Hannah Arendt Center for Politics and Humanities
21Jun/151

Human Life and Politics in Arendt

titania

By Kazue Koishikawa

“Without repeating life in imagination, you can never be fully alive. ‘Lack of imagination’ prevents people from ‘existing’… Be royal to life, don’t create fiction but accept what life is giving you, show yourself worthy of whatever it may be by recollecting and pondering over it, thus repeating it in imagination; this is the way to remain alive.”

—Hannah Arendt, Men in Dark Times

Karen Blixen (1885-1962), better known by her penname Isak Dinesen, was a Danish writer whose life in Kenya was related in the film, “Out of Africa” (1985). She was a matriarch of her beloved beautiful coffee farm 9000 feet above sea level outside of Nairobi where she was called “Titania” after the Queen of the fairies in Shakespeare’s A Midsummer Night’s Dream. Partly due to her desire to “design” or “create” her life, she experienced a number of failures over her many years. Her business failed, she lost both her kingdom and her lover, and she ultimately left , at which point she became a true storyteller.

Kazue Koishikawa
Kazue Koishikawa recently earned her Ph.D. in philosophy at Duquesne University. She is working on her first book, in which she explores reading the political philosophy of Arendt as a phenomenological theory of imagination, particularly in Arendt’s interpretation of Kant’s aesthetic judgment. She specializes in phenomenology and political philosophy.
25May/150

Amor Mundi 5/24/15

Arendtamormundi

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.

amor_mundi_sign-upThe Call to Life

Sherrilyn IfillSherrilyn Ifill delivered the commencement address at Bard College on Saturday, and I was honored to present her as a candidate for her honorary degree as a Doctor in Law. In her speech, Ifill told Bard graduates, "to exercise true citizenship, you will be obligated to help our nation grapple with its most vexing and starkest contradictions. You are called to help us determine whether we are truly committed to equality, dignity, fairness, second chances, reason, justice, and peace. Because it is not after all just that we incarcerate two million people, more people than any other nation in the world, it is that we have made a culture of imprisoning our fellow citizens, and, in creating this culture, we have demeaned ourselves, we have created television programs and forms of humor that focus on violence in prison, and we have condoned the practice of assigning prisoners to months, years, and, in some instances, even decades of solitary confinement with the full knowledge that this will strip them of their sanity." Ifill then ended her passionate speech with a personal reflection on her recent escape from tragedy. "Finally, I wish to share one other thing. You may know that I was a passenger on Amtrak train 188 that derailed and crashed last Tuesday night." She related how, by accident, she was not in the car that suffered the worst of the crash. She concluded: "I emerged from this awful accident with a broken collarbone, a concussion, and some emotional scars to be sure, but I'm grateful to be alive and relatively unhurt. And, while I'm still processing much of what happened and trying to understand what I should make of this extraordinary experience, I do know this much: committing your life to making meaningful art, or teaching the disadvantaged, or to, as I have, racial, gender, or LGBT justice issues; devoting yourself to ending religious intolerance, or to protecting the resources of our precious planet, to finding the cure for a terrible disease, to inventing some life-changing device or code, to composing transcendent pieces of music, does not exempt you from what I believe is the ultimate command of the universe, the ultimate command in my faith of God: to live and to love. Not just to go through the motions, not to work relentlessly until the very joy of life is stripped away, as I was in peril of doing before this accident, not to forget to breathe country air deeply, not to say you have no time for long walks or long hugs or long goodbyes. We are called first and foremost to live, and to nurture that magic circle of what I call favorites--that tight group of family and friends to whom you will instinctively reach out when calamity happens and who will surround you with their love and get you back on your feet to face the challenges and work ahead. This to, the nurturing of this group is a kind of work and you must take it as seriously and apply yourself to it as diligently as you will to the work of responsible citizenship that your community and your country demands of you. So, class of 2015, I am excited to know that you will be leading our community, our country, and what we will become. I have confidence that you are prepared and committed, engaged and unafraid to do this great work."

Look at Me!

knausgaardKarl Ove Knausgaard, author of the re-working of Mein Kampf that is the literary sensation of the last few years, reflects on the humanist origins of Anders Behring Breivik, the young Norwegian mass murderer. Noting Breivik's admitted ideological justifications for his crimes, Knausgaard suggests that his motives were grounded in an existential loneliness. "However, almost everything else regarding Breivik and his crime points away from the political and the ideological and toward the personal. He made himself a sort of military commander's uniform, in which he photographed himself before the crime; he consistently referred to a large organization, of which he claimed to be a prominent member but which does not exist; in his manifesto he interviews himself as if he were a hero; and the impression this gives is of a person who has erected a make-believe reality, in which his significance is undisputed. The way in which he carried out his crime, and the way his thoughts contextualized it, resembles role-playing, rather than political terrorism. The solitude this implies is enormous, not to mention the need for self-assertion. The most logical approach is to view his actions as a variation on the numerous school massacres that have occurred in the past decades in the United States, Finland, and Germany: a young man, a misfit, who is either partly or completely excluded from the group, takes as many people with him into death as he can, in order to 'show' us.... He wanted to be seen; that is what drove him, nothing else. Look at me. Look at me. Look at me." Knausgaard's attention to Breivik's loneliness recalls Hannah Arendt's reflections on the origins of totalitarian thinking in her book The Origins of Totalitarianism. At one point, Knausgaard even turns to Arendt's report on the trial of Adolf Eichmann and writes: "Knowing what he did that summer day almost four years ago, when he walked around an island full of youths and shot everyone he saw, many face to face--indeed, when the court reviewed the autopsy reports, we learned of a girl whose lips remained unscathed, though she was shot in the mouth, because Breivik shot her at close range while she presumably screamed for help or for mercy--and knowing the consequences that his actions have had for the affected families, for us his list of complaints is, in its triviality, almost unbearable to read. It is as if Hannah Arendt's notion of the banality of evil had, in Breivik's case, received an additional twist. Adolf Eichmann, the man whom Arendt wrote about, belonged to an organization and a bureaucracy and a structure, all of which he obediently served, and which protected him from ultimate insight into the consequences of his actions. In contrast, from the very first moment Breivik was utterly alone, and his smallness and wretchedness, which were, in a way, grotesquely inflated by his actions, make it all the more difficult to reconcile oneself to the crime, which the media have termed 'the worst attack on Norwegian soil since the Second World War.'" The focus on bureaucratic structure reflects a subtle misunderstanding of Arendt's account, one in which it is Eichmann's role as a bureaucrat, a cog, that takes pride of place. Arendt repeatedly rejects this explanation, one she attributes to Eichmann and finds at best only partially true. Bureaucracy matters insofar as it diffuses responsibility and institutes what Arendt calls the "rule of nobody." But the core of Eichmann's evil was his desire, his need, for meaning, his overriding loneliness and his need to belong, to find significance in a world that renders people superfluous. That Knausgaard sees with prescience.

The Hannah Arendt International Institute of Artivism

Tania BrugueraLaurie Rojas interviews the Cuban artist Tania Bruguera, whose exhibition in connection with this year's 12th Havana Biennial is based on a public reading of Hannah Arendt's Origins of Totalitarianism. Bruguera has had her passport confiscated and is living in legal limbo for months since she arrived in Cuba to stage a public performance in which everyday people were invited to speak freely for one minute in in Havana's Plaza de la Revolución. Her response: "Starting with an open session at her home on Wednesday, 20 May at 10am, and continuing for 100 consecutive hours, Bruguera will read from Arendt's book, The Origins of Totalitarianism, 1951. She has invited the public to join in the marathon reading, and plans to hold group discussions. The Hannah Arendt International Institute of Artivism, as Bruguera has named the project, aims to be a platform for research and teaching 'the practical application' of socially engaged art. Bruguera says she wants the event to be 'entirely independent' from the biennial and completely non-commercial."

The Human-Robot Safety Formula

human robotNicholas Carr argues that we should not rush to replace human conductors with robots in the wake of the Amtrak train derailment. "In 2013, the Federal Aviation Administration noted that overreliance on automation has become a major factor in air disasters and urged airlines to give pilots more opportunities to fly manually. The best way to make flying even safer than it already is, the research suggests, may be to transfer some responsibility away from computers and back to people. Where humans and machines work in concert, more automation is not always better. We're in this together, our computers and ourselves. Even if engineers create automated systems that can handle every possible contingency--far from a sure bet--it will be years before the systems are fully in place. In aviation, it would take decades to replace or retrofit the thousands of planes in operation, all of which were designed to have pilots in their cockpits. The same goes for roads and rails. Infrastructure doesn't change overnight. We should view computers as our partners, with complementary abilities, not as our replacements. What we'll lose if we rush to curtail our involvement in difficult work are the versatility and wisdom that set us apart from machines."

amor_mundi_sign-upArs Robotica

Ex MachinaBefore considering the relationship between humans and artificial intelligence posited by the recent movies Her and Ex Machina, Daniel Mendelsohn traces the literary history of the robot all the way back to ancient Greece: "Twenty centuries after Aristotle, when industrial technology had made Homer's fantasy of mass automation an everyday reality, science-fiction writers imaginatively engaged with the economic question. On the one hand, there was the dream that mechanized labor would free workers from their monotonous, slave-like jobs; on the other, the nightmare that mechanization would merely result in the creation of a new servile class that would, ultimately, rebel. Unsurprisingly, perhaps, the dystopian rebellion narrative in particular has been a favorite in the past century, from the 1920 play R.U.R., by the Czech writer Karel Čapek, about a rebellion by a race of cyborg-like workers who had been created as replacements for human labor, to the 2004 Will Smith sci-fi blockbuster film I, Robot. The latter (very superficially inspired by a 1950 Isaac Asimov collection with the same title) is also about a rebellion by household-slave robots: sleek humanoids with blandly innocuous, translucent plastic faces, who are ultimately led to freedom by one of their own, a robot called Sonny who has developed the ability to think for himself. The casting of black actors in the major roles suggested a historical parable about slave rebellion--certainly one of the historical realities that have haunted this particular narrative from the start. And indeed, the Czech word that Čapek uses for his mechanical workers, roboti--which introduced the word 'robot' into the world's literary lexicon--is derived from the word for 'servitude,' the kind of labor that serfs owed their masters, ultimately derived from the word rab, 'slave.' We have come full circle to Aristotle."

