Hannah Arendt Center for Politics and Humanities
15Sep/141

Amor Mundi 9/14/14

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.

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The Death of Adulthood

childrenA.O. Scott reflects on the juvenile nature of American culture in "The Death of Adulthood in American Culture:" "[T]he journalist and critic Ruth Graham published a polemical essay in Slate lamenting the popularity of young-adult fiction among fully adult readers. Noting that nearly a third of Y.A. books were purchased by readers ages 30 to 44 (most of them presumably without teenage children of their own), Graham insisted that such grown-ups 'should feel embarrassed about reading literature for children.' Instead, these readers were furious. The sentiment on Twitter could be summarized as 'Don't tell me what to do!' as if Graham were a bossy, uncomprehending parent warning the kids away from sugary snacks toward more nutritious, chewier stuff. It was not an argument she was in a position to win, however persuasive her points. To oppose the juvenile pleasures of empowered cultural consumers is to assume, wittingly or not, the role of scold, snob or curmudgeon. Full disclosure: The shoe fits. I will admit to feeling a twinge of disapproval when I see one of my peers clutching a volume of 'Harry Potter' or 'The Hunger Games.'" Scott captures something essential in American culture, that in their solidarity with children, Adults enact a "refusal of maturity [that] also invites some critical reflection about just what adulthood is supposed to mean." He is right that, increasingly in public, "nobody knows how to be a grown-up anymore. Adulthood as we have known it has become conceptually untenable." Yet Scott is too much part of the culture of immaturity to be willing to judge it. "A crisis of authority is not for the faint of heart. It can be scary and weird and ambiguous. But it can be a lot of fun, too. The best and most authentic cultural products of our time manage to be all of those things. They imagine a world where no one is in charge and no one necessarily knows what's going on, where identities are in perpetual flux. Mothers and fathers act like teenagers; little children are wise beyond their years. Girls light out for the territory and boys cloister themselves in secret gardens. We have more stories, pictures and arguments than we know what to do with, and each one of them presses on our attention with a claim of uniqueness, a demand to be recognized as special. The world is our playground, without a dad or a mom in sight." The crisis of authority will not be overcome by calls for renewed authority; that said, we do suffer from the lack of adult judgment in public. Read more on the Arendt Center blog.

Paint Hard, Sculpt Fast

art_athleticismBetsy Huete suggests something counterintuitive about making art: "art is not a creative endeavor. It is an athletic one. If any artist still sits in her studio waiting to be struck with genius inspiration, she is playing an artist, not being one. Artists don't wait, they practice. And fail. And try again, and so on until they get it right, until their work is resolved. Just like their counterparts, athletes spend hours per day training, failing, trying, not quitting. To be either means one must have an enormous amount of resolve and resiliency, and the courage to constantly face the possibility of rejection. Whether it means getting benched, getting cut from the team, losing the championship game, getting a proposal rejected, losing grant money, not getting accepted into a residency: both sides are filled with victories and losses both large and small. Both must work extremely hard to achieve whatever goals they have set for themselves. It is no coincidence that some of the most successful contemporary artists of our day, like Bruce Nauman and Matthew Barney, were former athletes."

That's All Over Now

essexuIn a long essay that amounts, more or less, to a eulogy, writer and eminent professor Marina Warner describes why she loved the University of Essex, and why she left it: "What is happening at Essex reflects on the one hand the general distortions required to turn a university into a for-profit business - one advantageous to administrators and punitive to teachers and scholars - and on the other reveals a particular, local interpretation of the national policy. The Senate and councils of a university like Essex, and most of the academics who are elected by colleagues to govern, have been caught unawares by their new masters, their methods and their assertion of power. Perhaps they/we are culpable of doziness. But there is a central contradiction in the government's business model for higher education: you can't inspire the citizenry, open their eyes and ears, achieve international standing, fill the intellectual granary of the country and replenish it, attract students from this country and beyond, keep up the reputation of the universities, expect your educators and scholars to be public citizens and serve on all kinds of bodies, if you pin them down to one-size-fits-all contracts, inflexible timetables, overflowing workloads, overcrowded classes."

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What Constitution?

obamaJack Goldsmith wonders aloud at President Obama's "Breathtaking Expansion of a President's Power to Make War:" "Future historians will ask why George W. Bush sought and received express congressional authorization for his wars (against al Qaeda and Iraq) and his successor did not. They will puzzle over how Barack Obama the prudent war-powers constitutionalist transformed into a matchless war-powers unilateralist. And they will wonder why he claimed to 'welcome congressional support' for his new military initiative against the Islamic State but did not insist on it in order to ensure clear political and legal legitimacy for the tough battle that promised to consume his last two years in office and define his presidency. 'History has shown us time and again . . . that military action is most successful when it is authorized and supported by the Legislative branch,' candidate Barack Obama told the Boston Globe in 2007. 'It is always preferable to have the informed consent of Congress prior to any military action.' President Obama has discarded these precepts. His announcement that he will expand the use of military force against the Islamic State without the need for new congressional consent marks his latest adventure in unilateralism and cements an astonishing legacy of expanding presidential war powers." Worries about the Imperial Presidency are now common and for good reason. But as Jeffrey Tulis argues in the latest version of HA: The Journal of the Hannah Arendt Center, the real issue is a feckless legislature: "I want to suggest something different - that the presidency is very strong, but not imperial. This executive strength may indeed pose problems for democratic governance, but the source of those problems does not lie in the presidency. The presidency looks somewhat imperial today because of the failure of the Congress. In other words, the problem of presidential power today is actually not the exercise of presidential power; it's the gross abdication of responsibility by the legislative branch, the Congress of the United States."

Automatons

Japanese_eateryAaron Gilbreath considers the past and the present of the mechanized restaurant: "In Japan, where restaurant mechanization has been constant for decades, something in the culture or the economy has ensured that human interaction remains prominent. At Matsuya, shokkenki have freed staff from having to push register keys, make change, chit-chat, and stand idly by while customers decide what to order. But whenever I entered one, people were still on hand to cook, deliver, and clean. The machines seemed to me like a supplement to human service, a way to remove one task from the chain of production and lower costs, rather than a step toward eliminating everyone. The corporate rhetoric, at least, is that tabletop devices and self-serve kiosks will function the same way in the United States. We already use ATMs instead of bank tellers, place takeout orders by phone, check ourselves out at some grocery stores, and check ourselves in at the airport. We require technicians and programmers to keep the machines running, as well as staff to stand nearby and tell us to place our groceries back down on the scanner before placing them in the bag. The ideal, in this telling, is that technology and automation give us more time for human interactions with our friends and family. The reality, of course, is that they often just give us more time with our other tech."

The Provocation of Understanding What Is

eichmannGal Beckerman speaks with Bettina Stangneth and asks, "Why do you think Arendt was so taken in by Eichmann's performance on the stand? Does it tell us something about her?" Stangneth, author of the newly translated Eichmann Before Jerusalem, responds: "If it tells us something about her, it tells us something about nearly every spectator of the trial in 1961. It is a legend that only she was misled by Eichmann. But we have forgotten the other reports about the trial. Example? Alfred Wolfmann, the correspondent from Germany's most important Jewish newspaper, Allgemeine Jüdische Wochenzeitung, described him as a 'pathetic weakling.' Joachim Schwelien wrote in Frankfurter Allgemeine Zeitung that Eichmann was nothing more than a 'Hanswurst' [a buffoonish character from German folklore]. And everybody agreed. Some years later, Arendt only repeated these words, and people were shocked. In 1961 the astonishment about Eichmann was that he seemed to be a man without his own thoughts and convictions. This was common sense. When Arendt restated this common experience in 1963, it provoked a scandal. This tells us something about Hannah Arendt: She was not willing to deny the public astonishment of the year 1961 - she wanted to understand it."

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Featured Events

constitutionHannah Arendt and the American Constitution

In honor of Constitution Day, or "Citizenship Day."

Wednesday, September 17h, 2014

Reem-Kayden Center Laszlo Z. Bito '60 Auditorium, 5:00 pm


milgramHuman Rights Course, Studies in Obedience, hosts Dr. David Mantell

As a Fellow at Max-Planck Institute of Psychiatry, in Munich, Mr. Mantell replicated the Milgram experiment.

Monday, October 6, 2014

The Hannah Arendt Center, 3:00 pm


congressBard College Public Debate

Resolved: "The fate of the world depends upon the success or failure of America's model of democratic self-government."

Tuesday, October 7th, 2014

Campus Center Multipurpose Room, 7:00 pm - 9:00 pm


conference_14SAVE THE DATE - 2014 FALL CONFERENCE

October 9-10

The Hannah Arendt Center's annual fall conference, The Unmaking of Americans: Are There Still American Values Worth Fighting For?, will be held this year on October 9-10!

Registration is now OPEN! You can register here!

Want to know more about the schedule of the conference? Please click for details here!

Learn more about the conference here.

 

 


From the Arendt Center Blog

This week on the Blog, Hans Teerds discusses the importance of work and how it helps produce a sharable world in the Quote of the Week. Helen Keller provides this week's Thoughts on Thinking. We look back on a discussion with Roger Berkowitz, Walter Russell Mead, Jay Rosen, and Megan Garber on the state of journalism today in our Video Archives. We appreciate a note of gratitude written to Arendt in our Library feature. And Roger Berkowitz reflects on the crisis of authority and adulthood in American society in the Weekend Read.  

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.
23Aug/140

Jacques Ranciere and Hannah Arendt on Democratic Politics

democracy

**This post was originally published March 9, 2012**

Politics today is democratic politics. While history has not ended and democracy is not universal, there is no doubt that the spirit of our age is democratic. From France and the United States in the 18th century; to the European revolutions of 1848; to decolonialization in the 20th century, the fall of the Iron Curtain in 1989, and the Arab Spring of 2011 one cannot mistake the fact that politics in the modern world tends toward democracy.

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".
17Jul/140

Video Archives – Free Speech Lecture Delivered by Zephyr Teachout (2012)

lobbying

Zephyr Teachout is a constitutional scholar and Professor of Law at Fordham University; she will be speaking at this year’s Arendt Center annual fall conference, “The Unmaking of Americans: Are There Still American Values Worth Fighting For?” The conference will be held on October 9-10 at Bard College. (You can learn more about the event here.) In this week’s Video Archive post, we feature a lecture Teachout delivered at Bard in 2012.

