linker quotes, Allen explained the existential meaninglessness that he wanted the film to depict: "[E]veryone goes to his grave in a meaningless way.... [O]ne can commit a crime, do unspeakable things, and get away with it, and some of them are plagued with all sorts of guilt for the rest of their lives and others aren't. There is no justice..." Nihilism threatens to bring about a world in which anything becomes possible and permissible because we no longer see human life as having meaning. And yet, nihilism, as Hannah Arendt saw, can also be central to the practice of thinking and acting that creates meaning. For more on Woody's nihilism, see Roger Berkowitz's Weekend Read.
Ambivalent About Love
In an interview, comics artist expresses her ambivalence about love: "Well, love isn't an end in itself, no emotion is. Emotions are signposts directing you to actions, and the actions have varied consequences beyond the scope of the events that instigated them. I'm more interested in examining the state of being in love, of accommodating that feeling and attempting to legibly express it, than I am with mapping the initial process of a romantic attraction. If the lovers in my stories seem to struggle to connect with one another, it's because that's what being in love mainly entails, this ongoing mutual desperate groping for communion. I don't mean to argue that I think love isn't worthwhile! I think it absolutely is, but whether I think that or not, love and every other strong emotion will still be rampaging through the animal kingdom, kneecapping all attempts at independent decision-making, compelling us to conform our behavior to its purpose, which is mainly procreative. In fact the inevitability of it is reassuring. Pulling these things apart a little is beneficial, and I'd like to see it done more, but questioning a concept doesn't equate to rejecting it outright. I question it precisely because I believe in it so strongly."
Of Fear, Cowardice, and Courage
Linda Besner, striking an Arendtian note, wonders what it means that we have abandoned the idea of cowardice. One worry is that if we no longer speak of cowardice we may no longer be able to praise bravery. Besner suggests that contemporary definitions of bravery-facing down your own fears-are useful for self development, but not so much for living with others: "without a moral category of cowardice, are we really entitled to a category of bravery? The argument that Fear is Courage sounds unsettlingly Orwellian, and paves the way for the simple admission of fear to replace overcoming it. The emotional risks of facing one's feelings matter; but an inward-looking process focused on self-actualization is different from a sense of duty to the wider world. If cowardice consists in failing the collective, bravery may be said to inhere in taking personal risks for the greater good."
On Miracles, Agony, and Optimism
In the same special issues on "Generation" that elicited Carol Becker's reflections discussed last week, Jan Verwoert asks "why would Capital exploit the miraculous, if it was not for the fact that it is a source of infinite generative energy?" He writes, "Miracles happen always and everywhere. Art presents us with evidence of their occurrence daily, in the most mundane fashion: every little instant in which the mind clears, an intuition takes shape, you see what you couldn't see before, and what couldn't be resolved suddenly can be; in the spot where the writing got stuck the night before, words fall into place; the morning after, you meet someone by chance who opens a door and a project that seemed unrealizable yesterday goes through no problem; the fingers find their way across the key--or fretboard and a song is born; the painting that has been staring back at you for weeks or months now, half complete yet incompletable because it's evident that it lacks something but is impossible to see what-well, that canvas suddenly opens up, and within the shortest amount of time things shift into perspective and the work is done. This is a miracle. It cannot be achieved, or caused by any known means (drugs don't work). It occurs."
Matthew Shepard: The Murder and the Myth - A Discussion with Stephen Jiminez
Tuesday, February 11, 2014, 7:00 pm
Olin 102, Bard College
Learn more here.
Blogging and the New Public Intellectual - A Discussion with Tom Goldstein
Sunday, March 9, 2014 , 5:00 pm - 7:00 pm
Bard Graduate Center, NYC
Learn more here.
From the Hannah Arendt Center Blog
This week on the blog, Bill Dixon reflects on the "sandstorm of totalitarianism" that is based upon "loneliness as the normal register of social life, the frenzied lawfulness of ideological certitude, mass poverty and mass homelessness, the routine use of terror as a political instrument, and the ever growing speeds and scales of media, economics, and warfare." And in the Weekend Read, Roger Berkowitz explore truth, creativity, nihilism, and the affaire Allen.
"Exactly for the sake of what is new and revolutionary in every child, education must be conservative; it must preserve this newness and introduce it as a new thing into an old world."
-Hannah Arendt, The Crisis in Education
In the central and perhaps most provocative passage of her essay on The Crisis in Education (1958), Arendt thrice repeats the same word: to preserve. This should not be surprising, in the context of her presentation of the thesis that “education must be conservative.” Education must be carried out with a “conservative attitude” in order to preserve the possibility for something new to arise.