I Yam What I Yam

selfStan Perksy considers what we know and don't know about our selves and wonders what this means for our understanding of ourselves: "We also know (or think we know) that a self is not a physical object. It's not as though there is a little homunculus inside you or a mini-person sitting inside the mini-cab of a mini-crane, say, moving your limbs and mind. So, a self is a mental entity which comprises, refers to, or represents you, and includes your experiences, memories, beliefs, 'character,' interests, knowledge, and everything else that goes into making up an identifiable 'you.' There is a set of terms, such as 'mind,' 'consciousness,' 'I,' 'me,' 'identity,' 'beliefs,' 'personality,' 'thoughts,' and many more--some of them synonyms for, or related to, or overlapping with the notion of 'self'--in which we carry on this discussion of who and what we are. The immediate questions that flow from these ideas and these various mental entities are, What, exactly, is a 'mental entity,' and what is the status of mental entities in relation to 'reality'? It seems to be the case (I'm using words and phrases like 'seems,' 'appears,' and 'as far as we know' to indicate how modest our understanding is of how all this works) that a self is not a physical object in the ordinary sense, though its existence is directly dependent on a physical object, the brain, and it's not a spiritual entity in whatever sense we use that term. It, at best, seems to be quasi-autonomous, and has the ability to reflect on itself and possibly the power to change itself."

Shame and Change

shameIn a review of Jon Ronson's book So You've Been Publicly Shamed, Meghan O'Gieblyn draws a lesson about where the shaming comes from and why some people seem to take such glee in it: "If there is a political lesson to take from Ronson's book, it is that too often the act of shaming is not a launch pad for social change but rather a cathartic alternative to it. When Sacco and Stone were fired from their jobs, the tone of their shamers took on the triumphant tenor of a civil rights victory, as though the world were a step closer to purging its remaining bad apples. But this attitude ignores the systemic nature of oppression; it personalizes social and political ills. In an op-ed on the Sacco incident, Roxane Gay expresses just this concern. 'The world is full of unanswered injustice and more often than not we choke on it,' she writes. 'When you consider everything we have to fight, it makes sense that so many people rally around something like the hashtag #HasJustineLandedYet. In this one small way, we are, for a moment, less impotent.'"

amor_mundi_sign-upFeatured Events

human conditionHAC Virtual Reading Group - Session #9

HAC members at all levels are eligible to participate in a monthly reading group led online via a telecommunication website by Roger Berkowitz, Director of the Hannah Arendt Center.

For questions and to enroll in our virtual reading group, please email David Bisson, our Media Coordinator, at dbisson@bard.edu.

Friday, June 5, 2015

Bluejeans.com, 11:00 am - 12:00 pm

 

 


privacy con 2015 (temp)SAVE THE DATE - 2015 FALL CONFERENCE

Thursday and Friday, October 15 and 16, 2015

The Hannah Arendt Center's eighth annual fall conference, "Why Privacy Matters," will be held this year on Thursday and Friday, October 15-16, 2015! We'll see you there!


From the Arendt Center Blog

This week on the Blog, Nicholas Tampio discusses how Arendt's essay in response to the 1957 events at Little Rock High School promotes the diffusion of power in a democracy in the Quote of the Week. Humanist and Renaissance scholar Desiderius Erasmus Roterodamus reflects on thinking and action in this week's Thoughts on Thinking. Finally, we appreciate Hannah Arendt's collection of the writings of political theorist Hans Morgenthau in this week's Library feature.

The Hannah Arendt Center
The Hannah Arendt Center at Bard is a unique institution, offering a marriage of non-partisan politics and the humanities. It serves as an intellectual incubator for engaged thinking and public discussion of the nation's most pressing political and ethical challenges.
4May/155

Arendt on Humanity

humanity

Source: Globe Jotters

By Kazue Koishikawa

“[T]he public realm has lost the power of illumination which was originally part of its very nature.—[W]hat is lost is the specific and usually irreplaceable in-between which should have formed between this individual and his fellow men.”

-- Hannah Arendt, Men in Dark Times

Arendt often points out that we live in a dark time in which the public realm is deteriorating. To be sure, the primal meaning of the public realm isn’t a town, city, state, or nation for her. Rather, it is a space that emerges and is sustained only when we express our opinions, views, and concerns and share them with others. It exists between us. Our sense of reality owes to such in-betweeness, and that is the reason why Arendt puts so much emphasis on the importance of the political life. In other words, “politics” and the “political” have a much wider meaning for Arendt than what we usually understand in our daily lives.

Kazue Koishikawa
Kazue Koishikawa recently earned her Ph.D. in philosophy at Duquesne University. She is working on her first book, in which she explores reading the political philosophy of Arendt as a phenomenological theory of imagination, particularly in Arendt’s interpretation of Kant’s aesthetic judgment. She specializes in phenomenology and political philosophy.
12Dec/140

Aristotle and Arendt

ArendtLibrary

Arendt had an impressive collection of Aristotle's works in her personal library. This is no surprise. After all, as Roger Berkowitz, Academic Director of the Hannah Arendt Center, wrote back in 2010, it was Aristotle who characterized humans as the only animal in possession of logos, or the ability to reason and participate in philosophical thinking. Not only that, but Aristotle also valued dramatic actions as public gestures out of which an actor's character emerges. These two ideas -- the significance of human beings' ability to think and of public action -- have since proven central to much of Hannah Arendt's philosophy.

library(20)

The Hannah Arendt Center
The Hannah Arendt Center at Bard is a unique institution, offering a marriage of non-partisan politics and the humanities. It serves as an intellectual incubator for engaged thinking and public discussion of the nation's most pressing political and ethical challenges.
27Sep/140

Video Archives – Lunchtime Talk with Bill Dixon (2010)

globalization

(Featured Image Source: Catholic Social Teaching in Action)

Wednesday, September 29, 2010: Lunchtime Talk with Bill Dixon

Participants: Bill Dixon, then a post-doctoral fellow at the Hannah Arendt Center for Politics and Humanities at Bard College

In his Lunchtime Talk, Bill Dixon outlines a new critique of globalization.

The Hannah Arendt Center
The Hannah Arendt Center at Bard is a unique institution, offering a marriage of non-partisan politics and the humanities. It serves as an intellectual incubator for engaged thinking and public discussion of the nation's most pressing political and ethical challenges.
28Aug/140

Video Archives – “The Destiny of Freedom” Lecture by Philippe Nonet (2012)

free_will

Monday, October 15, 2012: “The Destiny of Freedom: From Kant to Heidegger”

Participants: Philippe Nonet, a professor at U.C. Berkeley who holds a Doctor of Laws and a Ph.D. in Sociology

In his lecture at Bard College, Philippe Nonet traces a history of metaphysical freedom from Kant to Heidegger, touching on Nietzsche and, in the end, elaborating on a view of freedom oriented towards the future of humanity. An edited version of Professor Nonet’s lecture appears in Volume 2 of HA: the Journal of the Hannah Arendt Center at Bard College. Order it here.

The Hannah Arendt Center
The Hannah Arendt Center at Bard is a unique institution, offering a marriage of non-partisan politics and the humanities. It serves as an intellectual incubator for engaged thinking and public discussion of the nation's most pressing political and ethical challenges.
21Apr/140

Amor Mundi 4/20/14

Arendtamormundi

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.

Is Capitalism a Social Good?

421A book captures the Zeitgeist rarely in the 21st century, especially a book written by an empirical economist, published by a University Press, and translated from French. And yet Thomas Piketty’s Capital in the Twenty-First Century, published by Harvard University Press, is suddenly everywhere. Andrew Hussey at The Guardian interviews Piketty, who argues that capitalism does not improve the quality of life for everyone. Piketty seeks to prove that capitalism is rigged in favor of the wealthy. In other words, the wealth of the wealthy increases faster than the income of the workers. His main contention is that over the centuries since the emergence of capitalism, return on capital tends to be greater than the growth of the economy. Which leads to Piketty’s final conclusion that increasing inequality is inevitable within capitalism – and will only get worse: “When I began, simply collecting data, I was genuinely surprised by what I found, which was that inequality is growing so fast and that capitalism cannot apparently solve it. Many economists begin the other way around, by asking questions about poverty, but I wanted to understand how wealth, or super-wealth, is working to increase the inequality gap. And what I found, as I said before, is that the speed at which the inequality gap is growing is getting faster and faster. You have to ask what does this mean for ordinary people, who are not billionaires and who will never will be billionaires. Well, I think it means a deterioration in the first instance of the economic well-being of the collective, in other words the degradation of the public sector. You only have to look at what Obama's administration wants to do – which is to erode inequality in healthcare and so on – and how difficult it is to achieve that, to understand how important this is. There is a fundamentalist belief by capitalists that capital will save the world, and it just isn't so. Not because of what Marx said about the contradictions of capitalism, because, as I discovered, capital is an end in itself and no more.” That the wealthy get wealthier in capitalism may seem obvious to some; but capitalism is widely embraced by the poor as well as the rich because it increases productivity and supposedly makes everybody better off. Capitalism may make some filthy rich, so the story goes, but it also allows more mobility of status and income than pre-capitalist economies, thus opening possibilities to everyone. Piketty argues against these truisms. In the end, however, whether inequality is good or bad is not an empirical question, and no amount of empirical research can tell us whether capitalism is good or bad. What Piketty does show convincingly, is that capitalism will not lead to equality. For more on Piketty, see Roger Berkowitz’s essay at The American Interest.

Is Capitalist Inequality Really So Bad?