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.
14Jul/140

Irony and Theodicy: Laughing out Loud about the Gravest of Moral Disorders

israel_post-wwii

“Israeli citizens, religious and nonreligious, seem agreed upon the desirability of having a law that prohibits intermarriage, and it is chiefly for this reason…that they are also agreed upon the undesirability of a written constitution in which such a law would embarrassingly have to be spelled out. … Whatever the reasons, there was certainly something breathtaking in the naiveté with which the prosecution denounced the infamous Nuremburg Laws of 1935, which had prohibited intermarriage and sexual relations between Jews and Germans. The better informed among the correspondents were well aware of the irony, but they did not mention it in their reports.”

--Eichmann in Jerusalem, p. 7

There are, I believe, three things about this surprising and discomforting passage from the very early moments of Arendt’s “report on the banality of evil” that are worth thinking about again. The first and most important of these is Arendt’s (very conscious) use of the term “irony” in the concluding sentence. Second is the explicit reference to the Nuremburg Laws and the very clear suggestion that Israel’s refusal to recognize civil marriages precisely because it opens the door to public acknowledgement of inter-confessional relationships echoes one of the most infamous legacies of National Socialism. Third is that Arendt here deigns to provide an account of why it is that Israel lacked—and lacks!—a written constitution, and to stress that the ground for this is and ought to be embarrassing to Zionists (like herself, it is crucial to stress). I’d like to discuss these with you in reverse order.

David Bisson
David is the Media Coordinator at the Hannah Arendt Center for Politics and Humanities at Bard College. He is also Editor for Information Security Buzz. David's research interests include cybersecurity, war, and the political impact of new technologies.
5Jul/141

Independence Day: Reexamining America’s Core Ideals

independence_day

Independence Day began for me at the Nantucket Unitarian Universalist Meeting House where a packed crowd braved an impending hurricane to hear a reading of the Declaration of Independence and the Bill of Rights alongside some vigorous patriotic singing. I had never heard the Declaration read aloud before, but one recalls that it is a declaration and meant to be read. Also striking is that the bulk of the Declaration is concerned with listing the ills and wrongs suffered at the hands of King George.

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".
26May/140

Amor Mundi 5/25/14

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.

The Fourth Revolution

1The first chapter of The Fourth Revolution: The Global Race to Reinvent the State by John Mickletwait and Adrian Wooldridge has been reprinted in various forms, most recently in the Wall Street Journal. It begins with fear and awe-of China. The first chapter, parts of which have been reprinted in various forms most recently in the Wall Street Journal, introduces the reader to CELAP, the China Executive Leadership Academy Pudong. "Today, Chinese students and officials hurtle around the world, studying successful models from Chile to Sweden. Some 1,300 years ago, CELAP's staff remind you, imperial China sought out the brightest young people to become civil servants. For centuries, these mandarins ran the world's most advanced government-until the Europeans and then the Americans forged ahead. Better government has long been one of the West's great advantages. Now the Chinese want that title back. Western policy makers should look at this effort the same way that Western businessmen looked at Chinese factories in the 1990s: with a mixture of awe and fear. Just as China deliberately set out to remaster the art of capitalism, it is now trying to remaster the art of government. The only difference is a chilling one: Many Chinese think there is far less to be gained from studying Western government than they did from studying Western capitalism. They visit Silicon Valley and Wall Street, not Washington, D.C." Beginning with the uncontroversial premise that government is broken, The Fourth Revolution argues that two responses are necessary. The first response is technical: "Government can be made slimmer and better." The second response is "ideological: it requires people to ask just what they want government to do." What is needed is a revolution, the surprising and unpredictable emergence of a new common sense that can inspire sacrifice and dedication in the name of a collective vision. Mickletwait and Wooldridge are to be commended for moving beyond the typical jeremiads that all that we need to fix government are technical solutions. The last third of their book is an attempt to articulate a vision of a common idea that can inspire and animate a revolutionary re-imagination of the state. That their proposed idea, which they call "freedom," is actually quite old is an argument against neither the idea nor its messengers. That said, their view of freedom is disappointingly tame and apolitical. Read more in the Weekend Read by Roger Berkowitz on the Arendt Center blog.

A Little More Than An Apple A Day

new yorker_newark schools_revisions_7What happens when a rock star Democratic mayor, a popular no-nonsense Republican Governor, and a billionaire philanthropist decide to make an all-out and high-profile effort to reform the failing schools in a poor post-industrial city? Dale Russakoff, in a long fascinating essay, describes the axis of local and financial interests that drove­-and blocked-school reform in Newark, New Jersey. Despite a $100,000,000 commitment from Facebook CEO Mark Zuckerberg, the results of the program have been mixed. "Almost four years later, Newark has fifty new principals, four new public high schools, a new teachers' contract that ties pay to performance, and an agreement by most charter schools to serve their share of the neediest students. But residents only recently learned that the overhaul would require thousands of students to move to other schools, and a thousand teachers and more than eight hundred support staff to be laid off within three years. In mid-April, seventy-seven members of the clergy signed a letter to Christie requesting a moratorium on the plan, citing 'venomous' public anger and 'the moral imperative' that people have power over their own destiny. Booker, now a U.S. senator, said in a recent interview that he understood families' fear and anger: 'My mom-she would've been fit to be tied with some of what happened.' But he characterized the rancor as 'a sort of nadir,' and predicted that in two or three years Newark could be a national model of urban education. 'That's pretty monumental in terms of the accomplishment that will be.'"

A Political Animal

1In a review essay summing up a recent biography of John Quincy Adams and both a recent biography and a collection of essays from his wife Louisa Catherine Adams, Susan Dunn points to Adams as perhaps the last member of the political generation of the founders, suggesting that he was both brilliant and behind his times: "Adams's program was a transformational one, but he disdained the transactional skills with which he might have achieved his goals. He rejected party-building, party leadership and followership, and piously stood opposed to using the tool of political patronage. He had neither talent nor patience for the essence of democratic leadership: connecting with, educating, and empowering ordinary citizens who were beginning to play a decisive part in American government. He did not grasp, as the historian Gordon Wood memorably wrote, that the voice of the people would become 'America's nineteenth-century popular substitute for the elitist intellectual leadership of the Revolutionary generation.' On the contrary, like the founders who worshiped 'the public' but feared 'the people,' Adams felt only scorn for the idea of dirtying his hands in the increasingly boisterous, personality-driven, sectional, and partisan politics of the 1820s and 1830s." Proving, however, that no one is just one thing, Adams would later prove to be in the advance guard of another issue; after losing the presidency in 1829, he took up abolition, which he fought as a member of the House of Representatives until his death two decades later.

Sometimes The Simplest Solution

1Philip Ball pushes on the idea that the most elegant scientific solution is likely to be the best one, and the following ideal that simplicity is therefore beautiful, and finds it empty: "The idea that simplicity, as distinct from beauty, is a guide to truth - the idea, in other words, that Occam's Razor is a useful tool - seems like something of a shibboleth in itself. As these examples show, it is not reliably correct. Perhaps it is a logical assumption, all else being equal. But it is rare in science that all else is equal. More often, some experiments support one theory and others another, with no yardstick of parsimony to act as referee. We can be sure, however, that simplicity is not the ultimate desideratum of aesthetic merit. Indeed, in music and visual art, there appears to be an optimal level of complexity below which preference declines. A graph of enjoyment versus complexity has the shape of an inverted U: there is a general preference for, say, 'Eleanor Rigby' over both 'Baa Baa Black Sheep' and Pierre Boulez's Structures Ia, just as there is for lush landscapes over monochromes. For most of us, our tastes eschew the extremes."

One Thing After Another

1Ben Lerner has an excellent essay in the London Review of Books on volume three of Karl Ove Knausgaard's My Struggle series. One of the most distinctive qualities of the series is the overwhelming amount of detail Knausgaard offers to describe even the most mundane of events, like the exact appearance and characteristics of a bowl of cornflakes. Indeed, Knausgaard has remarked in an interview, "I thought of this project as a kind of experiment in realistic prose. How far is it possible to go into detail before the novel cracks and becomes unreadable?" Lerner observes that it is this immersive and anti-literary formlessness-as well as the risk it carries-that ultimately gives Knausgaard's experiment its peculiar power. "What's unnerving about Knausgaard is that it's hard to decide if he's just a child who stares at everything, who makes no distinctions, or if he indeed qualifies as a Baudelairean man-child, as a genius who can 'bring order into the sum of experience, involuntarily amassed'. Another way to put it: does My Struggle ultimately have an aesthetic form? Or is it just one thing after another? I think it's because My Struggle is both absorbing and can feel undifferentiated that you'll find it being likened at once to crack cocaine and Marcel Proust. It's why we can read it compulsively while being uncertain if it's good."

Reaching Into the Way, Way Back For a Way Forward

1Paul Carrese and Michael Doran, weary of having to listen to pundits discuss foreign policy and wary of off-the-shelf foreign policy doctrine, look back to Washington's 1796 Farewell Address as a model for present day American decision making. They note four points - the primacy of natural rights and religious ideals, maintaining military readiness and civilian authority, wariness of faction but adherence to Constitutional rules, and a statesmanship balanced between interest and justice - worthy of continued consideration. They conclude, finally, that the foreign policy put forth by Washington is a foreign policy of an informed citizenry: "the Founders' school of foreign policy encourages us to maintain a flexible but principled disposition. Washington hoped his moderate, balanced principles would 'prevent our nation from running the course which has hitherto marked the destiny of nations.' This presupposed civic vigilance by citizens and leaders alike. The Farewell Address thus calls his 'friends and fellow citizens' to take up the hard work of learning about and debating difficult issues, while avoiding passion and partisan rancor to the highest degree humanly possible. In foreign policy, as in all aspects of political life, neither the experts nor the public have a monopoly on insight. Both are capable of error. A successful, long-term American strategy toward any given problem, or any given era of international realities, will command the respect of a large portion of the public and a significant portion of the experts. Such strategies must be a product of co-creation, and must be rooted in our deepest principles and values."

