Hannah Arendt Center for Politics and Humanities
14Jun/150

Amor Mundi 6/14/15

Arendtamormundi

Hannah Arendt considered calling her magnum opus Amor Mundi: Love of the World. Instead, she settled upon The Human Condition. What is most difficult, Arendt writes, is to love the world as it is, with all the evil and suffering in it. And yet she came to do just that. Loving the world means neither uncritical acceptance nor contemptuous rejection. Above all it means the unwavering facing up to and comprehension of that which is.

Every Sunday, The Hannah Arendt Center Amor Mundi Weekly Newsletter will offer our favorite essays and blog posts from around the web. These essays will help you comprehend the world. And learn to love it.

amor_mundi_sign-upAlgorithmic Politics

fb algorithmZeynep Tufekci takes a critical look at a recent study (by Facebook) showing that the social media's algorithm reduces the number of "cross-cutting" posts that we see, posts that challenge our political beliefs. In other words, if you're liberal, Facebook highlights liberal posts, and vice versa for conservatives. It gives the people what they want, or what they think you want. "Here's the key finding: Facebook researchers conclusively show that Facebook's newsfeed algorithm decreases ideologically diverse, cross-cutting content people see from their social networks on Facebook by a measurable amount. The researchers report that exposure to diverse content is suppressed by Facebook's algorithm by 8% for self-identified liberals and by 5% for self-identified conservatives. Or, as Christian Sandvig puts it, 'the algorithm filters out 1 in 20 cross-cutting hard news stories that a self-identified conservative sees (or 5%) and 1 in 13 cross-cutting hard news stories that a self-identified liberal sees (8%).' You are seeing fewer news items that you'd disagree with which are shared by your friends because the algorithm is not showing them to you.... Overall, from all aspects, this study confirms that for this slice of politically-engaged sub-population, Facebook's algorithm is a modest suppressor of diversity of content people see on Facebook, and that newsfeed placement is a profoundly powerful gatekeeper for click-through rates. This, not all the roundabout conversation about people's choices, is the news." The censoring of oppositional content is subtle and minor, and yet it persists. All of this means that people with different politics will actually see different posts, making them susceptible to meaningfully different realities.

What Is Code?

codeBusiness Week asked Paul Ford a simple question: "We are here because the editor of this magazine asked me, 'Can you tell me what code is?' 'No,' I said. 'First of all, I'm not good at the math. I'm a programmer, yes, but I'm an East Coast programmer, not one of these serious platform people from the Bay Area.'" 31,000 words and hours later, you realize Ford is telling the truth but answering like a coder. You can't read his long essay--interspersed with video explanations and offers to learn basic coding ("We can't teach you to code, but we can hold your hand through a live-fire exercise. It will be dry, because code is dry until it 'clicks,' and often even then. Want to give it a shot?") without gaining some insight into the beauty, chaos, complexity, and importance of answering the unanswerable question. "A computer is a clock with benefits. They all work the same, doing second-grade math, one step at a time: Tick, take a number and put it in box one. Tick, take another number, put it in box two. Tick, operate (an operation might be addition or subtraction) on those two numbers and put the resulting number in box one. Tick, check if the result is zero, and if it is, go to some other box and follow a new set of instructions. You, using a pen and paper, can do anything a computer can; you just can't do those things billions of times per second. And those billions of tiny operations add up. They can cause a phone to boop, elevate an elevator, or redirect a missile. That raw speed makes it possible to pull off not one but multiple sleights of hand, card tricks on top of card tricks. Take a bunch of pulses of light reflected from an optical disc, apply some math to unsqueeze them, and copy the resulting pile of expanded impulses into some memory cells--then read from those cells to paint light on the screen. Millions of pulses, 60 times a second. That's how you make the rubes believe they're watching a movie.... You can make computers do wonderful things, but you need to understand their limits. They're not all-powerful, not conscious in the least. They're fast, but some parts--the processor, the RAM--are faster than others--like the hard drive or the network connection. Making them seem infinite takes a great deal of work from a lot of programmers and a lot of marketers. The turn-of-last-century British artist William Morris once said you can't have art without resistance in the materials. The computer and its multifarious peripherals are the materials. The code is the art."