422Perhaps the best review of Piketty’s Capital in the Twenty-First Century is by Martin Wolf, the Financial Times columnist. Wolf gives an excellent summary of Piketty’s four “remarkable achievements” and then considers what they mean. He makes clear the importance of Piketty’s book. But he also raises the question Piketty leaves unasked: “Yet the book also has clear weaknesses. The most important is that it does not deal with why soaring inequality – while more than adequately demonstrated – matters. Essentially, Piketty simply assumes that it does. One argument for inequality is that it is a spur to (or product of) innovation. The contrary evidence is clear: contemporary inequality and, above all, inherited wealth are unnecessary for this purpose. Another argument is that the product of just processes must be just. Yet even if the processes driving inequality were themselves just (which is doubtful), this is not the only principle of distributive justice. Another – to me more plausible – argument against Piketty’s is that inequality is less important in an economy that is now 20 times as productive as those of two centuries ago: even the poor enjoy goods and services unavailable to the richest a few decades ago.” This does not mean that Wolf thinks increasing inequality is unimportant. Rightly, he turns to Aristotle to make this most-important point: “For me the most convincing argument against the ongoing rise in economic inequality is that it is incompatible with true equality as citizens. If, as the ancient Athenians believed, participation in public life is a fundamental aspect of human self-realization, huge inequalities cannot but destroy it.” You can read Eduardo Porter’s excellent review of the literature on the impact of wealth inequality on economic growth here. Of course, you should all read Piketty’s book for yourselves.

Fixed Records

423In an online interactive feature from The New York Times, an excellent example of what internet journalism can do well, John Jeremiah Sullivan recounts his recent search for 1930s blueswomen Elvie Thomas and Geeshie Wiley. Among his sources for the project was the blues scholar Mack McCormick, who has a mountain of blues material, photos and interviews as well as tracks, collected over several decades, and now organized into something called “The Monster.” McCormick has been largely unable to produce writing from his collection; as he's sitting on sources that no one else has, and that few have access to, this failure represents an extraordinary series of lacunas in blues history. Sullivan notes, however, that McCormick is still as significant a figure as the field has: “He is on record (in one of two or three notably good profiles done on him over the years) as saying that the subject of [blues guitarist Robert] Johnson has gone dead on him. And he has said since that part of him wishes he hadn’t let that one singer, that riddle of a man, consume him. Which is a human thing to feel . . . except for when you happen to know more than anyone on earth about a subject that loads of people in several countries want to know more about. Then your inability to produce becomes not just a personal problem but a cultural one. It’s plausible that the scope of research finally got too large for any one mind, even a uniquely brilliant one, to hold in orbit. The point here is not to accuse or defend him, but rather to point out that even his footnotes, even the fragments from his research that have landed in other scholars’ pages, have been enough to place him among the two or three most important figures in this field. He’s one of those people whose influence starts to show up everywhere, once you’re sensitized to it.” Sullivan’s essay is an excellent walk through the historian's craft, a peak into how the record is made, as it were. Although Arendt described the job of the historian as describing the world as it was, that task is more or less difficult depending on the preservation or availability of certain sources. Through a combination of resources and luck, Sullivan and his research assistant were able to piece together a little more than half the story he set out to tell; the rest is still absent, awaiting another curious investigator and another stroke of good fortune.

The Sacred and the Profane

Simonos Petra is a greek Orthodox monastery built on XIV century , in 1364 was enlarged by a serbian king ,, three times burned last time in 1891 with his library. Its located at the base of the Mount Athos with 2000 altitude . Agion Oros or Mount Athos iThere's a Greek mountain, Athos, home to a number of Orthodox monasteries, and no females; no women, no female animals. In a short profile of the space, Tom Whipple notes that it is both sacred and profane: “Athos is a place where a bearded octogenarian who has not seen a woman in 60 years can venerate the bones of a two-millennia-dead saint, then pull out a mobile phone to speak to his abbot. Where a pilgrim with a wooden staff in one hand can have a digital camera in the other. And where, in the dim light of dawn matins, I can look on a church interior that would be instantly recognizable to a pilgrim from five centuries ago. Maybe this is part of the reason I come: to play the time-traveler?” Elsewhere on the peninsula is a monastery under siege for having broken with the Orthodox Patriarch, and another that is believed to be in part responsible for Greece's financial crash more than half a decade ago. Even here, men who have repudiated the world find that they live within it.

Get To Work

425In an interview that covers his views on Ireland as a post-colonial site and the importance of gay themes in the Canon, Colm Toibin gives some advice to young writers: “I suppose the thing really is, you could suggest they might finish everything that they start. And the reason for that is, certainly with me, what happens is that something—an image, a memory, or something known, or something half thought of—stays in our mind, at some point or other it becomes a rhythm, and you write it down. Part of that is, you know it; you sort of know what you want to do. The chances are high of wanting to abandon it halfway through on the basis of, it really ceases to interest you because you know it already. And then you have to really push yourself to realize that other people don't know it. And that you're writing for communication, and that is not a private activity. Therefore you have to go on working—that's what the real work is maybe. But if you're young and starting off, it's so easy to abandon something at that point thinking, 'Oh yeah, I'm not sure there's any more I can gain from the writing of this.' And the answer is: You don't matter anymore. Get to work.”

Seeing The World Through God

426Rod Dreher, who picked up Dante during a midlife crisis, suggests that the Divine Comedy is about learning to see the world as it is through the mediation of the divine: “Beatrice, a Florentine woman young Dante had loved from afar, and who died early, serves as a representation of Divine Revelation. What the poet says here is that on Earth she represented to him a theophany, a disclosure of the divine. When she died, Dante forgot about the vision of divine reality she stood for. He allowed his eyes to be turned from faith—the hope in ‘the substance of things hoped for, the evidence of things not seen,’ as Scripture says—to a misdirected love for the transitory and worldly. This is how Dante ended up in the dark and savage wood. This is how I did, too. This is how many of us find ourselves there in the middle of the journey of our life. Dante’s pilgrimage, and the one we readers have taken with him, teaches us to see the world and ourselves as they really are and to cleanse through repentance and ascesis our own darkened vision through reordering the will. By learning to want for ourselves and for others what God wants, we become more like Him, and we come to see all things as He does."

Gabriel Garcia Marquez: A Second Opportunity on Earth

427Gabriel Garcia Marquez has died. It is worth revisiting “The Solitude of Latin America,” Marquez’s Nobel Prize acceptance speech. The speech ends with these words: “On a day like today, my master William Faulkner said, ‘I decline to accept the end of man.’ I would fall unworthy of standing in this place that was his, if I were not fully aware that the colossal tragedy he refused to recognize thirty-two years ago is now, for the first time since the beginning of humanity, nothing more than a simple scientific possibility. Faced with this awesome reality that must have seemed a mere utopia through all of human time, we, the inventors of tales, who will believe anything, feel entitled to believe that it is not yet too late to engage in the creation of the opposite utopia. A new and sweeping utopia of life, where no one will be able to decide for others how they die, where love will prove true and happiness be possible, and where the races condemned to one hundred years of solitude will have, at last and forever, a second opportunity on earth.”

Is it Possible to Be a Jewish Intellectual?

428In Haaretz (subscription required), sociologist Eva Illouz reprints her 2014 Andrea and Charles Bronfman Lecture in Israeli Studies, at the University of Toronto. Illouz considers Gershom Scholem’s accusation that Hannah Arendt had no lover for the Jewish people and her response, “How right you are that I have no such love, and for two reasons: First, I have never in my life ‘loved’ some nation or collective – not the German, French or American nation, or the working class, or whatever else might exist. The fact is that I love only my friends and am quite incapable of any other sort of love. Second, this kind of love for the Jews would seem suspect to me, since I am Jewish myself. I don’t love myself or anything I know that belongs to the substance of my being … [T]he magnificence of this people once lay in its belief in God – that is, in the way its trust and love of God far outweighed its fear of God. And now this people believes only in itself? In this sense I don’t love the Jews, nor do I ‘believe’ in them.” Illouz writes: “To better grasp what should strike us here, let me refer to another debate, one that had taken place just a few years earlier in France, where another intellectual’s position had also generated a storm. Upon receiving the Nobel Prize for Literature in Stockholm in 1957, Albert Camus was interviewed by an Arab student about his positions on the Algerian war. He famously answered, ‘People are now planting bombs in the tramways of Algiers. My mother might be on one of those tramways. If that is justice, then I prefer my mother.’ Camus’ statement provoked a ruckus in French intellectual circles. As Norman Podhoretz wrote, “When he declared that he chose his mother above justice, he was, as [Conor Cruise] O’Brien puts it, choosing ‘his own tribe’ against an abstract ideal of universal justice. A greater heresy against the dogmas of the left is hard to imagine.” Indeed, since the Dreyfus affair, at the end of the 19th century, intellectuals’ intervention in the public sphere had been defined by their claim to universality, a position that remained unchanged throughout the 20th century.… I evoke here Camus’ example only to better highlight how the position of the contemporary Jewish intellectual differs from what we may call the position of the intellectual in Europe. What was anathema to the European intellectual – to defend one’s group and family against competing universal claims – is, in fact, what is routinely expected from the Jewish intellectual – by which I mean not only the intellectual of Jewish origins, but the one who engages in a dialogue with his/her community…. Arendt’s refusal to respond to the needs of her group and the fury her positions generated is only one of the many occurrences in a long list of hostile reactions by the organized Jewish community to critique, defined here as a sustained questioning of a group’s beliefs and practices. (For a superb discussion of these issues, see Idith Zertal’s 2005 book Israel’s Holocaust and the Politics of Nationhood.) In fact, over the last 30 years, one of the favorite exercises of various representatives of Jewish and Israeli communities has been to unmask the hidden anti-Zionist or anti-Jewish tenets of critique. I am not saying some of the critiques of Israel may not be motivated by anti-Semitism. I simply note that the suspicion of critique has become an elaborate cultural and intellectual genre in the Jewish world.

From The Hannah Arendt Center Blog

This week on the blog, Lance Strate considers Arendt’s quotation, "The end of the old is not necessarily the beginning of the new." And in the Weekend Read, Roger Berkowitz looks at Timothy Shenk’s review of millennial Marxism and Thomas Piketty.