The Not-So-Clear NSA Line Between Terrorism and Crime

1In the Intercept, Ryan Devereaux, Glenn Greenwald, and Laura Poitras write about MYSTIC, a secret NSA program that allows the U.S. Government to record and listen to every single phone call in certain countries. "Rather than simply making 'tentative analytic conclusions derived from metadata,' the memo notes, analysts can follow up on hunches by going back in time and listening to phone calls recorded during the previous month. Such 'retrospective retrieval' means that analysts can figure out what targets were saying even when the calls occurred before the targets were identified. '[W]e buffer certain calls that MAY be of foreign intelligence value for a sufficient period to permit a well-informed decision on whether to retrieve and return specific audio content,' the NSA official reported. The program raises profound questions about the nature and extent of American surveillance abroad. The U.S. intelligence community routinely justifies its massive spying efforts by citing the threats to national security posed by global terrorism and unpredictable rival nations like Russia and Iran. But the NSA documents indicate that SOMALGET has been deployed in the Bahamas to locate 'international narcotics traffickers and special-interest alien smugglers' - traditional law-enforcement concerns, but a far cry from derailing terror plots or intercepting weapons of mass destruction. 'The Bahamas is a stable democracy that shares democratic principles, personal freedoms, and rule of law with the United States,' the State Department concluded in a crime and safety report published last year. 'There is little to no threat facing Americans from domestic (Bahamian) terrorism, war, or civil unrest.' By targeting the Bahamas' entire mobile network, the NSA is intentionally collecting and retaining intelligence on millions of people who have not been accused of any crime or terrorist activity."

From the Hannah Arendt Center Blog

This week on the Blog Wolfgang Heuer writes about Arendt and social science in the "Quote" of the Week. And Roger Berkowitz writes about the Fourth Revolution, a call for a classical liberal revolution in the Weekend Read.

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.
28Apr/140

Amor Mundi 4/27/14

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.

Race, Democracy and the Constitution

421Looking for scandal, the press is focusing on the apparent conflict between Chief Justice John Roberts and Justice Sonia Sotomayor. But the case of Schuette v. Coalition to Defend Affirmative Action is more important than the scandal. It raises fundamental questions about the democracy, race and the constitution. Sonia Sotomayor, in her dissent, writes: "And race matters for reasons that really are only skin deep, that cannot be discussed any other way, and that cannot be wished away. Race matters to a young man's view of society when he spends his teenage years watching others tense up as he passes, no matter the neighborhood where he grew up. Race matters to a young woman's sense of self when she states her hometown, and then is pressed, 'No, where are you really from?', regardless of how many generations her family has been in the country. Race matters to a young person addressed by a stranger in a foreign language, which he does not understand because only English was spoken at home. Race matters because of the slights, the snickers, the silent judgments that reinforce that most crippling of thoughts: 'I do not belong here.'" John Roberts, in his concurring opinion, responds: "The dissent states that "[t]he way to stop discrimination on the basis of race is to speak openly and candidly on the subject of race." And it urges that "[r]ace matters because of the slights, the snickers, the silent judgments that reinforce that most crippling of thoughts: 'I do not belong here.'" But it is not "out of touch with reality" to conclude that racial preferences may themselves have the debilitating effect of reinforcing precisely that doubt, and-if so-that the preferences do more harm than good. To disagree with the dissent's views on the costs and benefits of racial preferences is not to "wish away, rather than confront" racial inequality. People can disagree in good faith on this issue, but it similarly does more harm than good to question the openness and candor of those on either side of the debate. Both opinions are worth reading. And read more about them in The Weekend Read.

The Sanctification of A Christian Pope

422Pope Francis I has declared two prior popes Saints. One is well known, Pope John Paul II. But Pope John XXIII is perhaps forgotten by many. As NPR reports, "John XXIII, also known as 'Good Pope John,' was nearly 77 at his coronation and, because of his advanced age, was widely regarded as a 'stopgap' pope who wasn't going to make waves. Instead, he called the Vatican II Council, which promulgated one of the most far-reaching and controversial reforms in the Roman Catholic Church's history." John XXIII also published a little book Journal of a Soul, which Hannah Arendt reviewed for the New York Review of Books. For the Jewish thinker, Good Pope John is a Christian Pope, one of the few. Arendt tells of a "Roman chambermaid" in a hotel who asked her, in all innocence: "Madam," she said, "this Pope was a real Christian. How could that be? And how could it happen that a true Christian would sit on St. Peter's chair? Didn't he first have to be appointed Bishop, and Archbishop, and Cardinal, until he finally was elected to be Pope? Had nobody been aware of who he was?" Arendt had a simple answer for the maid. "No." She writes that Pope John was largely unknown upon his selection and arrived as an outsider. He was, in the words of her title, a true Christian living in the spirit of Jesus Christ. In a sense, this was so surprising in the midst of the 20th century that no one had imagined it to be possible, and the Good Pope John was selected without anyone knowing who he was. On the day of Pope John XXIII's Sainthood, it is worth revisiting Arendt's full review.

The Human Factor—Hannah Arendt

423Taking Hannah Arendt's quote, "There are no dangerous thoughts; thinking itself is dangerous," as its starting point, the Canadian Public Radio show Ideas with Paul Kennedy explores Hannah Arendt's Eichmann in Jerusalem. The program features Roger Berkowitz, Adam Gopnik, Adam Kirsch, and Rivka Galchen. The conversation was heated at times, but overall offers a good account of Arendt's book, her thoughts on thinking, and the reason her thought matters. Take some time to listen to program.

 

 

Make Work

424Patricia Lockwood, at the Poetry Foundation blog, seems to be tired of being asked if poetry is work: "IS it work, though? The question persists. Is a single muscle exerted during the process? Do you sweat at all, besides the weird thing that sometimes happens under your right arm because you haven't lifted it up for 8 hours? Do you get to retire after you work at it faithfully for 50 years? The answers are no, no, and no. Can anyone fire a poet? Only Death can fire a poet." She is, of course, making a joke. For Arendt, though, poetry, and art more generally, is in fact work. Indeed, making art may be the last vestige of work in a world where the primary activity of life has become the repetitive, never ending, activity of consumption, in which nothing is left behind and all labor seeks only to further the process of consumption. Poetry, and painting, and art are outliers in the modern world to the extent they leave something behind and resist the process of consumption.

Geopolitics Strikes Back

425"So far, the year 2014 has been a tumultuous one, as geopolitical rivalries have stormed back to center stage. Whether it is Russian forces seizing Crimea, China making aggressive claims in its coastal waters, Japan responding with an increasingly assertive strategy of its own, or Iran trying to use its alliances with Syria and Hezbollah to dominate the Middle East, old-fashioned power plays are back in international relations." Walter Russell Mead believes that geopolitics, never really gone, is back for good: "Westerners should never have expected old-fashioned geopolitics to go away. They did so only because they fundamentally misread what the collapse of the Soviet Union meant: the ideological triumph of liberal capitalist democracy over communism, not the obsolescence of hard power. China, Iran, and Russia never bought into the geopolitical settlement that followed the Cold War, and they are making increasingly forceful attempts to overturn it. That process will not be peaceful, and whether or not the revisionists succeed, their efforts have already shaken the balance of power and changed the dynamics of international politics.

The Mundane's Beautiful Due

426On the occasion of the publication of a biography of the author, Hermione Lee describes what John Updike was up to: "As he said of himself... he is the artist of middleness, ordinariness, in-betweenness, who famously wanted 'to give the mundane its beautiful due.' For over half a century-even though his own life moved far away from 'middleness';-he transformed everyday America into lavishly eloquent and observant language. This-even more than his virtuoso writing about sex, his close readings of adultery and husbandly guilt, his tracking of American social politics, his philosophizing on time and the universe-is his great signature tune. No wonder that some of the narrators in his stories are archaeologists, or that he's so interested in vanished cities, ancient civilizations, and extinct species."

Killing Hamlet, Skipping Lear

427On the 450th birthday of William Shakespeare, Bob Duggan remembers that what are understood as his great contributions now were not his most well known plays during his life: "During Shakespeare's own lifetime he was known best as the "honey-tongued" poet of such works as Venus and Adonis and The Rape of Lucrece, in which he used classical and ancient characters to his own artistic purposes as well as practical purposes of making money during the plague-forced theater closures of 1593-1594. Readers literally read published copies of these works to pieces, making surviving copies extremely rare today. People went to see the plays, of course, but the emphasis of the theaters was on making money as much as making art."

Post-SAT

428Eric Hoover, in an essay about the ways that colleges and universities may begin to evaluate students, describes one measure designed to quantify the information in a recommendation: "Motivated by such findings, the Educational Training Service developed an online rating tool called the Personal Potential Index. Designed to quantify what's conveyed in a recommendation, it asks past instructors to rate students on a five-point scale in six categories: communication skills, ethics and integrity, knowledge and creativity, planning and organization, resilience, and teamwork. To gauge resilience, for instance, respondents are asked to what extent a student 'accepts feedback without getting defensive; works well under stress; can overcome challenges and setbacks; works extremely hard'. Recommenders can type in comments to elaborate on their ratings, if they choose." Adding comments, of course, is not the same thing as real qualitative assessment; perhaps, instead of attempting to replace the tests, institutions of higher education should abandon that requirement altogether, and instead evaluate students as students, rather than as data.

From The Hannah Arendt Center Blog

This week on the blog we revisit Tracy Strong’s Quote of the Week on “Thinking Without Bannisters.” And in the Weekend Read, Roger Berkowitz looks at the relation of race, democracy, and the constitution in Schuette decision.