An Indictment

kalief browderJennifer Gonnerman's eulogy for Kalief Browder, a young New Yorker who spent three years in jail without being charged with a crime, is an indictment of the whole criminal justice system and specifically of the cruel and unusual technique of solitary confinement: "He had been arrested in the spring of 2010, at age sixteen, for a robbery he insisted he had not committed. Then he spent more than one thousand days on Rikers waiting for a trial that never happened. During that time, he endured about two years in solitary confinement, where he attempted to end his life several times. Once, in February 2012, he ripped his bedsheet into strips, tied them together to create a noose, and tried to hang himself from the light fixture in his cell. In November of 2013, six months after he left Rikers, Browder attempted suicide again. This time, he tried to hang himself at home, from a bannister, and he was taken to the psychiatric ward at St. Barnabas Hospital, not far from his home, in the Bronx. When I met him, in the spring of 2014, he appeared to be more stable. Then, late last year, about two months after my story about him appeared, he stopped going to classes at Bronx Community College. During the week of Christmas, he was confined in the psych ward at Harlem Hospital. One day after his release, he was hospitalized again, this time back at St. Barnabas. When I visited him there on January 9th, he did not seem like himself. He was gaunt, restless, and deeply paranoid. He had recently thrown out his brand-new television, he explained, 'because it was watching me.'" Ta-Nehisi Coates further contextualizes Browder's short life in terms of the way the criminal justice system treats African American men.

Living a Coherent Fantasy

rachel dolezalJosh Marshall wonders at the crazy complexities of Rachel Dolezal's existence, including the fantastic levels at which she, born white, made up a past and present life for herself as a black woman. Against criticism that she may have claimed blackness only when it suited her or that she embraced blackness to get a job at the NAACP, Marshall writes, "Maybe Dolezal had a separate life as a white person or put herself down as a white on a home loan application. (Obviously whatever her intentions she had the freedom which dark-skinned African-Americans lack to just become white again whenever she wanted.) But that's not at all the impression I get of this woman by reading her story. I get the impression that in her mind Dolezal actually had at some level become black, possibly even to the level of some aspect of body dysmorphia. (The counter to that perception, though not necessarily invalidating it, is that according to her adopted brother she warned or perhaps even threatened family members not to expose her.)" Her embrace of her blackness even led to hate crimes being committed against her (at least some of which she fabricated). But the basic point that Marshall insists on is that Dolezal is simply a liar living in an increasingly fictional reality: "I read the Rachel Dolezal story before it got picked up by any national outlets in the original story in the Coeur d'Alene Press on Thursday (yes, epic aggregation fail ... what can I say I was traveling). If you've only read pick-ups or follow-ups, read the original if you get a chance. It's an amazing piece of reporting and will make you appreciate what a great thing small paper journalism is--just an amazingly detailed piece of shoe-leather reporting. Since I read it I've been trying to think what if anything there is to add beyond the peristaltic WTF that seems to be the near universal response. So let me just go with bullet points. Point 1: The one simple thing is the online debate about whether Dolezal is simply 'transracial' like Caitlyn Jenner is transgender. No. It's not like that. In fact, I think we can dispense with this entirely because I have not seen anyone suggesting this anywhere online who wasn't just some wingnut concern-trolling transgenderism and frankly racial identity itself. You can dress yourself up however you want and identify however you want. But when you start making up black parents and all the rest that went into this story, you're just lying. Full stop." Dolezal's story may raise fascinating questions about race and identity. But let's remember that making up coherent fantasies that one holds to in the face of facts is dangerous, demonstrating a disdain for reality. To rewrite history, even one's personal history, diminishes the power of factual truth and habituates one to living in coherent fictions, which Hannah Arendt argues is one of the root causes of totalitarianism.