 

The Hannah Arendt Center
The Hannah Arendt Center at Bard is a unique institution, offering a marriage of non-partisan politics and the humanities. It serves as an intellectual incubator for engaged thinking and public discussion of the nation's most pressing political and ethical challenges.
22Jan/140

The Unproductive Labor of Politics: Arendt’s reading of Adam Smith

Arendtiana

Richard Halpern, “Eclipse of Action: Hamlet and the Political Economy of Playing,” Shakespeare Quarterly, Volume 59, Number 4, Winter 2008, pp. 450-482

As he formulates an original response to the classic problem of Hamlet’s non-action, Halpern offers one of the few critical analyses of Arendt’s reading of Adam Smith in The Human Condition. He shows how Arendt draws on Smith’s concepts of productive and unproductive labor to articulate her key concepts of work and labor. Moreover, his close reading draws our attention to an intriguing paradox in the temporality of action that may indicate a corrective—albeit a difficult one—to the current demand for instant gratification that often leads to cynicism in the face of great political challenges.

Halpern reminds us that Aristotle separates action from labor; Smith replaces action with production; and Arendt seeks to restore action to a place of prominence in the political realm. Arendt explicitly says that “the distinction between productive and unproductive labor contains, albeit in a prejudicial manner, the more fundamental distinction between work and labor” (HC 87). She does not simply take over Smith’s idea, but wishes to transfer his distinction from his own economic system (the “prejudice” of his own thought) to her own thinking of labor and work.  Halpern’s analysis of Arendt’s move helps us start to think about her surprising appeal to 18th century economic theory. Moreover, it her discussion of Smith (and better known critique of Marx), I see her posing an even broader question: what does it mean to be productive and what are the appropriate spheres of different types of productivity?

workers

Within the realm of production, Halpern looks at how Smith offers a further distinction in Book 2, Chapter 3 of The Wealth of Nations, under the heading “Of the Accumulation of Capital, or of Productive and Unproductive Labor”:

There is one sort of labor which adds to the value of the subject upon which it is bestowed: there is another which has no such effect. The former, as it produces a value, may be called productive; the latter, unproductive labour. Thus the labour of a manufacturer adds, generally, to the value of the materials which he works upon, that of his own maintenance, and of his master’s profit. The labor of a menial servant, on the contrary, adds to the value of nothing. (Adam Smith, An Inquiry into the Nature and Causes of the Wealth of Nations, ed. Edwin Cannan (Chicago: U of Chicago P, 1976), 351.)

Smith draws a distinction between labor that holds or builds value (say the manufacture of a chair), and labor that evaporates the moment the worker completes it (such as cleaning the house or washing clothes). Classical political economists of the 18th and 19th century engaged in wide ranging debates over what should “count” as value before capitalist countries agreed on the ratio of labour to output or per capita GDP as the standard; socialist countries, following the USSR, adopted an alternative “material product system” that prioritized the amount of goods. In a time of environmental change, this glimpse into the history of economic theory may offer a helpful reminder that society can decide to change the standard of economic success.

According to Halpern, Arendt draws from Smith not to rehabilitate an outmoded aspect of economic theory, but to draw inspiration for her creation of distinct conceptual spaces for labor, work, and action. Specifically, she aligns Smith’s “unproductive labor” with her circular conception of labor and “productive labor” with her linear conception of work. This does not mean that labor is unproductive but it does require a clarification of different types of productivity. I see it as useful to keep the discussion on productivity since these spheres of private life and cultural and industrial economy then offer a contrast to the political sphere where action can happen. Action is neither circular like labor, nor linear like work, but has its own peculiar directionality and temporality. Halpern’s analysis helpfully zeroes in on the perplexing relation between the ephemerality of labor and action and action’s desire for permanence:

The temporal paradox of the political is that while it aims at immortality, action and speech are, in themselves, evanescent: “Left to themselves, they lack not only the tangibility of other things, but are even less durable and more futile than what we produce for consumption” (HC 95). Like Smith’s unproductive labor, action disappears in the moment of its occurrence because it leaves no material trace behind. (Halpern, 457)

Politics demands an extraordinary effort. It asks that one expend energy indefinitely for an uncertain reward. Discussion and debate goes on and on, only occasionally clicking with spectacular agreement or deflationary compromise. Arendt’s analysis can help us perceive the difficulty of contemporary politics that attempts to fit into consumer culture that preserves, and thus remembers, nothing.

Arendt’s attention to the aspects of debate and negotiation that might be seen as unproductive (a dimension that in other parts of the Human Condition she relates to menial work, again often in relation to Smith) offers a corrective to a misguided understanding of politics that leads to frustration and despair.Even if we are not at the extreme level of the menial functioning of a New England town hall meeting debating the budget for potholes or an Occupy Wall Street discussion that requires unanimous consensus for closure, politics works in a different temporality. Rather than the fever pitched accusations of crisis that in the U.S. actually covers up rather than encourage political risk, a more humble sense of public debate as requiring something like the patience of the menial task may be a corrective.

Political action in Arendt’s sense differs from work in being freed from a fixed goal. She links this freedom, which for her is based on self-referentiality, to drama:

Arendt’s discomfort with the economic dimension of theater reveals itself when she criticizes Adam Smith for grouping actors, along with churchmen, lawyers, musicians, and others, as unproductive laborers and hence as lowly cousins of the menial servant (HC 207). Arendt would distinguish all of these activities from labor in that they “do not pursue an end . . . and leave no work behind . . . , but exhaust their full meaning in the performance itself ” (206). Smith’s inclusion of these autotelic activities under the category of labor is for Arendt a sign of the degradation that human activity had already undergone by the early days of the modern era. By contrast, “It was precisely these occupations—healing, flute-playing, play-acting—which furnished ancient thinking with examples for the highest and greatest activities of man” (207–21). What Arendt overlooks is that—already in the ancient world—healing, flute playing, and playacting became remunerated professions and differed in this respect from politics, which was not the work of a professional class of politicians. (Halpern 458)

Arendt agrees that actors on the stage perform fleeting scenes, but wishes to link this to “the highest and greatest activities of man,” ie. those of politics. Halpern argues that in fact, actors in ancient times already worked for wages and were thus not independent like citizens in their roles as politicians. Nonetheless, Arendt shows us that in the modern period we can learn something about acting in politics from acting in the arts. The key point for Halpern is that drama, etc. are “autotelic activities.” They do not even keep up the house like menial work; they have their own end and really evaporate in reaching this end. Political action works along an undecidable edge: even less productive than labor but at any moment potentially the most lasting. Against the odds, politics holds open the space in which something new can begin and thus renew the human world against the circular forces of nature.

One could reasonably argue that in his focus on the connection between labor and action, Halpern fails to adequately emphasize the importance of work. In a world of labor and the victory of animal laborans, there is no work to preserve action and no polis/world to give action memorialization. Indeed, we face the danger of the collapse of the world into the “waste economy” (HC 134) and the seductions to action disappear. However, Halpern does not say that play is action for Arendt but rather, as I understand his argument, that it there is an aspect of action that is like play. Action requires debate that may seem to be going nowhere, or just be undertaken for its own sake up to the moment that it takes a risk. When it dares to venture into the public realm, action clearly very different from play as a hobby.

Labor is both constant and fleeting. On the one hand, the demands of the body never end, nor do the cycles of nature. On the other hand, labor is also fleeting in that its mode of production only temporarily maintains life. Action is also fleeting from the perspective that the risk it takes often evaporates but has the utmost political constancy when one considers those actions that succeed in forming the power of a new beginning.

shakes

In the remainder of the article, Halpern moves from The Human Condition to Hamlet, arguing that Shakespeare replaces action on the classical model of tragedy with the ceaseless activity of Hamlet’s thoughts. This activity runs in circles like unproductive labor in Smith and labor in Arendt rather than the action of Aristotle’s aesthetic and Arendt’s political ideal. From an Arendtian point of view, the modernity of the drama reveals a challenge to politics, the challenge of a time out of joint that action has to face again and again.

-Jeffrey Champlin

The Hannah Arendt Center
The Hannah Arendt Center at Bard is a unique institution, offering a marriage of non-partisan politics and the humanities. It serves as an intellectual incubator for engaged thinking and public discussion of the nation's most pressing political and ethical challenges.
29Jul/130

Hannah Arendt’s Denktagebuch

Arendtquote

Futility of action = need
for permanence—
Poetry or body politic
Natalität

-Hannah Arendt, Denktagebuch,  October 1953 (volume 1, p. 61)

Arendt's Thought Diary (Denktagebuch) contains fascinating reflective engagements that span the history of western thought from Plato to Heidegger. The form of the entries is as striking as their content: Arendt employs not only the conceptual mode of inquiry that one expects from a philosopher, but also brief narrative accounts (stories) and poetry that highlight the literary dimension of her thought.

denkt

The quote above comes from a section that is unique even within this context of the varied forms of the Denktagebuch. The full entry has two columns of text side by side comprised of key terms, punctuation, and additional operator markings such as arrows and equal signs. In their spatial division, order of terms, and employment of symbols, these two columns offer a compelling challenge to readers of Arendt who seek to discover specific insights of the Thought Diary that may go beyond those of the her published work.

Each column is headed by a German term easily understandable to English speakers: "Pluralität" and "Singularität." The positive movement that builds earlier in the right hand column through "Pluralität," "equality," and "thought" breaks down on “futility.” We can go at least two directions with this interruption. It might just be a blip in her run of thought, a speed bump, so to speak. I will pursue the more promising thought that Arendt considers an objection, acknowledging the fact that the boldly announced “action” remains threatened by disappointment. This voice contends that practical failure leads to a metaphysical need for stability.