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.
26Apr/140

Race, Democracy, and the Constitution

ArendtWeekendReading

 

Looking for scandal, the press is focusing on the apparent conflict between Chief Justice John Roberts and Justice Sonia Sotomayor. The controversy began seven years ago before Sotomayor was on the Court, when Roberts wrote, in a decision invalidating a race-based busing program in Seattle, “the way to stop discrimination on the basis of race is to stop discriminating on the basis of race.” This week, in a dissent Sotomayor chose to read aloud from the Supreme Court bench, she scolded Roberts:

"In my colleagues’ view, examining the racial impact of legislation only perpetuates racial discrimination. This refusal to accept the stark reality that race matters is regrettable. The way to stop discrimination on the basis of race is to speak openly and candidly on the subject of race, and to apply the Constitution with eyes open to the unfortunate effects of centuries of racial discrimination. As members of the judiciary tasked with intervening to carry out the guarantee of equal protection, we ought not sit back and wish away, rather than confront, the racial inequality that exists in our society. It is this view that works harm, by perpetuating the facile notion that what makes race matter is acknowledging the simple truth that race does matter."

Sotomayor’s point is that race matters in ways that her colleagues, including Roberts, apparently do not understand. She is right; race does matter, and it matters in ways that are difficult to perceive and comprehend. Among the pages of historical, legal, and everyday examples she offers, there are these reflections on the small but persistent present reality of race in America:

“And race matters for reasons that really are only skin deep, that cannot be discussed any other way, and that cannot be wished away. Race matters to a young man’s view of society when he spends his teenage years watching others tense up as he passes, no matter the neighborhood where he grew up. Race matters to a young woman’s sense of self when she states her hometown, and then is pressed, 'No, where are you really from?', regardless of how many generations her family has been in the country. Race matters to a young person addressed by a stranger in a foreign language, which he does not understand because only English was spoken at home. Race matters because of the slights, the snickers, the silent judgments that reinforce that most crippling of thoughts: 'I do not belong here.'”

Roberts responded in a separate concurring opinion, defending himself against the charge of racial insensitivity. It is not and he is not out of touch with reality, he argues, to disagree about the use of racial preferences in responding to the reality of race in 21st century America. He too is right.

"The dissent states that '[t]he way to stop discrimination on the basis of race is to speak openly and candidly on the subject of race.' And it urges that '[r]ace matters because of the slights, the snickers, the silent judgments that reinforce that most crippling of thoughts: "I do not belong here.'" But it is not 'out of touch with reality' to conclude that racial preferences may themselves have the debilitating effect of reinforcing precisely that doubt, and—if so—that the preferences do more harm than good. To disagree with the dissent’s views on the costs and benefits of racial preferences is not to 'wish away, rather than confront' racial inequality. People can disagree in good faith on this issue, but it similarly does more harm than good to question the openness and candor of those on either side of the debate."

The background of these supremely intemperate contretemps is a decision in Schuette v. Coalition to Defend Affirmative Action in which the Court, in an opinion written by Justice Kennedy, upheld a Michigan Constitutional provision (recently amended through a ballot initiative) prohibiting race-based affirmative action in public universities.

As both Justice Kennedy’s controlling opinion and Justice Breyer’s concurring opinion make clear, the decision does not at all address the constitutionality of race-based affirmative action programs themselves. While in recent years the Supreme Court has shown skepticism about race-based affirmative action, it has consistently allowed such programs as long as they are tailored to achieve a legitimate state purpose understood as diversity in educational institutions. Nothing in Schuette changes that.

At the same time, Schuette does give constitutional blessing to states that democratically choose not to use race-based affirmative action. Already a number of states (including Blue states like California and swing states like Florida) have passed voter initiatives banning such race-based preferences. Racial preferences are not popular. In Michigan, a state that has voted democratic in the last five presidential elections, the anti-affirmative action ballot proposal passed by a margin of 58 percent to 42 percent. For this reason, Schuette is rightly seen as another nail in the coffin of race-based affirmative action programs.

Support for race-based affirmative action is dwindling, hence the impassioned and at times angry dissent by Justice Sotomayor. Even if the Court does not further limit the ability of states to practice race-based affirmative action, more and more states—which means the people of the United States—are choosing not to.

This, by the way, does not mean a return to segregated education although it will likely mean, at least in the short term, fewer African Americans at public universities in Michigan. To choose not to allow race-based preferences opens the door to other experiments with promoting diversity in education. For example, universities in Michigan and California can seek to give preference to students from poor and socio-economically disadvantaged zip codes. Depending on the connection between race and poverty in a given state, such an approach to diversity may or may not lead to racial diversity on campus, but it will very likely lead to increased and meaningful diversity insofar as students from meaningfully different pasts and with uniquely divergent life experiences would be in school together. It is at least arguable that such an approach would lead to greater diversity than many race-based preference programs that end up recruiting a small group of upper class minorities.

As a legal matter, Schuette concerned two different understandings of freedom. On the one hand, as Justice Kennedy writes, “The freedom secured by the Constitution consists, in one of its essential dimensions, of the right of the individual not to be injured by the unlawful exercise of governmental power.” Understood as individual rights, freedom means the right to attend desegregated schools, the right to be free from unreasonable searches and seizures, and the right to meaningful dissent.

But freedom, Kennedy continues, “does not stop with individual rights.” There is another understanding of freedom, which may be called the freedom to participate in self-government:

"Our constitutional system embraces, too, the right of citizens to debate so they can learn and decide and then, through the political process, act in concert to try to shape the course of their own times and the course of a nation that must strive always to make freedom ever greater and more secure. Here Michigan voters acted in concert and statewide to seek consensus and adopt a policy on a difficult subject against a historical background of race in America that has been a source of tragedy and persisting injustice. That history demands that we continue to learn, to listen, and to remain open to new approaches if we are to aspire always to a constitutional order in which all persons are treated with fairness and equal dignity. Were the Court to rule that the question addressed by Michigan voters is too sensitive or complex to be within the grasp of the electorate; or that the policies at issue remain too delicate to be resolved save by university officials or faculties, acting at some remove from immediate public scrutiny and control; or that these matters are so arcane that the electorate’s power must be limited because the people cannot prudently exercise that power even after a full debate, that holding would be an unprecedented restriction on the exercise of a fundamental right held not just by one person but by all in common. It is the right to speak and debate and learn and then, as a matter of political will, to act through a lawful electoral process."

Both individual freedom and political freedom are important. Both are at the core of American understandings of free, democratic, constitutional government. The point is that these freedoms must be balanced. In this case, the balance swung in favor of political freedom. Here is Justice Breyer’s argument from his concurring opinion:

“The Constitution allows local, state, and national communities to adopt narrowly tailored race-conscious programs designed to bring about greater inclusion and diversity. But the Constitution foresees the ballot box, not the courts, as the normal instrument for resolving differences and debates about the merits of these programs. In short, the 'Constitution creates a democratic political system through which the people themselves must together find answers' to disagreements of this kind.”

For Sotomayor and those who agree with her, the claim is that the reality of racism historically and presently threatens the integrity of the political process. The problem with Sotomayor’s argument is that it is not at all clear that racial inequality today is the primary factor threatening the integrity of our political system. On the contrary, while it is incontrovertible that race matters, other facts, like class or income, may matter more.

To think seriously about race in American is hard. Very hard. As Walter Russell Mead writes, in discussing these questions,

“There’s a basic point that should not be forgotten in dealing with anything touching on race: The place of African Americans in the United States is a uniquely difficult and charged question. The history of slavery, segregation and entrenched racism in the United States cannot be denied and should not be minimized. The effects of this history are still very much with us today, and while the overwhelming majority of Americans repudiate racist ideologies and beliefs, the continuing presence of racist ideas, prejudices and emotions in this country is a reality that policy makers and people of good will cannot and should not ignore. It is naive to think otherwise, and any look at how our system works and any thoughts about whether it works fairly have to include a serious and honest reflection on the fading but real potency of race.”

Mead raises a difficult question, which is whether race is really the best way to think about inequality in 21st century America. He argues for status based public policy programs to replace race-based programs:

“Ultimately, this is why status-based forms of affirmative action seem better than race based ones. President Obama’s kids don’t need any special help in getting into college, but there are many kids of all races and ethnic groups who have demonstrated unusual talent and grit by achieving in difficult circumstances. Kids who go to terrible schools, who overcome economic disadvantages, who are the first in their family to complete high school, or who grow up in neighborhoods that are socially distressed can and should be treated with the respect their achievements warrant.”

Should President Obama’s children benefit from race-based preference programs? Clearly the answer is no. But note, this does not mean that his children will not suffer from racism. Mead knows this and says so. Indeed, it is likely they will, over the course of their lives, find themselves in situations where they are looked at askance, avoided, singled out, discriminated against, and also privileged on account of their races. Race matters, undoubtedly, in complicated but overwhelmingly in damaging and at times degrading ways. Responding to the reality of race in our society is absolutely necessary.

It is not at all clear that race-based preferences in college admission are the best way to respond to the reality of race in the 21st century. Some states believe such race-based preferences are necessary. Other states, including Michigan, California, and Florida, have concluded they are not. Deciding that preferential admissions to universities on the basis of race is impermissible is not unconstitutional. That is the correct decision the Court made this week.

That does not mean, of course, that we shouldn’t try to address both racial and class discrimination in higher education. There are many ways to address the damaging impact of racial as well as economic inequality in our society—some maybe better than race-based preferences. For one, schools could institute truly need-blind admissions and decide to give preference to applicants who come from poor or disadvantaged backgrounds. While many of the poorest and most disadvantaged children in our society are white and from rural backgrounds, many others are racial minorities. Both would benefit from such an approach, which would be infinitely more just than a simple preference based on skin color.

Even better would be a serious commitment to affirmatively act to improve our shamefully underfunded and under-achieving high schools. Especially in poorer areas where rural and urban poverty crush the hopes and dreams of young people, our public schools are too-often disastrous. These schools, however, are free and the four years students spend in them are frequently wasted. If we could somehow figure out how to make high school a meaningful experience for millions of low-income children, that would be the single best way to help disadvantaged children around the country, both minority and white. That would be a truly meaningful form of affirmative action.

Over the last 50 years race has replaced class as the primary way that people on the left have perceived the injustices of the world. During that time poverty did not disappear as a problem, but it was hidden behind concerns of race and at times of gender. A whole generation of activists and politicians have grown up and worked in an era in which the problems of the nation were seen through a racial lens. There were good reasons for this shift and the results have been important and phenomenal. Yes, race still matters today, but nowhere to the extent it did 50 years ago.