amor_mundi_sign-upGood and Good For You

eggs cholesterolAnne Fausto-Sterling wonders how we're supposed to know what's good for us, especially in light of "new government guidelines released in February" that reverse a long-standing view that cholesterol should be limited. Suddenly, she writes, "It seems I am free to eat eggs, lobster, and oysters without fear for my life. How, in a mere five years, could our ideas about nutrition do such an about-face? There are several possible explanations. First, it may be really hard to do a good study linking cholesterol intake to ill health. Over time scientists may have designed better and better study methods, until, finally, a more justified truth has emerged. Second, vested interests--giant agribusinesses (purveyors of lobster, eggs, and well-larded beef) and pharmaceutical companies (purveyors of cholesterol-lowering drugs such as statins)--may have influenced the guidelines. Third, foods have changed. Perhaps newer studies differ from older ones because an egg circa 1960 is not an egg circa 2000. Today's chickens are more inbred. Their own food intake has changed, possibly altering the cholesterol in their eggs. Fourth, we have started to focus on human metabolism at the level of multi-organ interactions. Instead of treating diabetes as a disease of the pancreas and obesity as a problem of fat storage, we now talk about a metabolic syndrome, which links high blood sugar, high blood pressure, excess midriff fat, and abnormal cholesterol levels to increased risk of heart disease and diabetes. As conceptions of disease change, so do ideas about the sources of disease. And fifth, the tried-and-true 'all of the above.'"

Alive and Dead

meursault investigationZach Pontz considers Kamel Daoud's The Meursault Investigation, a retelling of Albert Camus's The Stranger: "Meursault has divorced himself from history, has, as he tells the investigator tasked with questioning him following his crime, given up analyzing himself. Assigning meaning to the world is something he has lost the energy to do. Harun, on the other hand, is driven by the desire to impose form on a lifetime of quasi-intelligible incidents, the foremost of which is the murder of his brother and its aftermath, which has sentenced its victims--Musa, Harun, their mother--to anonymity. 'There's not a trace of our loss or of what became of us afterward,' Harun tells his interlocutor. 'The whole world eternally witnesses the same murder in the blazing sun, but no one saw anything, and no one watched us recede into the distance.' If Meursault is the stranger, Harun's brother is the invisible man. But the tragedy here is that Harun understands he can't will his brother into being, that he's forever been written out of history by Meursault, in whose book 'The word "Arab" appears twenty-five times but not a single name, not once.' In this way does Daoud, a popular columnist in Algeria who has become a vocal critic of the government, set up one of his main theses: that both the French colonial system, the French Algerian population of which (known as pied-noirs) populated Algeria for a century and a half, and Algerians themselves are complicit in the country's current state of affairs."

The New PLOTUS

jual felipe herreraDwight Garner shares the work of Juan Felipe Herrera, the newly appointed US poet laureate: "Mostly, though, you'd like to hear him at the National Mall because his work is built to be spoken aloud. His best poems are polyrhythmic and streaked with a nettling wit. He puts you in mind of something the writer Dagoberto Gilb once said: 'My favorite ethnic group is smart.' Witness Mr. Herrera's long poem, '187 Reasons Mexicanos Can't Cross the Border (Remix),' for example. In it, he flies a freak flag, in a manner that resembles a blend of Oscar Zeta Acosta and Allen Ginsberg, on behalf of his determined politics. Among those reasons Mexicanos can't cross: 'Because it's better to be rootless, unconscious & rapeable'; 'Because the pesticides on our skin are still glowing'; 'Because pan dulce feels sexual, especially conchas & the elotes'; 'Because we'll build a sweat lodge in front of Bank of America'; 'Because we're locked into Magical Realism'; and 'Because Freddy Fender wasn't Baldemar Huerta's real name.'"

amor_mundi_sign-upFeatured Events

human conditionHAC Virtual Reading Group - Session #10

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

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

Friday, July 10, 2015

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

 