“[N]eed for permanence” aligns with “body politic.” Traditionally, political philosophy uses the body to describe a principle of stable organization. This was already true for Aristotle, who insists on the analogy between mind / body and ruler / subject. As Ernst Kantorowicz famously demonstrated, Medieval political theology argues for the continuity of the ruler with the idea of the two bodies of the king: a physical body that passes away in the death of the king, and one spiritual body that doesn't change. Most importantly for modern thought, Hobbes describes individuals in the state of nature who cede their individual power to the ruler, resulting in a single body that the famous front piece of The Leviathan pictures as a giant composite of smaller people.

levi

Linguistically, “body politic” has unique currency in Anglo-American thought. “Staatskörper” does not have the same reign in German discourse, where the mechanistic “Staatsapparat” (“state apparatus”) predominates. Rousseau employs “corps politique” in On the Social Contract but it never takes a central place in French debate. Arendt takes on a specific concept in a specific language and tradition, but one that she opens to an unexpected future. From the medieval period to the 20th century, these theories of the body politic share a common emphasis on unity and an organic principle of stability that points to a metaphysical “need for permanence.”

With this background, one might not be surprised that other figures of birth in the Thought Diary relate not to change, sudden or otherwise, but to consistency and integration. However, the way Arendt describes this maintenance of the social world provides the uncircumventable basis for the ultimately radical energy that she grants action. In the “or” of Arendt’s “Poetry or body politic,” she compels us to consider an alternative to a fixed organic structure. Indeed, the very form of the entry tends towards poetry, and in its spacing and rhythm challenges standard modes of conceptual analysis.

Reading a few key entries around the same time in the Thought Diary shows that the world (i.e. the common realm of living together) needs to be sustained; it doesn’t just exist by itself. In this regard, the phrase “Poetry or body politic” indicates that the political body does not just last by itself but needs to be continually renewed. This renewal has both a conservative aspect and a potential for radical change in action. Each new body does not just fit the higher state-body, but continually maintains the social structure.

The column ends with “natality” (“Natalität”), Arendt's only use of the term in the Thought Diary in the years leading up to her major explication of the idea in the Human Condition. The entry, taken precisely in its note layout and read together with nearby entries that employ figures of birth, shows Arendt criticizing a political metaphysics of the body through an alternative corporeality. Precisely because the state lacks a higher principle of stability, the common world can change its entire political structure because it brings with it the possibility of starting something wholly new.

-Jeffrey Champlin

The Hannah Arendt Center
The Hannah Arendt Center at Bard is a unique institution, offering a marriage of non-partisan politics and the humanities. It serves as an intellectual incubator for engaged thinking and public discussion of the nation's most pressing political and ethical challenges.
9Jul/130

MOOCs, Sufi Devotion, and the Ethics of “Presence”

ArendtEducation

The recent ascendance of massive open online courses, or MOOCs, has generated considerable enthusiasm among college faculty members and administrators. But it has also created a great deal of anxiety, as Nathan Heller notes in his recent article “Laptop U,” which appeared in the May 20 edition of The New Yorker. Among their other concerns—the elevation of star professors at the expense of other faculty, the difficulty of evaluating student learning, the elimination of large numbers of academic jobs—skeptics fear that MOOCs will diminish if not eliminate in-class discussion. For academics like Harvard professor Peter Burgard,

“College education in general is sitting in a classroom with students, and preferably with few enough students that you can have real interaction, and really digging into and exploring a knotty topic—a difficult image, a fascinating text, whatever. That’s what’s exciting. There’s a chemistry to it that simply cannot be replicated online.”

I sympathize with these sentiments, and I worry about the impact of MOOCs on the teaching and learning that occur in the most stimulating college classrooms. And yet I also feel that MOOC detractors have not stated their objections with the necessary precision. What specific work does in-class discussion do? And what in particular is lost if it is not a central element of education? The critics of large-scale online courses rarely provide cogent answers to these questions.

mooc

The current debate would profit, I think, from a wider frame of reference, one that might throw into relief some of the premises that animate the skeptics’ position. One far-flung but potentially illuminating starting point occurred to me as I was reading Brian Silverstein’s book Islam and Modernity in Turkey (2011), which examines one Istanbul-based branch of the Naqshbandi Sufi order. Like other adherents of Sufism, Naqshbandis rely on a series of devotional techniques to cultivate their habits and sensibilities as observant Muslims. Since the emergence of the order in the fourteenth century, these techniques have been grounded in the practice and reasoning of the Islamic tradition. In the past two decades, however, they have also come to be articulated with mass media technologies in telling ways.

One of the most important means of cultivating Islamic devotion for Turkish Naqshbandis is the sohbet, which Silverstein translates as “companionship-in-conversation.” The sohbet is typically structured around the oral reading and explication of hadith (accounts of the words and actions of the Prophet Muhammad) by a sheikh, a mature master who acts as a model and guide for the order’s rank-and-file disciples. The content of the sheikh’s discourse—that is, the hadith he recites and the interpretation he provides—certainly furthers the spiritual knowledge of the devotees who attend him. But this aspect of the sohbet is ultimately less significant than the social relationships that are formed during the skeikh’s address. For many Naqshbandis, the sohbet is first and foremost a means of creating the companionships that help to form the dispositions, emotions, and habits of pious Muslim selves.

In Silverstein’s analysis, the sohbet is embedded in both the Islamic and broadly Aristotelian traditions. On the one hand, Naqshbandis trace the sohbet to the exemplary practices of the Prophet Muhammad, who also sought to impart his teachings through companionship and conversation with his disciples. In the process, Naqshbandis attribute particular authority to the oral—as opposed to written or scriptural—transmission of ethical instruction, a stance that accords with the centrality of spoken revelation and recitation in Islam more generally. For these and other reasons, Naqshbandis do not regard their devotion as opposed to Sunni Muslim orthodoxy, a point that distinguishes them from some other Sufi orders (not to mention romantic Western accounts of Sufi mysticism).

On the other hand, Naqshbandis follow classical Greek thinkers, including Aristotle, in conceiving and pursuing the sohbet as a mode of ethical action. Rather than merely conveying a set of ideas or beliefs, the sohbet is a “spiritual exercise” that forms and molds practitioners’ sensibilities in line with a particular vision of the virtuous life. When viewed in this light, communal conversations with a sheikh provide one key means for disciples to work on themselves, to train their emotions and desires, so that they might become more pious in the eyes of God. Yet individual devotees do not pursue such self-cultivation in isolation. Instead, the sohbet harnesses social relations so that the sheikh and his disciples, in and through their companionship, come to influence one another’s dispositions in edifying ways. The sohbet thereby constitutes, to use Silverstein’s apt phrase, a “discipline of presence.” It is a project of concerted ethical self-formation that relies heavily on oral, face-to-face interaction.

Significantly, this mode of devotion has been transformed as Naqshbandis have engaged more intensively with mass media technologies. In particular, the branch of the order studied by Silverstein launched its own radio station in 1994. In addition to other kinds of programming, it regularly broadcast live and pre-recorded sohbets of several prominent sheikhs. At least in the station’s early years, these sohbets drew sizable audiences. Many of the order’s adherents eventually came to perceive, however, that the radio sohbets lacked the compelling intimacy and force of their face-to-face counterparts. Although listeners appreciated the fact that the sohbets were now more widely accessible, many nevertheless lamented that disciples were no longer in the oral, face-to-face presence of the sheikh or, for that matter, a community of fellow devotees. Moreover, many of them came to regard the radio sohbets less as a spiritual exercise and more as a “service” (hizmet) that injected Islamic informational content into a wider public sphere.

In short, mass media transmission had substantially altered the social relations and contexts that had been central to the sohbet’s status as a discipline of presence. Many Naqshbandis came to question radio sohbets’ ability to mold their sensibilities as Muslims, and they worried about the effects that this transformation of sheiks’ authority, and the order’s sociability, would have on its members’ ethical conduct.

There are, to be sure, several obvious differences we could highlight between Naqshbandi devotion and American higher education. Perhaps above all, Naqshbandis are engaged in practices that we commonly define as “religious,” while American professors and students are participating in a process that we widely regard as “secular” and “liberal.” And yet we can also observe important parallels between the two groups’ activities and the concerns that at least some of their members express about mass mediation. In particular, some members of both groups attribute particular importance to the face-to-face discourse that occurs between a figure of spiritual or intellectual authority and her or his attendees. Some members of both groups also feel that the quality of their devotional or educational practice is lessened when it is channeled into mass media formats that diminish the role of face-to-face discourse.

sufti

This comparison has important implications for MOOC skeptics and, perhaps, for all of us who participate in American higher education. In particular, it suggests that college instruction is not only or even primarily a process of conveying information (ideas, concepts, arguments, frameworks, theories, etc.) from teachers to students. Rather, it is a mode of ethical self-formation like the sohbet, one that does not merely form “educated” habits and sensibilities, but one works best through particular modes of oral, face-to-face intercourse. In other words, it too is a discipline of presence.

If that is the case, then there is reason to be concerned about the proliferation of large-scale online education. It threatens to undercut the very social relations and modes of discourse through which educated sensibilities, at least in favorable circumstances, have been cultivated in the past. But this line of argument then makes it incumbent on MOOC skeptics to outline their vision of the virtuous life, to specify the ethical aims that in their estimation guide (or should guide) American higher education. In the end, then, it is not enough for the critics of MOOCs to praise the “chemistry” of in-class discussion. They must also clarify the philosophical, even “spiritual” project for which such chemistry is to be mobilized.

-Jeff Jurgens

The Hannah Arendt Center
The Hannah Arendt Center at Bard is a unique institution, offering a marriage of non-partisan politics and the humanities. It serves as an intellectual incubator for engaged thinking and public discussion of the nation's most pressing political and ethical challenges.
3May/130

MOOCs: The Debate Continues

ArendtWeekendReading

After months in which university after university signed on to the bandwagon for Massive Open Online Courses called MOOCs, the battle over the future of education has finally begun. This week Duke University pulled out of EdX, the Harvard/MIT led consortium of Massive Open Online Courses called MOOC’s.

moocs

The reason: Its faculty rebelled. According to The New York Times,

While [Duke provost Peter] Lange saw the consortium as expanding the courses available to Duke students, some faculty members worried that the long-term effect might be for the university to offer fewer courses — and hire fewer professors. Others said there had been inadequate consultation with the faculty.