Poverty, on the other end, matters ever more. With rising inequality and with the welldocumented problems of the middle classes (let alone the overlooked lower classes), we are slowly seeing a shift away from race and towards class as the dominant lens for thinking about equality and inequality in the country. This is as it should be. It is time to begin thinking more about advocating for real class diversity in colleges and public institutions; that doesn’t mean race as a problem has gone away, but it does mean that in the early 21st century, poverty trumps race as the true scourge of our public life.

The opinions in Schuette v. Coalition to Defend Affirmative Action are well worth reading in full, especially those by Justices Breyer and Sotomayor. They are your weekend read. You can download a PDF of the opinion here.

-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".
20Jan/141

Amor Mundi 1/19/14

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.

On Muckraking and Political Change

watchdogJim Sleeper turned me on to Dean Starkman’s excerpt from his new book chronicling the failure of the press to expose wrongdoing in the lead up to the financial crisis, The Watchdog That Didn’t Bark: The Financial Crisis and the Disappearance of Investigative Journalism. Starkman writes: “Now is a good time to consider what journalism the public needs. What actually works? Who are journalism’s true forefathers and foremothers? Is there a line of authority in journalism’s collective past that can help us navigate its future? What creates value, both in a material sense and in terms of what is good and valuable in American journalism? Accountability reporting comes in many forms—a series of revelations in a newspaper or online, a book, a TV magazine segment—but its most common manifestation has been the long-form newspaper or magazine story, the focus of this book. Call it the Great Story. The form was pioneered by the muckrakers’ quasi-literary work in the early 20th century, with Tarbell’s exposé on the Standard Oil monopoly in McClure’s magazine a brilliant example. As we’ll see, the Great Story has demonstrated its subversive power countless times and has exposed and clarified complex problems for mass audiences across a nearly limitless range of subjects: graft in American cities, modern slave labor in the US, the human costs of leveraged buyouts, police brutality and corruption, the secret recipients on Wall Street of government bailouts, the crimes and cover-ups of media and political elites, and on and on, year in and year out. The greatest of muckraking editors, Samuel S. McClure, would say to his staff, over and over, almost as a mantra, “The story is the thing!” And he was right.” Starkman has incredible optimism in the power of the press is infective. But in the weekend read, Roger Berkowitz turns to Walter Lippmann to raise questions about Starkman’s basic assumptions.

Our Unconstitutional Standing Army

armyKathleen Frydl has an excellent essay in The American Interest arguing against our professionalized military and for the return of a citizen’s army.  “Without much reflection or argument, the United States now supports the professional “large standing army” feared by the Founding Fathers, and the specter of praetorianism they invoked casts an ever more menacing shadow as the nation drifts toward an almost mercenary force, which pays in citizenship, opportunity structures (such as on-the-job technical training and educational benefits), a privileged world of social policy (think Tricare), and, in the case of private contractors, lots of money. Strict constructionists of the Constitution frequently ignore one of its most important principles—that the military should be large and powerful only when it includes the service of citizen-soldiers. This oversight clearly relates to the modern American tendency to define freedom using the neo-liberal language of liberty, shorn of any of the classical republican terminology of service. We would do well to remember Cicero’s most concise summary of a constitutional state: “Freedom is the participation in power.”” I don’t know what Hannah Arendt would have thought about the draft. But I do know she’d sympathize with Frydl’s worries about a professionalized army.

What Has It Done To Us?

timeTim Wu marvels at the human augmented by technology. Consider what an intelligent time traveler would think if talking to a reasonably educated woman today: "The woman behind the curtain, is, of course, just one of us. That is to say, she is a regular human who has augmented her brain using two tools: her mobile phone and a connection to the Internet and, thus, to Web sites like Wikipedia, Google Maps, and Quora. To us, she is unremarkable, but to the man she is astonishing. With our machines, we are augmented humans and prosthetic gods, though we’re remarkably blasé about that fact, like anything we’re used to. Take away our tools, the argument goes, and we’re likely stupider than our friend from the early twentieth century, who has a longer attention span, may read and write Latin, and does arithmetic faster. The time-traveler scenario demonstrates that how you answer the question of whether we are getting smarter depends on how you classify “we.”” We, the underlying humans may know less and less. But “we,” the digitally enabled cyborgs that we’ve become, are geniuses. Much of the focus and commentary about artificial intelligence asks the wrong question, about whether machines will become human. The better question is what will become of humans as we integrate more fully with our machines. That was the topic of Human Being in an Inhuman Age, the 2010 Arendt Center Conference. A selection of essays from that conference are published in the inaugural edition of HA: The Journal of the Hannah Arendt Center.

Thinking History

historyIn an interview with high school teacher David Cutler, history professor Eric Foner explains how we could make history education more effective: "Knowledge of the events of history is important, obviously, but also I think what I see in college students, that seems to be lacking at least when they come into college, is writing experience. In other words, being able to write that little essay with an argument. I see that they think, 'OK, there are the facts of history and that's it—what more is there to be said?' But of course, the very selection of what is a fact, or what is important as a fact, is itself based on an interpretation. You can't just separate fact and interpretation quite as simply as many people seem to think. I would love to see students get a little more experience in trying to write history, and trying to understand why historical interpretation changes over time." Foner wants students to think history, not simply to know it.

Reading Croatian Fiction

fictionGary Shteyngart, Google Glass wearer and author of the recently published memoir Little Failure, explains the arc of his reading habits: "When I was growing up, I was reading a lot of male fiction, if you can call it that. I was up to my neck in Saul Bellow, which was wonderful and was very instrumental but I think I’ve gone, like most people I think I’ve expanded my range quite a bit. When you’re young you focus on things that are incredibly important to you and read, God knows, every Nabokov that’s ever been written. But then, it is time to move beyond that little place where you live and I’ve been doing that; I’m so curious to see so many people send me books now it’s exciting to go to the mailbox and see a work of Croatian fiction."

This Week on the Blog

This week on the blog, Sandipto Dasgupta discusses Arendt and B.R. Ambedkar, one of the authors of the Indian constitution. In the weekend read, Roger Berkowitz examines the merit of muckraking journalism and its role as watchdog of corruption.

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.
13Jan/141

Constitutions and the Social Questions: Arendt, Ambedkar, and the limits of Political Theory

Arendtquote

“[T]o the extent that they had a positive notion of freedom which would transcend the idea of a successful liberation from tyrants and from necessity, this notion was identified with the act of foundation, that is, the framing of a constitution.”

-Hannah Arendt, "On Revolution"

The year just gone by marked the centenary of B.R. Ambedkar, the chairman of the drafting committee of the Indian Constitution, often referred to as the ‘father of the Indian Constitution’, even though it was a claim of paternity that he vigorously rejected in later years (for reasons we shall soon get to). Ambedkar is a remarkable, and in some ways paradoxical member of that exclusive club of great constitutional founders. The significance of his influence in the framing of the Indian Constitution is incontrovertible. Yet, he was in many ways an outsider to the class of political elites that assumed power at the moment of India’s independence from British colonial rule. Politically, he remained an opponent of the Congress Party, the party that dominated the anticolonial struggle as well as the postcolonial government for decades. More significantly, his status as an outsider was marked most starkly by him being a Dalit, an “untouchable” from one of the lowest rungs of India’s caste hierarchy. Unlike most of the members of the Constituent Assembly, Ambedkar experienced in his own life the degrading and dehumanizing aspects of caste oppression, and devoted his public life to the cause of eradicating the caste system. As an outsider in this double sense, both in terms of his opposition to the dominant political party, and hailing from the most marginalized and oppressed sections of the society, the story of Ambedkar’s relationship to the Constitution illuminate certain paradoxes of new beginnings that only those at the margins can illuminate.

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Let us return to Arendt’s quote. There are three elements in the quote that reflect themes that run through "On Revolution." First, one finds here an elaboration of two concepts that engaged her for much of her life: freedom and beginnings, from an explicitly political standpoint. Freedom, as a political concept, is understood as the collective capacity of human beings to create a new political reality. Emerging in moments of revolution, what marks this political freedom is its ability to institute, to create a new and secure public space. It gives political actors the ability to author their own political world. It is, in that sense, world-making.

The quote then identifies this world-making act in a particular form – that of “framing of a constitution”. The fulfillment of the promise of freedom generated by the revolutionary moment is the making of a new constitution. What political freedom brings forth then is something specific – new institutions and constitutional structures, which acts as bricks and mortars for the new world that has been created, and creates the concrete space where freedom can become a political reality, and not an abstract concept. Lastly, it names ‘tyranny’ and ‘necessity’ as the two conditions from which freedom is marked, a point which we will return to later.

Ambedkar’s participation – especially in a central capacity as the Chairman of the Drafting Committee – in the making of the Indian Constitution was in itself an interesting fact. As a consistent opponent of the Congress, especially its leader M.K. Gandhi, and as one who was deeply weary of the upper caste leadership of the Congress, one can wonder why he accepted the position offered to him. One possible answer that could be gleaned from his extensive interventions during the constituent assembly debates is a cautious hope that the Constitution would succeed in creating a new institutional structure that could ameliorate, and even eliminate, the most pervasive forms of unfreedom experienced by Indians. That a constitution would succeed in not merely marking India’s liberation from colonial rule, but in creating a new political world free from the hierarchies and dominations of the past.

Ambedkar’s belief in the significance of this new possibility was evident in an extraordinary speech he made at the floor of the assembly, whereby he laid out a strong case as to why after the commencement of the constitution extra-constitutional political actions should be delegitimized. Now that free India has a constitution of its own, written and instituted in the name of “We the People”, extra-constitutional political mobilizations should be replaced with contestations through constitutional paths. This argument is especially significant given that one of those ‘extra-constitutional’ forms of actions Ambedkar mentioned in this speech was the Gandhian method of civil disobedience that had garnered wide prevalence during the struggle against colonial rule.