 


why privacy mattersSAVE THE DATE - 2015 FALL CONFERENCE

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

Thursday and Friday, October 15 and 16, 2015

Olin Hall, Bard College, 10:00 am - 6:00 pm


From the Arendt Center Blog

This week on the Blog, Jeffrey Jurgens uses the protests in Ferguson, MO and Baltimore, MD to understand both the differences and the relations between violence and power in the Quote of the Week. Military strategist Carl von Clausewitz discusses the effect that rules and principles have on a thinking man in this week's Thoughts on Thinking. Finally, we appreciate an image of a graduate student's personal "shelf library" of Arendt in this week's Library feature.

The Hannah Arendt Center
The Hannah Arendt Center at Bard is a unique institution, offering a marriage of non-partisan politics and the humanities. It serves as an intellectual incubator for engaged thinking and public discussion of the nation's most pressing political and ethical challenges.
23Feb/150

Hannah Arendt and the Political Dangers of Emotion

emotion

By Johannes Lang

“Whatever the passions and the emotions may be, and whatever their true connection with thought and reason, they certainly are located in the human heart. And not only is the human heart a place of darkness which, with certainty, no human eye can penetrate; the qualities of the heart need darkness and protection against the light of the public to grow and to remain what they are meant to be, innermost motives which are not for public display.”

–Hannah Arendt, On Revolution (1963)

Since September 11, 2001, historians and social scientists have rediscovered the political relevance of emotion. In the current climate of war and terror, public discussion is suffused with references to fear, hatred, and patriotism. But what are the moral and political consequences when such passions enter the public sphere? One of the most famous political thinkers of the twentieth century, Hannah Arendt, worried about the entry of emotion into politics. She scolded the French revolutionaries for having been carried away by their compassion for the poor and praised the American Founding Fathers for their aloof commitment to universal ideals and for their detached attitude to the suffering masses. Emotions may be important as subjective motives for individual action, Arendt granted, but they should neither be aired in public nor be made the basis for collective action. Emotions disfigure politics; political movements should be based on rational argument, not passion. Yet, as Volker Heins has pointed out, there was one thing Arendt feared more than the intrusion of emotions into politics: a politics completely devoid of emotion. The “ice-cold reasoning” and bureaucratic rationality she discerned behind the Holocaust was infinitely more terrifying than any other political pathology known to man. Arendt’s deep ambivalence toward emotions confronts us with a fundamental question: What is the proper place of emotion in politics?

Johannes Lang
Johannes Lang is a lecturer in psychology at the University of Copenhagen and a postdoctoral fellow at the Danish Institute for International Studies. He has previously been a postdoctoral fellow in sociology at Yale, and was one of the recipients of the Danish Research Council’s “Young Elite Researcher” awards for 2011. His most recent publication is titled “Against obedience: Hannah Arendt’s overlooked challenge to social-psychological explanations of mass atrocity,” in Theory & Psychology 2014, vol. 24.
3Sep/130

Amor Mundi Newsletter – 9/1/13

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.

Norman Rush's Subtle Writing

rushWyatt Mason of the Arendt Center has a deeply honest and invigorating feature essay on the writer Norman Rush in the New York Times Magazine this weekend. Rush is the author of Mating (winner of the National Book Award), Mortals, and Whites (a book of stories which was scandalously denied a Pulitzer Prize in a story Mason unearths for the first time).  Subtle Bodies, Rush's third novel, will be published this month.   Mason writes: "An awareness of the mechanism - of how our minds work, of the transits between self-certainty and self-doubt and the endless inner arbitrations litigating each - is a central Rushian preoccupation. Of course, most works of fiction engage, at some level, with the imaginative leap that allows us to cross into the cloistered consciousness of another. But Rush’s own demonstration of that process - of voice as a measure of the mind - has been unusual." Rush wants his novels to make a difference, to change the world. He asks: "How can I say this without seeming grandiose? The sense of things in the world has come to feel increasingly apocalyptic. In a personal sense, the parts of the world that I follow and am interested in, things seem to be going quite ... badly. Increasingly so. That raises questions of what writing is for. And as I was writing this book, this feeling was deepening in me, and there’s an occult connection between what you do and what its potential significance is in a time of crisis. What does it do? ... The answer is you do your witness and you see what comes out.”