Arendt thinks little of educators and professors who issue directives to their pupils about what actions they should undertake to change the world. The responsibility of the educator is more to bring a “love for the world” into the seminar room. Whether the tutor wishes the world to be different, better, or more just should be inconsequential. It is his job to represent the factual world as frankly as possible. One cannot do more and should not do less. This love for the world forms the basis for “newcomers” to take the chances of their new beginning into their own hands. Seen in this way the tutor must be “conservative” (in relation to the state of the world), not in order inspire “progressive” action but rather to enable new beginnings that cannot be planned or calculated. And so says the full quote about education that must be conservative: “Exactly for the sake of what is new and revolutionary in every child, education must be conservative; it must preserve this newness and introduce it as a new thing into an old world.”
A few lines earlier Arendt distinguishes between this innovative “conservative attitude” in education and conservatism in politics. Political conservatism, “striving only to preserve the status quo,” ultimately leads to destruction: if people do not undertake renewals, reformations, the world is abandoned to decay over time. Immediately after this second use of “to preserve” Arendt uses the word a third time. Since the world is shaped by mortals, it is at risk of becoming as mortal as its inhabitants. “To preserve the world against the mortality of its creators and inhabitants,” Arendt writes, “it must be constantly set right new.” The “capacity of beginning something anew” appears according to Arendt principally in action, which is the capacity that has “the closest connection with the human condition of natality”—“the new beginning inherent in birth,” Arendt writes at the same time in The Human Condition (1958).
Aren’t these three very different meanings of “to preserve”? Can this single word really convey all these nuances? Only when one consults the original German version of Arendt’s essay does the scope of distinctions become clear. The Crisis in Education is the English version of a lecture Arendt gave in 1958 in Bremen, Germany, translated by Denver Lindley.
The conservative stance in politics, which is “striving only to preserve the status quo” is said in German to seek to “erhalten.” This is very similar to the English to preserve, to conserve, to maintain. Yet in the next part, where education is said to be the way “to preserve the world against the mortality of its creators and inhabitants,” this protection of the world against mortality is called in German “im Sein halten,” literally “to hold or to keep in the state of being.” The point here is not any physical preservation of the world, nor any quasi-metaphysical or Heideggerian elevation of the “world.” Arendt’s German wording rather suggests that the philosophical is to be found in the world, which she understands as something that emerges from the space in-between people: the in-between of the many and diverse. Finally, the task of education to be conservative and to “preserve” the revolutionary in every child is called “bewahren” in the German version, i.e., to retain and perpetuate, literally: to keep true—to keep the newness true.
“Erhalten,” “im Sein halten,” “bewahren”—these differentiations of the “conservative attitude” of education that Arendt develops in German on the conceptual level must be conveyed through context in English. This does not mean that the English is deficient. Rather, it demands that the reader reflect on the particularity of each appearance of “to preserve.” Arendt’s German text lends the direction of these reflections important impetus.
Likewise, a decisive conceptual impetus for Arendt’s German lecture comes from the English. In the middle of the passage on the conservative attitude in education, she quotes an English line from Shakespeare’s Hamlet: “The time is out of joint. O cursed spite that ever I was born to set it right.” The literary citation is not tasked with illustrating a theoretical reflection. Arendt thinks and writes with the poetic thought of this verse. In the German lecture she uses an unusual construction, saying that the world must be (newly) “eingerenkt”—it is the German equivalent of “to set it right,” if one reads “joint” literally as the joint of a body; the usual translation of “out of joint” is “aus den Fugen,” where “Fuge” has more the connotation of “seam,” “interstice,” or “connection.” In this way Arendt answers the English literally and therefore newly in German. She gives her text a “figurative posture,” which advocates for a plurality of languages. This can also be understood as a political gesture against the totalizing assertion of one homogenous language (of truth, of philosophy etc.).
All of this is possibly less revolutionary than the “newness” that each child brings into the world. And yet a reflection of it is brought “as a new thing into an old world.” In addition, Hamlet’s line “that ever I was born to set it right” being placed in the charged context of Arendt’s thoughts on natality (the human condition of being born, which equips every newcomer with “the capacity of beginning something anew, that is, of acting”) challenges both perspectives on action: Is Shakespeare’s Hamlet more capable of taking action than we usually think? Is Arendt’s “newcomer” more bound in his or her actions than we typically assume? Arendt’s mode of writing preserves an educating esprit for her readers.
—Thomas Wild, with Anne Posten