Here we see a distance developing between Arendt and Ambedkar. Arendt despite the importance she accorded to domesticating the revolution through creation of institutions, remained skeptical of constitutional law emerging as the only acceptable language of political action. In ‘On Revolution’ itself she goes on to ask, in an uneasy tone, “if the end of revolution and the introduction of constitutional government spelled the end of public freedom, was it then desirable to end the revolution?” The moment of constitution making was identified by Arendt with the notion of a “positive idea of freedom” not in a transcendental but an immanent way. What made it special was not simply the institution of some higher order value system, but that it was a sublime expression of creative political act – a political world making par excellence. The freedom inheres not in the ideal form of ‘a constitution’, but in the act of constituting, which reveals the essential human agency for self-reflexively creating the world that one inhabits.

The resuscitation of this creative agency was at the heart of Arendt’s political thought. In the landscape of mid-twentieth century, in an increasingly bureaucratized space of human existence where collective action became dictated by the rationale of ‘necessity’ and the ‘tyranny’ of governmentalized calculations, Arendt sought in politics a space where human beings could collective reclaim their ability to make their own world from which they have been alienated. To this end (as Hanna Pitkin has pointed out) sets of binaries emerge in her work – freedom is contrasted with necessity, action with behavior, polis with oikos, and politics with ‘the social’.

She sought to recover that space, marked by the first half of those binaries, through thinking, speech and action in concert in the public realm. It was based on mutuality and reciprocity – captured in her well-known discussion of the faculty of ‘promising’ – conducted amongst human beings who spoke and acted towards each other as equals political beings. These words and deeds, properly political in nature, produced and maintained the space for freedom against ‘tyranny’ and ‘necessities’. She refused to seek foundation for this space in something outside of those words and deeds – either in a sovereign will, or in some form of desirable social condition achieved via analysis and transformation of social relations. The space was produced and maintained through the continual act of producing and maintaining it.

The most significant aspect of the ‘revolution’ that precedes the constitution – as Arendt showed through her stylized reconstruction of the American revolutionary experience – was therefore not any pure claim to an absolute break or fundamental change of a socio-economic fact, but the creation of a condition where human beings can collectively come together to self-reflexively create author their own political world. This was the great good fortune of the American revolutionaries that Arendt talked about. They had through their lived experience and associational forms generated the necessary praxis for this form of speech and action much before the revolutionary event or the constitutional moment came about. The condition for the realization of freedom in America according to Arendt was, as Bonnie Honig writes, “brought into being avant la lettre” so to speak. In that instance, the letters of the constitution reveal, express and institutionalize something whose conditions in a conceptual form was already conceived. The birth could not happen without conception.

One can say that for Arendt it created a space for political theory free from both political theology and social analysis. The constitution is the supreme achievement borne out of such a theory in praxis.

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What was Ambedkar’s assessment of the possibility for such an achievement in India? In his concluding speech, he noted what he called the ‘contradictions’ inherent to the process of making a constitution. “On the 26th of January [the day the Constitution was adopted] we are going to enter into a life of contradictions. In politics we shall be recognizing the principle of one man, one vote, one value. In our social and economic life, we shall, by reason of economic structure continue to deny [this principle]. How long shall we continue to live this life of contradiction? If we continue to deny it for long, we will do so by putting our democracy in peril.” Note the foreboding tone of the last line. Ambedkar here is not voicing a simple discomfort about the existence of inequities in the Indian social life. Rather, he voices a far deeper concern about the limits of political theory to accomplish the work of creating a space where freedom “is not a concept but a living reality” without the attendant work of social transformation. Despite the extraordinary achievement of liberation from colonial rule, and the constituting of a polity with full political rights, Ambedkar suggests that the path of becoming republican citizens, for Indians, cannot run through the terrain of political theory alone and eschew the treacherous field of social theory. One cannot meaningfully talk about the sphere of freedom without also at the same time dealing with the sphere of necessity – not because one shouldn’t, but because one cannot. Dealing with only one only ends up generating a “contradiction’ that would imperil the whole project. Given this predicament, the endeavor of making a constitution for India had to concern itself with the social question – with “necessities” – which Ambedkar supported. Nevertheless, in the subsequent years after the constitution was brought in force he became increasingly weary of the potential of the constitution-making project to create any meaningful condition of freedom for the people of India. As the preeminent leader of those who were the most marginalized in the Indian society, he was acutely aware of this limitation. In 1953, only three years after the Constitution came into force, he remarked: “My friends tell me that I have made the Constitution. But I am quiet prepared to say that I shall be the first person to burn it out.” It was a spectacular act of renunciation from a man still referred to as the father of the Indian Constitution. This renunciation, it must be underlined, was not of the nature of a Jeffersonian demand for generational renewal of the revolutionary moment. It was not a lament about the extinguishing of the revolutionary flame. Rather, it was an expression of the frustration with a social revolution that never happened, and the related disavowal of the faith he once held in the constituent moment to truly birth a new political reality.

The question worth thinking through here is not just about the specificities of the Indian history. Rather, it concerns the nature of political theory itself, and the enduring question that Arendt took as the central concern of that theoretical endeavor – freedom. In the context of the late twentieth century landscape, and what she took to be alienating and fatal encroachment of the ‘social question’ on the sphere of human collective action, Arendt was unwilling to ground her conception of freedom – and of politics – on an analysis of social conditions under which human beings live. Her response to the challenges of twentieth century political life was to draw upon the experience of late eighteenth century colonists who, in Tocqueville’s phrase, were ‘born equal’ rather than having to become so. The horizontal practice of concerted action and mutual promises, harnessed in town halls and churches, could show a way towards creating a space for practicing and theorizing politics free from the clutches of necessity, and its attendant social analysis and calculus. The supreme achievement of that late eighteenth century moment – making of the constitution – provided a template for a political and reflexive collective world making act, free from the technocratic calculus of social transformation. Yet Ambedkar’s own journey – as the preeminent constitution maker coming from the margins of the Indian ‘social’ as Arendt would call it – and its tragic denouement demonstrates the limits of that vision. It shows that in creating the space for agonistic political freedom, one cannot ignore the weapons being wielded through social power. Countering those weapons requires analyzing and addressing the condition that produces them. Finding the theory and praxis for such a move, without retreating into a technocratic calculus, remains the challenge for contemporary political thought, as much for our time as it was for Arendt’s.

-Sandipto Dasgupta, Lecturer in Social Studies, Harvard University

Acknowledgement: I wanted to acknowledge Christophe Jaffrelot, whose paper on Ambedkar at a recent conference provided the initial food for thought for this piece. 
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.
13Dec/131

Trusting in Power, Not Concentrated Power

ArendtWeekendReading

Francis Fukuyama has a new essay up on “The Decay of American Political Institutions.” Fukuyama begins with a basic point that is undeniable, and is artfully made manifest in George Packer’s National Book Award Winning The Unwinding: “Many political institutions in the United States are decaying.” There are many reasons for that failure. But in Fukuyama’s analysis, two reasons stands out: First, the American penchant for addressing political problems through law, and second, the legalized corruption of interest groups. What unites these two culprits in Fukuyama’s grand synthesis is that both are born out of what he sees as a fundamentally American distrust of government.

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Distrust of government means, Fukuyama writes, that American politics has elevated the judiciary to a position of power unlike other democracies. And this has led our political institutions to decay.

The decay in the quality of American government has to do directly with the American penchant for a state of “courts and parties”, which has returned to center stage in the past fifty years. The courts and legislature have increasingly usurped many of the proper functions of the executive, making the operation of the government as a whole both incoherent and inefficient. The steadily increasing judicialization of functions that in other developed democracies are handled by administrative bureaucracies has led to an explosion of costly litigation, slow decision-making and highly inconsistent enforcement of laws. The courts, instead of being constraints on government, have become alternative instruments for the expansion of government. Ironically, out of a fear of empowering “big government”, the United States has ended up with a government that is very large, but that is actually less accountable because it is largely in the hands of unelected courts.

Fukuyama knows bureaucracy can be problematic—the rule of nobody, in Arendt’s formulation—but at least bureaucrat rule is rule. In his telling, the problem is that U.S. has developed a huge bureaucracy that we don’t trust and thus limit through lawsuits, injunctions, and constitutional challenges. So we have the worst of both worlds, a large unelected and anonymous bureaucracy that is itself disempowered and neutered by an even more powerful unelected and anonymous judiciary.

Because there is “too much law,” the bureaucracy doesn’t work. What is more, the combined power of an anonymous bureaucracy and an anonymous judiciary has led to our present crisis of representative democracy, one in which Americans of all political persuasions feel that government is a foreign occupying power that is unanswerable to them. This leads in turn to a distrust of all government, a cynicism that “further reduces the quality and effectiveness of government by reducing bureaucratic autonomy.”

The fact that Americans distrust government means that they place increasing judicial and legislative roadblocks in front of governmental decisions. There is the famous multiplication of agencies and competing authorities, which offers multiple points for influence by lobbyists. As long as so many different agencies have the power to veto or slow down governmental action, government is stymied. “The longstanding distrust of the state that has always characterized American politics had led to an unbalanced form of government that undermines the prospects of necessary collective action. It has led to vetocracy.” Lobbyists thus have an outsized power to capture authorities and disproportionately impact legislation, which furthers cynicism about government. These problems are deeply ingrained in American values and in our Constitution, which makes them unsolvable. Which is the depressing note upon which Fukuyama ends his essay:

Americans regard their Constitution as a quasi-religious document. Persuading them to rethink its most basic tenets short of an outright system collapse is highly unlikely. So we have a problem.

What is striking is how Fukuyama is unable to find resources in the American Constitutional system that might reinvigorate our political institutions. It is as if the American distrust of government means that American democracy is unsalvageable. At times of partisanship, it will lead to Civil War or sclerosis. There is no alternative.

It is a mistake—although one commonly made—to understand the U.S. Constitution as one dominated by a mistrust of governmental power and thus marked by institutions designed to limit governmental power. The genius of the American Constitution, as Hannah Arendt argues, is not the limitation of power, but the multiplication of powers. More important than the three branches of the Federal government in Arendt’s account is the preservation of multiple levels of federal, state, county, city, and village power. The Congress’ power was limited not simply by the President and the Judiciary, but by the states and local authorities. The grant of powers to Congress was limited and expansion of national power was to be constrained by the power of local institutions.