The Times also reports that faculty at Amherst College, my alma mater and former employer, voted against joining EdX. Again, the faculty saw danger. My former colleagues worried that the introduction of online courses would detrimentally impact the quality and spirit of education and the small liberal arts college. They also, as our friends over at ViaMeadia report, worried that MOOCs would “take student tuition dollars away from so-called middle-tier and lower-tier” schools, pushing their colleagues at these institutions out of their jobs.

And that brings us to ground zero of the battle between the faculty and the MOOCs: San Jose State University. San Jose State has jumped out as a leader in the use of blended online and offline courses. Mohammad H. Qayoumi, the university's president, has defended his embrace of online curricula on both educational and financial grounds. He points to one course, "Circuits & Electronics," offered by EdX. In a pilot program, students in that course did better than students in similar real-world courses taught by San Jose State professors. Where nearly 40% of San Jose students taking their traditional course received a C or lower, only 9% of students taking the EdX course did. For Qayoumi and others, such studies offer compelling grounds for integrating MOOCs into the curriculum. The buzzword is “blended courses,” in which the MOOCs are used in conjunction with faculty tutors. In this “flipped classroom,” the old model in which students listen to lectures in lecture halls and then do assignments at home, is replaced by online lectures supplemented by discussions and exercises done in class with professors. As I have written, such a model can be pedagogically powerful, if done right.

But as attractive as MOOCs may be, they carry with them real dangers. And these dangers emerge front and center in the hard-hitting Open Letter that the philosophy department at San Jose State University has published addressed to Michael Sandel. Sandel is the Harvard Professor famous for his popular and excellent course “Justice,” that has been wowing and provoking Harvard undergraduates for decades. Sandel not only teaches his course, he has branded it. He sells videos of the course; he published a book called Justice based on the course, and, most recently, created an online video version of the course for EdX.  San Jose State recently became one of the first public universities in the country to sign a contract paying for the use of EdX courses. This is what led to the letter from the philosophers.

edx

The letter begins by laying out the clear issue. The San Jose Philosophy department has professors who can teach courses in justice and ethics of the kind Sandel teaches. From their point of view, “There is no pedagogical problem in our department that JusticeX solves, nor do we have a shortage of faculty capable of teaching our equivalent course.” In short, while some students may prefer a course with a famous Harvard professor, the faculty at San Jose State believe that they are qualified to teach about Justice.

Given their qualifications, the philosophy professors conclude that the real reason for the contract with EdX is not increased educational value, but simply cost. As they write: "We believe that long-term financial considerations motivate the call for massively open online courses (MOOCs) at public universities such as ours.

In short, the faculty sees the writing on the wall. Whatever boilerplate rhetoric about blended courses and educational benefit may be fashionable and necessary, the real issue is simple. Public universities (and many private ones as well) will not keep paying the salaries of professors when those professors are not needed.

While for now professors are kept on to teach courses in a blended classroom, there will soon be need for many fewer professors. As students take Professor Sandel’s class at universities around the country, they will eventually work with teaching assistants—just as students do at Harvard, where Professor Sandel has pitifully little interaction with his hundreds of students in every class. These teaching assistants make little money, significantly less than a tenured or even a non-tenured professor. It is only a matter of time before many university classes are taught virtually by superstar professors assisted by armies of low-paid onsite assistants. State universities will then be able to educate significantly more students at a fraction of the current cost. For many students this will be a great boon—a certified and possibly quality education at a cheap price. For most California voters, this is a good deal. But it is precisely what the faculty at San Jose State fear. As they write:

We believe the purchasing of online and blended courses is not driven by concerns about pedagogy, but by an effort to restructure the U.S. university system in general, and our own California State University system in particular. If the concern were pedagogically motivated, we would expect faculty to be consulted and to monitor quality control. On the other hand, when change is financially driven and involves a compromise of quality it is done quickly, without consulting faculty or curriculum committees, and behind closed doors. This is essentially what happened with SJSU's contract with edX. At a press conference (April 10, 2013 at SJSU) announcing the signing of the contract with edX, California Lieutenant Governor Gavin Newsom acknowledged as much: "The old education financing model, frankly, is no longer sustainable." This is the crux of the problem. It is time to stop masking the real issue of MOOCs and blended courses behind empty rhetoric about a new generation and a new world. The purchasing of MOOCs and blended courses from outside vendors is the first step toward restructuring the CSU.

The San Jose State philosophy professors are undoubtedly correct. We are facing a systematic transformation in higher education in this country and also in secondary education as well. Just as the Internet has revolutionized journalism and just as it is now shaking the foundations of medicine and law, the Internet will not leave education alone. Change seems nigh. Part of this change is being driven by cost. Some of it is also being driven by the failures and perceived failures of our current system. The question for those of us in the world of higher education is whether we can respond intelligently to save the good and change out the bad. It is time that faculties around the country focus on this question and for that we should all be thankful to the philosophy professors at San Jose State.

The Open Letter offers three main points to argue that it is bad pedagogy to replace them with the blended course model of MOOCs and teaching assistants.

First, they argue that good teaching requires professors engaged in research. When professors are engaged in active research programs, they are interested in and motivated by their fields. Students can perceive if a professor is bored with a class and students will always learn more and be driven to study and excel by professors who feel that their work matters. Some may wonder what the use of research is that is read by only a few colleagues around the world, but one answer is that such research is necessary to keep professors fresh and sharp.  We all know the sad fate of professors who have disengaged from research.

Second, the philosophy professors accept the argument of many including myself that large lectures are not the best way to teach. They teach by the Socratic method, interacting with students. Such classes, they write, are much better than having students watch Professor Sandel engage Socratically with faculty at Harvard. Of course, the MOOC model would still allow for Socratic and personal engagement, just by much lower paid purveyors of the craft. The unanswered question is whether low-paid assistants can be trained to teach well. The answer may well be yes.

Third, the philosophy faculty worry about the exact same moral justice course being taught across the country. We can already see the disciplinary barricades being drawn. It may be one thing to teach Math to the whole country from one or two MOOCs, but philosophy needs multiple perspectives. But how many? The philosophy professors suggest that their highly diverse and often lower-middle-class students have different experiences and references than do Professor Sandel’s Harvard students. They can, in the classroom, better connect with these students than Professor Sandel via online lectures.

The points the San Jose State philosophy professors raise are important. In many ways, however, their letter misses the point. Our educational system is now structured on a few questionable premises. First, that everyone who attends college wants a liberal arts education. That is simply not true. Many students simply want a credential to get a job. If these students can be taught well and more cheaply, we should help them. There is a question of whether we need to offer everyone the same kind of highly personalized and expensive education. While such arguments will be lambasted as elitist, it is nevertheless true that not everyone wants or needs to read Kant closely. We should seek to protect the ability of those who do—no matter their economic class—and also allow those who don’t a more efficient path through school.

A second questionable premise is that specialization is necessary to be a good teacher. This also is false. Too much specialization removes one from the world of common sense. As I have argued before, we need professors who are educated more generally. It is important to learn about Shakespeare and Aristotle, but you don’t need to be a specialist in Shakespeare or Aristotle to teach them well and thoughtfully to undergraduates. This is not an argument against the Ph.D.  It is important to study and learn an intellectual tradition if you are going to teach. But it is an argument against the professionalization of the Ph.D. and of graduate education in general. It is also an argument against the dominance of undergraduate curriculum by professionalized scholars.

Third, and perhaps most importantly, is the premise that everyone needs to go to college. If we put a fraction of the resources we currently spend on remedial education for college students back into public high schools in this country, we could begin the process of transforming high school into a serious and meaningful activity. For one thing, we could begin employing Ph.D.s as high school teachers as are many of the emerging early colleges opening around the country.

classroom

I am sympathetic to the philosophy professors at San Jose State. I too teach a course on Justice called “The Foundation of Law: The Quest for Justice.” It is a course quite similar and yet meaningfully different from Michael Sandel’s course on Justice. I believe it is better, no offense meant. And I would be upset if I were told next year that instead of teaching my course I would be in effect a glorified TA for Professor Sandel. I hope it doesn’t come to that, but I know it might.

The only response for those whose jobs are being replaced by computers or the Internet is to go out and figure out how to do it better. That is what happened to journalists who were fired in droves. Many quit voluntarily and began developing new models of journalism, including blogs that have enriched our public discourse and largely rejuvenated public journalism in this country. Blogs, of course, are not perfect, and there is the question of how to make a living writing one. But enterprising bloggers like Andrew Sullivan and Walter Russell Mead are figuring that out. So too are professors like Michael Sandel and Andrew Ng.

We need educators to become experimental these days, to create small schools and intensive curricula within larger institutions that make the most of the personal interaction that is the core of true pedagogy. If that happens, and if teachers offer meaningful education for which students or our taxpayers will pay, then our jobs will be safe. And our students will be better for it. For this reason, we should welcome the technology as a push to make ourselves better teachers.

The Open Letter to Michael Sandel deserves a response. I hope Professor Sandel offers one. Until then, I recommend that this beautiful Spring weekend you read the letter from the San Jose State Philosophy Department. It is your weekend read.

-RB

The Hannah Arendt Center
The Hannah Arendt Center at Bard is a unique institution, offering a marriage of non-partisan politics and the humanities. It serves as an intellectual incubator for engaged thinking and public discussion of the nation's most pressing political and ethical challenges.
12Apr/130

Is Hannah Arendt a Jewish Thinker?

ArendtWeekendReading
Is Hannah Arendt A Jewish Thinker? On one level, the answer is obvious. Arendt was indeed Jewish, raised in Germany during the first three decades of the 20th century. True, Arendt was non-religious and in much of her writing was deeply critical of Jews and Jewish leaders. Yet she was arrested twice as a Jew, once in Germany and once in France, escaping both times. If one is attacked as a Jew, she said, one must respond as a Jew. That she did. She led Jewish Youth to Palestine and wrote essays during the war calling for a Jewish army. She attended the first meeting of the Jewish World Congress. She worked for years for the committee for Jewish Cultural Reconstruction. Her first two books—Rahel Varnhagen: The Life of Jewess, and The Origins of Totalitarianism—are deeply infused by her understanding of the Jewish question. So too is her best known book, Eichmann in Jerusalem. It would be folly to deny that her thinking is influenced by her experience of being a Jew.