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What Arendt saw in a way Fukuyama ignores is that Americans don’t distrust power so much as they distrust the concentration and centralization of power. It his been quintessentially American for citizens to engage in government, especially local government, and to take active part in public debates about political questions. From their arrival in the New World, Americans formed councils, engaged in public affairs, and empowered democratic institutions. The federalist elements of the Constitution provide ample support for vibrant democratic and local institutions.

Beyond the judicializaiton of politics and the rise of a corruption by lobbyists, another cause of the present decay of American politics is the increasingly national approach to government and the hollowing out of local institutions. There are many other causes for the increasing concentration of power and the loss of local institutional power, but there are plenty of resources for reinvigorating local self-governmental institutions in the American political tradition and in the Constitution itself. Yes, “we have a problem.” But there are always ways forward.

Francis Fukuyama’s analysis of our current political decay is powerful and important. 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".
22Oct/131

“The Lost Treasure of Arendt’s Council System”

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"The Lost Treasure of Arendt's Council System"

James Muldoon, Critical Horizons 12.3 (2011)

Muldoon sees Arendt's advocacy of the council system at the end of On Revolution as a challenge to the excessive individualism enshrined in current structures of liberal representative government. He positions his argument between critics such as Margaret Canovan, who see Arendt's proposal as an impractical and nostalgic "embarrassment" and Jeffrey Issac's proposal that Arendt's ideas can be simply grafted on to current democratic structures to improve civic participation. Instead, Muldoon sees Arendt proposing a "blending together of constituent power and constitutional form" (398). Here something of the initiatory spring of action (the "lost treasure" of the title) that founds government would be maintained in their later operation.

The standard view of On Revolution among political theorists in the United States is that, against the Marxist revolutionary tradition, it praises the American Revolution for the stability of institutional freedom that it institutes while criticizing the French Revolution for opening the way to impossible political demands for the social needs of the body such as food and shelter. Less often do critics acknowledge that Arendt's reevaluation of the American Revolution concludes with the criticism that it failed to preserve a space for direct citizen participation. In framing his argument in terms of the "post-Cold War return to Arendt," Muldoon offers a productive way to address a range of second-wave interest in her thought.

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Against charges of the danger of elitism that could arise through direct democracy which have their source in passages from Arendt that harshly critical of the current representative system, Muldoon refers to other passages that testify to her support of the Constitution and thus its defense of fundamental rights. With a council system, those who are interested in politics would have more power than those who refuse to participate, but Muldoon does not see this as a major drawback. After all, most people do not vote in the current U.S. system so there is little to lose in this regard. This move exemplifies Muldoon's general approach of offering resolutions to apparently contradictory passages in Arendt by limiting their scope and then proposing ways they might instead complement each other.

Muldoon also addresses another important objection of many readers of On Revolution: the council system would merely step away from the larger state to smaller sites of representation. Instead, he rephrases the question of lower / higher steps of governance in terms of a spatial model. For Arendt "[p]olitics is not concerned with 'ruling,' but rather the creation of a public space between plural human beings where they can act in concert" (403). While acknowledging that the specifics of Arendt's plan are sparse, Muldoon sees the proposal of spontaneous local councils as a way of creating new public space in which people then agree through discussion on one member to send to the next level of councils. Here we can recall that for all its radical affirmation of councils in Jefferson and the Paris Commune, strong explicit statements in On Revolution admit that in a large country the council can only work at the local level. This does not mean that we just fall back to standard political representation at the national level though, and Arendt's at time vague suggestions call for closer examination and reflective investigation.

In another striking aspect of this article, Muldoon moves on to consider a group of writers who critique liberal democracy. Importantly, he offers the thesis that authors including Alain Badiou, Jacques Rancière, and Antonio Negri, owe a debt to Arendt in their broader approach to sovereignty that has so far been obscured by their criticism of specific aspect of her thought. More work needs to be done to back up this claim. Of the three, Muldoon only details Negri's priority of constituent power over constitutional form and suggests that Arendt's term "council-state" (412) could keep some of the energy of the origins of political action while not giving way fully to revolutionary impulses that threaten all order.

Muldoon has a clear sense of the most pressing question in On Revolution in a time of  intense debate in the U.S. regarding the influence of lobbying and the related issue of gerrymandering in politics (to say nothing of the electoral college that at the start of the 21st century decisively affected the presidential election). For Arendt: "the question which has plagued all modern revolutions is this: how does one found a free state and commence a cycle of ordinary/instituted politics without the extraordinary moment of political freedom inherent in the founding at disappearing in the process?" (p.411). In other words, how can citizens continue to see themselves not only as defenders of the Constitution, but as actively authorized to address pressing economic, social, and ecological problems that Congress refuses to confront?

-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.
14Oct/130

Amor Mundi – 10/13/13

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Hannah Arendt considered calling her magnum opus Amor MundiLove 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.

The Educated Citizen in Washington

rogerRoger Berkowitz opened the Arendt Center Conference "Failing Fast: The Educated Citizen in Crisis": "In the early years of our federal-constitutional-democratic-republican experiment, cobblers, lawyers, and yeoman farmers participated in Town Hall meetings. Today, few of us have the experience or the desire to govern and we have lost the habit of weighing and judging those issues that define our body politic. Why is this so? Are we suffering an institutional failure to make clear that participation in governance is a personal responsibility? Do the size and complexity of bureaucratic government mean that individuals are so removed from the levers of power that engaged citizenship is rationally understood to be a waste of time? Or do gerrymandered districts with homogenous populations insulate congressmen from the need for compromise? Whatever the cause, educated elites  are contemptuous of common people and increasingly imagine that the American people are no longer qualified for self-government; and the American people, for their part, increasingly distrust the educated elite that has consistently failed to deliver the dream of a well-managed government that provides social services cheaply and efficiently. It is against this background that we are here to think about 'The Educated Citizen in Crisis.'  Over the next two days, we will ask: What would an educated citizen look like today? Read the whole talk; you can also watch his speech and the whole conference here.

When You Need a Job for Job Training

jobClare McCann points to a surprising fact about government student loans: "Most people typically have undergraduates in mind when they think about the federal loan program, but in reality, the program is nearly as much about financing graduate studies as it is about undergraduate programs. Sure, graduate school can cost more than an undergraduate education, but that's not necessarily why graduate loans feature prominently in the breakdown. Actually, it's because the federal government does not limit how much graduate students can borrow." Perhaps more so than loans for undergraduates, loans to students entering grad programs can lead to enormous debt loads that they can't afford.

The Internet Arendt

peopleDavid Palumbo-Liu considers the role of the public intellectual in the internet age. He argues that amongst the proliferation of intellectual voices on the web, the role of the public intellectual must change:  "A public intellectual today would thus not simply be one filter alongside others, an arbiter of opinion and supplier of diversity. Instead, today's public intellectual is a provocateur who also provides a compelling reason to think differently. This distinction is critical." In other words, what we need are more public intellectuals who write and think as did Hannah Arendt.

Dual Citizenship

photoAndrea Bruce's new photo project, Afghan Americans, depicts a group of people with a particular dual identity alongside quotes from its subjects. This work grew out of work she did as a photojournalist in Iraq, where she sought to "show that Iraqis weren't all that different from our readers... that they, too, love their children. They care about education. They have to deal with traffic and health care in ways that are surprisingly similar to Americans."

Ceasing to Make Sense of the World

womanIn an interview about, among other things, whether a machine can help us separate art we like from art we don't, essayist Michelle Orange answers a question about why we like formulaic art, and the consequences of that preference: "In the 1960s there was a great hunger for tumult and experiment at the movies that matched the times. I often wonder about A.O. Scott's line on The Avengers: 'The price of entertainment is obedience.' When did it happen that instead of gathering to dream together, we trudged to the movies to get the shit entertained out of us? Robert Stone has a great line: 'The way people go crazy is that they cease to have narratives, and the way a culture goes crazy is that it ceases to be able to tell stories.' In American culture you find a mania for stories - the internet, social media, the news cycle, endless cable channels. But I wonder if being fed in constant junk-nutrition fragments only intensifies that appetite, because what it really wants is something huge and coherent, some structuring context."

Featured Events

October 16, 2013

A Lecture by Nicole Dewandre: "Rethinking the Human Condition in a Hyperconnected Era"

Reem-Kayden Center Laszlo Z. Bito '60 Auditorium

Learn more here.

 

October 27, 2013

Blogging and the New Public Intellectual - A Conversation with Jay Rosen and Megan Garber

Bard Graduate Center

Learn more here.

blogging

 

October 28, 2013
Seth Lipsky Lunchtime Talk on Opinion Journalism
Arendt Center

Learn more here.

From the Hannah Arendt Center Blog

On the Arendt Center Blog this week, read "Irony as an Antidote to Thoughtlessness," a discussion of Arendt's ironic stance in Eichmann in Jerusalem by Arendt Center Fellow Michiel Bot. And Jeffrey Champlin reviews Margaret Canovan's classic essay, "Arendt, Rousseau, and Human Plurality in Politics."

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/130

Failing Fast: The Educated Citizen in Crisis

ArendtWeekendReading

On Thursday and Friday Oct. 3-4, the Hannah Arendt Center will host its 6th Annual International Conference, “Failing Fast: The Educated Citizen in Crisis.”

At a time of blistering technological and cultural change, reformers want schools to prepare students for the future—but which future? And despite the polarizing polemics over curricular change and the learned arguments mounted by the most earnest reformers whatever their politics, we must admit that we have no idea where our increasingly virtual reality will take us next month, let alone in a decade. Which skills and knowledge will be needed? What brain enhancements will be available? Handwringing in the public square over whether children should still be taught cursive is much ado about nothing when, if futurists are correct, we soon may no longer need to learn how to die.

If we can no longer count on the ways of the past to guide us in a brave—or terrifying—new world, education must evolve with it. As such, thinking people must ask themselves how that evolution should be handled, considered, and undertaken.

In “The Crisis in Education," Hannah Arendt writes: "education can play no part in politics, because in politics we always have to deal with those who are already educated.” Arendt worried that when politicians talk about educating voters, they are really seeking unanimity. Political education sounds like indoctrination, which threatens the plurality of opinion at the core of intellectual life and the politics that protects it.

Against politics in its basest form, Arendt saw education as “the point at which we decide whether we love the world enough to assume responsibility for it.” The educator must love the world and believe in it if he is to introduce young people to a world worthy of respect. In this sense, education is conservative—it conserves the world as it has been given. But education is also revolutionary, insofar as teachers must realize that the young people they nurture are newcomers whose fate is to change the world. Arendt argued that teachers must humbly teach what is; in this way they prepare students to transform what is into what might be.

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Arendt shares Ralph Waldo Emerson's view that “He only who is able to stand alone is qualified for society.” Emerson’s imperative of self-reliance resonates with Arendt’s imperative to think for oneself. Education, Arendt insists, must risk allowing people their unique and even unpopular viewpoints, eschewing even well intentioned conformism and seeking, instead, to nurture independent minds. Education prepares the youth for politics by bringing them into a common world as courageous, independent, and unique individuals.

In the early years of our republican experiment, the American yeoman farmer participated in Town Hall meetings. Today, few of us have the experience or the desire to govern. Are we suffering an institutional failure to make clear to graduates that participation in governance is a personal responsibility? Or is our withdrawal from politics the conscious result of modern individualism now liberated from the demands of politics by a virtual technological reality? Whatever the cause, elites imagine that the common people are no longer qualified for self-government; and the people increasingly distrust the educated elite that has consistently failed to deliver the dream of a well-managed technocratic welfare state.

In the most literate and technologically advanced society in all history, we have produced citizens who are politically sterile. If it’s true that we learn by doing, most Americans have little experience with politics. With the exception of serving on juries, few engage in civic service. Voting is the only public activity demanded of citizens in our democracy. It takes little effort; and still, few vote. The old ideal of the citizen democracy is in crisis.

“Failing Fast: The Educated Citizen in Crisis” asks how we can re-invigorate the cultural and educational institutions that have nurtured public-spiritedness that is the bedrock virtue of American constitutional democracy. In an increasingly global world, do we need a common public language? Is college education necessary for engaged citizenship? Should politically involved citizens have knowledge of the arts and practical skills like building and fixing things? What, in the 21st century, is an educated citizen?

We invite you to join us for the Conference. You can register here.

If you can’t make it to Bard in person, you can watch the conference via live webcast here.

And to prepare for the conference, here are a series of essays and blog posts from the last 12 months on the topic of education. These essays are your weekend reads.

-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".
9Sep/130

A Common Language

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"Any period to which its own past has become as questionable as it has to us must eventually come up against the phenomenon of language, for in it the past is contained ineradicably, thwarting all attempts to get rid of it once and for all. The Greek polis will continue to exist at the bottom of our political existence...for as long as we use the word 'politics.'"

-Hannah Arendt, "Walter Benjamin: 1892-1940"

Some years ago a mentor told me a story from his days as a graduate student at a prestigious political science department. There was a professor there specializing in Russian politics and Sovietology, an older professor who loved teaching and taught well past the standard age of retirement. His enthusiasm was palpable, and he was well-liked by his students. His most popular course was on Russian politics, and towards the end of one semester, a precocious undergraduate visited during office hours: “How hard is it to learn Russian,” the student asked, “because I’d really like to start.” “Pretty hard,” he said, “but that’s great to hear. What has you so excited about it?” “Well,” said the student, “after taking your course, I’m very inspired to read Marx in the original.” At the next class the professor told this story to all of his students, and none of them laughed. He paused for a moment, then somewhat despondently said: “It has only now become clear to me….that none of you know the first thing about Karl Marx.”

The story has several morals. As a professor, it reminds me to be careful about assuming what students know. As a student, it reminds me of an undergraduate paper I wrote which spelled Marx’s first name with a “C.” My professor kindly marked the mistake, but today I can better imagine her frustration. And if the story works as a joke, it is because we accept its basic premise, that knowledge of foreign languages is important, not only for our engagement with texts but with the world at large. After all, the course in question was not about Marx.

The fast approach of the Hannah Arendt Center’s 2013 Conference on “The Educated Citizen in Crisis” offers a fitting backdrop to consider the place of language education in the education of the citizen. The problem has long been salient in America, a land of immigrants and a country of rich cultural diversity; and debates about the relation between the embrace of English and American assimilation continue to draw attention. Samuel Huntington, for example, recently interpreted challenges to English preeminence as a threat to American political culture: “There is no Americano dream,” he writes in “The Hispanic Challenge,” “There is only the American dream created by an Anglo-Protestant society. Mexican Americans will share in that dream and in that society only if they dream in English.”  For Huntington English is an element of national citizenship, not only as a language learned, but as an essential component of American identity.

This might be juxtaposed with Tracy Strong’s support of learning (at least a) second language, including Latin, as an element of democratic citizenship. A second language, writes Strong (see his “Language Learning and the Social Sciences”) helps one acquire “what I might call an anthropological perspective on one’s own society,” for “An important achievement of learning a foreign language is learning a perspective on one’s world that is not one’s own. In turn, the acquisition of another perspective or even the recognition of the legitimacy of another perspective is, to my understanding, a very important component of a democratic political understanding.” Strong illustrates his point with a passage from Hannah Arendt’s “Truth and Politics”: “I form an opinion,” says Arendt, “by considering a given issue from different viewpoints, by making present to my mind the standpoints of those who are absent: that is, I represent them.”

Hannah Arendt’s deep respect for the American Constitution and American political culture, manifest no less (perhaps even more!) in her criticism than her praise, is well known. After fleeing Nazi Germany and German-occupied France, Arendt moved to the United States where she became a naturalized citizen in 1951. And her views on the relation between the English language and American citizenship are rich and complex.

In “The Crisis in Education” Arendt highlights how education plays a unique political role in America, where “it is obvious that the enormously difficult melting together of the most diverse ethnic groups…can only be accomplished through the schooling, education, and Americanization of the immigrants’ children.” Education prepares citizens to enter a common world, of which English in America is a key component: “Since for most of these children English is not their mother tongue but has to be learned in school, schools must obviously assume functions which in a nation-state would be performed as a matter of course in the home.”

At the same time, Arendt’s own embrace of English is hardly straightforward. In a famous 1964 interview with she says: “The Europe of the pre-Hitler period? I do not long for that, I can tell you. What remains? The language remains. […] I have always consciously refused to lose my mother tongue. I have always maintained a certain distance from French, which I then spoke very well, as well as from English, which I write today […] I write in English, but I have never lost a feeling of distance from it. There is a tremendous difference between your mother tongue and another language…The German language is the essential thing that has remained and that I have always consciously preserved.”

Here Arendt seems both with and against Huntington. On one hand, learning and embracing English—the public language of the country—is what enables diverse Americans to share a common political world. And in this respect, her decision to write and publish in English represents one of her most important acts of American democratic citizenship. By writing in English, Arendt “assumes responsibility for the world,” the same responsibility that education requires from its educators if they are to give the younger generation a common world, but which she finds sorely lacking in “The Crisis of Education.”

At the same time, though, Arendt rejects the idea that American citizenship requires treating English as if it were a mother tongue. Arendt consciously preserves her German mother tongue as both an element of her identity and a grounding of her understanding of the world, and in 1967 she even accepted the Sigmund Freud Award of the German Academy of Language and Poetry that “lauded her efforts to keep the German language alive although she had been living and writing in the United States for more than three decades” (I quote from Frank Mehring’s 2011 article “‘All for the Sake of Freedom’: Hannah Arendt’s Democratic Dissent, Trauma, and American Citizenship”).  For Arendt, it seems, it is precisely this potentiality in America—for citizens to share and assume responsibility for a common world approached in its own terms, while also bringing to bear a separate understanding grounded by very different terms—that offers America’s greatest democratic possibilities. One might suggest that Arendt’s engagement with language, in her combination of English responsibility and German self-understanding, offers a powerful and thought-provoking model of American democratic citizenship.

What about the teaching of language? In the “The Crisis in Education” Arendt is critical of the way language, especially foreign language, is taught in American schools. In a passage worth quoting at length she says:

“The close connection between these two things—the substitution of doing for learning and of playing for working—is directly illustrated by the teaching of languages; the child is to learn by speaking, that is by doing, not by studying grammar and syntax; in other words he is to learn a foreign language in the same way that as an infant he learned his own language: as though at play and in the uninterrupted continuity of simple existence. Quite apart from the question of whether this is possible or not…it is perfectly clear that this procedure consciously attempts to keep the older child as far as possible at the infant level.”

Arendt writes that such “pragmatist” methods intend “not to teach knowledge but to inculcate a skill.” Pragmatic instruction helps one to get by in the real world; but it does not allow one to love or understand the world. It renders language useful, but reduces language to an instrument, something easily discarded when no longer needed. It precludes philosophical engagement and representative thinking. The latest smartphone translation apps render it superfluous.

language

But how would one approach language differently? And what does this have to do with grammar and syntax? Perhaps there are clues in the passage selected as our quote of the week, culled from Arendt’s 1968 biographical essay about her friend Walter Benjamin. There, Arendt appreciates that Benjamin's study of language abandons any “utilitarian” or “communicative” goals, but approaches language as a “poetic phenomenon.” The focused study of grammar develops different habits than pragmatist pedagogy. In the process of translation, for example, it facilitates an engagement with language that is divorced from practical use and focused squarely on meaning. To wrestle with grammar means to wrestle with language in the pursuit of truth, in a manner that inspires love for language—that it exists—and cross-cultural understanding. Arendt was famous for flexing her Greek and Latin muscles—in part, I think, as a reflection of her love for the world. The study of Greek and Latin is especially amenable to a relationship of love, because these languages are hardly “practical.” One studies them principally to understand, to shed light on the obscure; and through their investigation one discovers the sunken meanings that remain hidden and embedded in our modern languages, in words we speak regularly without realizing all that is contained within them. By engaging these “dead” languages, we more richly and seriously understand ourselves. And these same disinterested habits, when applied to the study of modern foreign languages, can enrich not only our understanding of different worldviews, but our participation in the world as democratic citizens.

-John LeJeune

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.