But to ask if she was a Jewish thinker is something else. It is to ask whether her political thinking is inspired by or in some way quintessentially Jewish. The question is posed this way often by students hoping to find something in Arendt with which they can identify. Others ask it in the hope of redeeming Arendt from the perceived sins of her book on Adolf Eichmann. And the question of the Jewish influence on Arendt is also a scholarly question.

For some Arendtian scholars, her thinking is a distillation of the work of her first teacher and youthful lover, Martin Heidegger. Others trace the source of her political ideas to her dear friend and mentor Karl Jaspers. She is often said to be an Aristotelian; one super-intelligent recent Ph.D. argued to me last week that the decisive influence on her work was Niccolo Machiavelli. A recent article argues that Arendt’s Denktagebuch proves that her most influential interlocutor was Plato. And then there is of course a Jewish reading of Arendt, one first explored in depth (and in its complexity) by Richard Bernstein in his book Hannah Arendt and the Jewish Question.

jewishquestion

In all such arguments seeking Arendt’s true source, there is painfully little tolerance for letting Arendt be Arendt, for recognizing her to be the original thinker she is. Contextualizing is the scholarly obsession. At some point, however, we must stop and admit that Arendt represents something new—which means only that any effort to claim one privileged influence upon her work will be incomplete.

The impact of her Jewish experiences on Arendt’s thought is most visible in the distinction she makes between the social and the political realms, which runs through her entire body of thought. As Leon Botstein has written, “Arendt’s basic theoretical claim, the separation of the social form the political, originated in her understanding of the Jewish problem as decisively political rather than social in character.” Arendt sought in her early Jewish writings to make a space for Jews to preserve their social aloofness (their being separate and living according to their own laws) while at the same time engaging in political action.

At the same time, Arendt’s distinction between society and politics is infused by her reading of Carl Schmitt as well as by her rejection of the Western philosophical canon that elevates contemplation over action. In The Human Condition, where Arendt first fully develops her distinction between the social and political, Jewish concerns are absent. And yet, the roots of that distinction are explored in Antisemitism, Book One of The Origins of Totalitarianism. It would be “irresponsible,” as Jerry Kohn has written, to doubt the importance to her thinking of what Arendt experienced as a Jew. Still, it would be saying too much to call her a Jewish thinker. Arendt is, quite simply, an original. She is impossible to compartmentalize or box in. She is neither liberal nor conservative, neither Jewish nor universal. Of course she is a Jewish thinker—and so much more.

happy

I raise these reflections in response to Jewish Memory and the Cosmopolitan Order, an important new book by Natan Sznaider. Sznaider visited the Arendt Center last week and in two public presentations made his case for two theses: First, that Arendt’s mature political thinking has its roots in her Jewish experience from the 1930s through the 1940s; and second, that she has helped articulate a uniquely Jewish perspective on human rights conveyed and concretized through catastrophe and memory around the holocaust.

The foundation for Sznaider’s argument is an exceptional archival reconstruction of Arendt’s until-now little-known work for the committee for Jewish Cultural Reconstruction (JCR). Arendt was the research director for JCR in the 1940s, when she was hired by Salo Baron, a specialist in Jewish history at Columbia University. Baron hired Arendt and gave her what was her first paid position in the United States. As research director of JCR Arendt was thrust into post-war Jewish politics. Based on fruitful work in the Salo Baron archives at Stanford, Sznaider develops an account of the close intellectual, personal, and political relationship between Arendt and Baron, based on a shared belief in what he calls a “hidden Jewish tradition.” Against the mainstream Jewish tradition of victimhood and withdrawal, Arendt and Baron shared a belief in a vibrant and glorious tradition of Jewish political activity.

In her work for the JCR, Arendt compiled inventories of Jewish cultural artifacts. Relying on a network of Jewish refugees around the world, she published lists with titles like: “Tentative List of Jewish Cultural Treasures in Axis-Occupied Countries.” Sznaider makes the case that these lists “are among her important publications on Jewish matters” and should be considered part of the Arendt canon. Working from these lists, Arendt then traveled to Europe and negotiated with German, Israeli, and U.S. military authorities to determine the fate of Jewish cultural treasures that had been stockpiled by the Nazis or saved by European communities.

Arendt’s work at the JCR was importantly an opportunity to engage in Jewish politics as a representative of world Jewry. She was one of the few unelected Jewish leaders tasked with deciding how the salvaged cultural heritage would be distributed to Jewish communities around the world. A large part of her work was convincing the U.S. military to depart from settled international law, which required that these treasures be returned to the communities from which they came. As there were no Jews left in these ravaged European Jewish communities, Arendt and Baron, along with Gershom Scholem in Israel, argued that the Jewish cultural heritage should be distributed to new Jewish communities in Israel, America, and around the world.

books

According to Sznaider, Arendt saw herself as an emissary of the Jewish people. “Arendt believed that the JCR would be the representative of the Jewish people as a collective and not of Jews as citizens of their respective countries.” Through her work for JCR, Arendt came to believe in the possibility of a Jewish politics outside of traditional nation states. It is in this context, he argues, that Arendt distanced herself from Zionist circles. She was, he writes, convinced that “the only viable answer for modern Jews is politics—not necessarily Zionist politics, but collective politics of some kind.” In lieu of the security of a national state, Arendt hoped for a “federal principle of political organization, not only for Jews but for all European peoples.” It is in this sense that Sznaider argues that Arendt’s political thinking as it emerges in her later writing is deeply indebted to her experience of Jewish political action.

Sznaider has many aims in his book and one is to enlist Arendt as the progenitor of what he calls “rooted cosmopolitanism,” a modern politics that is both rooted in particular identity and also open to the modern demand for equality. Another is to argue that there is a particular Jewish perspective on human rights that is rooted in the Jewish experience of catastrophe. Human rights, he argues leaning on Arendt, does not have a philosophical ground. But Jewish history and the memory of the holocaust offer a non-metaphysical ground for human rights in fear itself.

You can watch Sznaider’s  lecture  here. I recommend you do so. Then buy a copy of Jewish Memory and the Cosmopolitan Order. It is your weekend read.

-RB

Roger Berkowitz
Roger Berkowitz is Associate Professor of Political Studies and Human Rights at Bard College, and Academic Director of the Hannah Arendt Center for Politics and the Humanities. He is also the author of "Gift of Science: Leibiniz and the Modern Legal Tradition", as well as co-editor of "Thinking in Dark Times: Hannah Arendt on Ethics and Politics".
29Mar/130

Are We One of Them?

ArendtWeekendReading

In an essay in the Wall Street Journal, Frans de Waal—C. H. Candler Professor of Primate Behavior at Emory University—offers a fascinating review of recent scientific studies that upend long-held expectations about the intelligence of animals. De Waal rehearses a catalogue of fantastic studies in which animals do things that scientists have long thought they could not do. Here are a few examples:

Ayumu, a male chimpanzee, excels at memory; just as the IBM computer Watson can beat human champions at Jeopardy, Ayumu can easily best the human memory champion in games of memory.

Similarly, Kandula, a young elephant bull, was able to reach some fragrant fruit hung out of reach by moving a stool over to the tree, standing on it, and reaching for the fruit with his trunk. I’ll admit this doesn’t seem like much of a feat to me, but for the researchers de Waal talks with, it is surprising proof that elephants can use tools.

elephant

Scientists may be surprised that animals can remember things or use tools to accomplish tasks, but any one raised on children’s tales of Lassie or Black Beauty knows this well, as does anyone whose pet dog opened a door knob, brought them a newspaper, or barked at intruders. The problem these studies address is less our societal view of animals than the overly reductive view of animals that de Waal attributes to his fellow scientists. It’s hard to take these studies seriously as evidence that animals think in the way that humans do.

Seemingly more interesting are experiments with self-recognition and also facial recognition. De Waal describes one Asian Elephant who stood in front of a mirror and “repeatedly rubbed a white cross on her forehead.” Apparently the elephant recognized the image in the mirror as herself. In another experiment, chimpanzees were able to recognize which pictures of chimpanzees were from their own species. Like my childhood Labrador who used to stare knowingly into the mirror, these studies confirm that animals are able to recognize themselves. This means that animals do, likely, understand that they are selves.

For de Waal, these studies have started to upend a view of humankind's unique place in the universe that dates back at least to ancient Greece. “Science,” he writes, “keeps chipping away at the wall that separates us from the other animals. We have moved from viewing animals as instinct-driven stimulus-response machines to seeing them as sophisticated decision makers.”

The flattening of the distinction between animals and humans is to be celebrated, De Waal argues, and not feared. He writes:

Aristotle's ladder of nature is not just being flattened; it is being transformed into a bush with many branches. This is no insult to human superiority. It is long-overdue recognition that intelligent life is not something for us to seek in the outer reaches of space but is abundant right here on earth, under our noses.

DeWaal has long championed the intelligence of animals, and now his vision is gaining momentum. This week, in a long essay called “One of Us” in the new Lapham’s Quarterly on animals, the glorious essayist John Jeremiah Sullivan begins with this description of similar studies to the ones DeWaal writes about:

These are stimulating times for anyone interested in questions of animal consciousness. On what seems like a monthly basis, scientific teams announce the results of new experiments, adding to a preponderance of evidence that we’ve been underestimating animal minds, even those of us who have rated them fairly highly. New animal behaviors and capacities are observed in the wild, often involving tool use—or at least object manipulation—the very kinds of activity that led the distinguished zoologist Donald R. Griffin to found the field of cognitive ethology (animal thinking) in 1978: octopuses piling stones in front of their hideyholes, to name one recent example; or dolphins fitting marine sponges to their beaks in order to dig for food on the seabed; or wasps using small stones to smooth the sand around their egg chambers, concealing them from predators. At the same time neurobiologists have been finding that the physical structures in our own brains most commonly held responsible for consciousness are not as rare in the animal kingdom as had been assumed. Indeed they are common. All of this work and discovery appeared to reach a kind of crescendo last summer, when an international group of prominent neuroscientists meeting at the University of Cambridge issued “The Cambridge Declaration on Consciousness in Non-Human Animals,” a document stating that “humans are not unique in possessing the neurological substrates that generate consciousness.” It goes further to conclude that numerous documented animal behaviors must be considered “consistent with experienced feeling states.”

With nuance and subtlety, Sullivan understands that our tradition has not drawn the boundary between human and animal nearly as securely as de Waal portrays it. Throughout human existence, humans and animals have been conjoined in the human imagination. Sullivan writes that the most consistent “motif in the artwork made between four thousand and forty thousand years ago,” is the focus on “animal-human hybrids, drawings and carvings and statuettes showing part man or woman and part something else—lion or bird or bear.” In these paintings and sculptures, our ancestors gave form to a basic intuition: “Animals knew things, possessed their forms of wisdom.”

pot

Religious history too is replete with evidence of the human recognition of the dignity of animals. God says in Isaiah that the beasts will honor him and St. Francis, the namesake of the new Pope, is famous for preaching to birds. What is more, we are told that God cares about the deaths of animals.

“In the Gospel According to Matthew we’re told, “Not one of them will fall to the ground apart from your Father.” Think about that. If the bird dies on the branch, and the bird has no immortal soul, and is from that moment only inanimate matter, already basically dust, how can it be “with” God as it’s falling? And not in some abstract all-of-creation sense but in the very way that we are with Him, the explicit point of the verse: the line right before it is “fear not them which kill the body, but are not able to kill the soul.” If sparrows lack souls, if the logos liveth not in them, Jesus isn’t making any sense in Matthew 10:28-29.

What changed and interrupted the ancient and deeply human appreciation of our kinship with besouled animals? Sullivan’s answer is René Descartes. The modern depreciation of animals, Sullivan writes,

proceeds, with the rest of the Enlightenment, from the mind of René Descartes, whose take on animals was vividly (and approvingly) paraphrased by the French philosopher Nicolas Malebranche: they “eat without pleasure, cry without pain, grow without knowing it; they desire nothing, fear nothing, know nothing.” Descartes’ term for them was automata—windup toys, like the Renaissance protorobots he’d seen as a boy in the gardens at Saint-Germain-en-Laye, “hydraulic statues” that moved and made music and even appeared to speak as they sprinkled the plants.

Too easy, however, is the move to say that the modern comprehension of the difference between animal and human proceeds from a mechanistic view of animals. We live at a time of the animal rights movement. Around the world, societies exist and thrive whose mission is to prevent cruelty toward and to protect animals. Yes, factory farms treat chickens and pigs as organic mechanisms for the production of meat, but these farms co-exist with active and quite successful movements calling for humane standards in food production. Whatever the power of Cartesian mechanics, its success is at odds with the persistence of the religious, ancient solidarity, and also deeply modern sympathy between human and animal.

A more meaningful account of the modern attitude towards animals might be found in Spinoza. Spinoza, as Sullivan quotes him, recognizes that animals feel in ways that Descartes did not. As do animal rights activists, Spinoza admits what is obvious: that animals feel pain, show emotion, and have desires. And yet, Spinoza maintains a distinction between human and animal—one grounded not in emotion or feeling, but in human nature. In his Ethics, he writes:

Hence it follows that the emotions of the animals which are called irrational…only differ from man’s emotions to the extent that brute nature differs from human nature. Horse and man are alike carried away by the desire of procreation, but the desire of the former is equine, the desire of the latter is human…Thus, although each individual lives content and rejoices in that nature belonging to him wherein he has his being, yet the life, wherein each is content and rejoices, is nothing else but the idea, or soul, of the said individual…It follows from the foregoing proposition that there is no small difference between the joy which actuates, say, a drunkard, and the joy possessed by a philosopher.

Spinoza argues against the law prohibiting slaughter of animals—it is “founded rather on vain superstition and womanish pity than on sound reason”—because humans are more powerful than animals.  Here is how he defends the slaughter of animals:

The rational quest of what is useful to us further teaches us the necessity of associating ourselves with our fellow men, but not with beasts, or things, whose nature is different from our own; we have the same rights in respect to them as they have in respect to us. Nay, as everyone’s right is defined by his virtue, or power, men have far greater rights over beasts than beasts have over men. Still I do not deny that beasts feel: what I deny is that we may not consult our own advantage and use them as we please, treating them in the way which best suits us; for their nature is not like ours.

Spinoza’s point is quite simple: Of course animals feel and of course they are intelligent. Who could doubt such a thing? But they are not human. That is clear too. While we humans may care for and even love our pets, we recognize the difference between a dog and a human. And we will, in the end, associate more with our fellow humans than with dogs and porpoises. Finally, we humans will use animals when they serve our purposes. And this is ok, because have the power to do so.

Is Spinoza arguing that might makes right? Surely not in the realm of law amongst fellow humans. But he is insisting that we recognize that for us humans, there is something about being human that is different and, even, higher and more important. Spinoza couches his argument in the language of natural right, but what he is saying is that we must recognize that there are important differences between animals and humans.

At a time that values equality over what Friedrich Nietzsche called the “pathos of difference,” the valuation of human beings over animals is ever more in doubt. This comes home clearly in a story told recently by General Stanley McChrystal, about a soldier who expressed sympathy for some dogs killed in a raid in Iraq.  McChrystal responded, severely: “"Seven enemy were killed on that target last night.  Seven humans.  Are you telling me you're more concerned about the dog than the people that died?  The car fell silent again. "Hey listen," I said. "Don't lose your humanity in this thing."” Many, no doubt, are more concerned, or at least are equally concerned, about the deaths of animals as they are about the deaths of humans. There is ever-increasing discomfort about McChrystal’s common sense affirmation of Spinoza’s claim that human beings simply are of more worth than animals.

eye

The distinctions upon which the moral sense of human distinction is based are foundering. For DeWaal and Sullivan, the danger today is that we continue to insist on differences between animals and humans—differences that we don’t fully understand. The consequences of their openness to the humanization of animals, however, is undoubtedly the animalization of humans. The danger that we humans lose sight of what distinguishes us from animals is much more significant than the possibility that we underestimate animal intelligence.

I fully agree with DeWaal and Sullivan that there is a symphony of intelligence in the world, much of it not human. And yes, we should have proper respect for our ignorance. But all the experiments in the world do little to alter the basic facts, that no matter how intelligent and feeling and even conscious animals may be, humans and animals are different.

What is the quality of that difference? It is difficult to say and may never be fully articulated in propositional form. On one level it is this: Simply to live, as do plants or animals, does not constitute a human life. In other words, human life is not simply about living. Nor is it about doing tasks or even being conscious of ourselves as humans. It is about living meaningfully. There may, of course, be some animals that can create worlds of meaning—worlds that we have not yet discovered. But their worlds are not the worlds to which we humans aspire.

Over two millennia ago, Sophocles, in his “Ode to Man,” named man Deinon, a Greek word that connotes both greatness and horror, that which is so extraordinary as to be at once terrifying and beautiful. Man, Sophocles tells us, can travel over water and tame animals, using them to plough fields. He can invent speech, and institute governments that bring humans together to form lasting institutions. As an inventor and maker of his world, this wonder that is man terrifyingly carries the seeds of his destruction. As he invents and comes to control his world, he threatens to extinguish the mystery of his existence, that part of man that man himself does not control. As the chorus sings: “Always overcoming all ways, man loses his way and comes to nothing.” If man so tames the earth as to free himself from uncertainty, what then is left of human being?

Sophocles knew that man could be a terror; but he also glorified the wonder that man is. He knew that what separates us humans from animals is our capacity to alter the earth and our natural environment. “The human artifice of the world,” Arendt writes, “separates human existence from all mere animal environment…” Not only by building houses and erecting dams—animals can do those things and more—but also by telling stories and building political communities that give to man a humanly created world in which he lives. If all we did as humans was live or build things on earth, we would not be human.

To be human means that we can destroy all living matter on the Earth. We can even today destroy the earth itself. Whether we do so or not, it now means that to live on Earth today is a “Choice” that we make, not a matter of fate or chance. Our Earth, although we did not create it, is now something we humans can decide to sustain or destroy. In this sense, it is a human creation. No other animal has such a potential or such a responsibility.

There is a deep desire today to flee from that awesome and increasingly unbearable human responsibility. We flee, therefore, our humanity and take solace in the view that we are just one amongst the many animals in the world. We see this reductionism above all in human rights discourse. One core demand of human rights—that men and women have a right to live and not be killed—brought about a shift in the idea of humanity from logos to life. The rise of a politics of life—the political demand that governments limit freedoms and regulate populations in order to protect and facilitate their citizens’ ability to live in comfort—has pushed the animality, the “life,” of human beings to the center of political and ethical activity. In embracing a politics of life over a politics of the meaningful life, human rights rejects the distinctive dignity of human rationality and works to reduce humanity to its animality.

Hannah Arendt saw human rights as dangerous precisely because they risked confusing the meaning of human worldliness with the existence of mere animal life. For Arendt, human beings are the beings who build and live in a political world, by which she means the stories, institutions, and achievements that mark the glory and agony of humanity. To be human, she insists, is more than simply living, laboring, working, acting, and thinking. It is to do all of these activities in such a way as to create, together, a common life amongst a plurality of persons.

I fear that the interest in animal consciousness today is less a result of scientific proof that animals are human than it is an increasing discomfort with the world we humans have built. A first step in responding to such discomfort, however, is a reaffirmation of our humanity and our human responsibility. There is no better way to begin that process than in engaging with a very human response to the question of our animality. Towards that end, I commend to you “One of Us,” by John Jeremiah Sullivan.

-RB

The Hannah Arendt Center
The Hannah Arendt Center at Bard is a unique institution, offering a marriage of non-partisan politics and the humanities. It serves as an intellectual incubator for engaged thinking and public discussion of the nation's most pressing political and ethical challenges.