The Touching Innocence of the NSA's Defenders

msaPeggy Noonan in the Wall Street Journal has a clear-eyed take on the dangers of the NSA and the innocence of those who think that collected information will not be misused. She gleans important lessons from Open Secret, the memoir of Stella Rimington, who in the early 1990s served as director-general of MI5, the British domestic spy agency. Noonan’s conclusions are important: “There are too many built-in dynamics that make the national-security state want to grow, from legitimate fears of terrorism, to bureaucratic pride, to the flaws in human nature. And there are too many dynamics that will allow it to grow. The aftermath of 9/11 happened to coincide with a new burst in American technological innovation and discovery: The government has the ways and means to do pretty much anything now, and if they can do it they will do it…. If you assume all the information that can and will be gleaned will be confined to NSA and national security purposes, you are not sufficiently imaginative or informed. If you believe the information will never be used wrongly or recklessly, you are touchingly innocent.”

The Humanity of Drones

droneFour years ago Ronald Arkin spoke at the Hannah Arendt Center and argued that artificially intelligence weapons systems carried the potential to make war more humane. Human warriors get tired, get angry, and get scared, leading them to make mistakes, take revenge, and shoot blindly at anything that moves. Machines can be programmed to only shoot once certain legal and ethical conditions have been confirmed. Which leads to the paradox that war might become more humane as it becomes less human. This indeed is Michael W. Lewis’ argument in a recent post in the Atlantic: “Like any other weapons system, drones have caused civilian casualties. But they also have the potential to dramatically reduce civilian casualties in armed conflicts, and particularly in counterinsurgencies. Their ability to follow targets for days or weeks accomplishes two things that contribute to saving the lives of innocents: First, it confirms that the target is engaged in the behavior that put them on the target list, reducing the likelihood of striking someone based on faulty intelligence. Second, by establishing a "pattern of life" for the intended target, it allows operators to predict when the target will be sufficiently isolated to allow a strike that is unlikely to harm civilians.”

The Crisis in Writing

ereaderThere's been a lot of hand wringing about the newly digital world is doing to publishing, which, historically, was about publishing books, newspapers, and magazines that people could actually hold in their hands. As we've increasingly moved online, publishing has gone with it-- but is this transition changing just the way we read? Or the way we write as well? In a long essay with many threads, Thomas Larson suggests that's exactly what's happening. "Technology," he believes" has changed the writer's traditional role into that of the "author—that is, the private persona of the print-based writer is being overtaken by the public persona of the multimedia author. To be heard in the news din of our culture (internet and cable TV), writers add audio, video, and, if possible, a TV presence to their kit bags." Later, striking an Arendtian note, he adds that "When text rattles this many bells and whistles, it becomes as multiple and distractible as we are...  I find this performative side of the literary equation, which the device offers and whose buttons I press, is doing a number on the writing side." Still, he concludes with a note of hope. Maybe this is just new, and we're not used to it yet. The answer, he seems to think, lies in new, what he calls transliterate, forms.

Because I Could Not Stop for Death

immortalAdam Leith Gollner, author of the newly published The Book of Immortality: The Science, Belief, and Magic Behind Living Forever, investigates the tantalizing promise of the afterlife: "When the four-thousand-year-old Edwin Smith Papyrus first resurfaced, it seemed to contain ancient methods of rejuvenation. The Egyptian scroll commences with a tantalizing promise: 'The beginning of the book for making an old man into a youth …' Once the hieratic scribbles were fully decrypted, however, the directives turned out to be a base recipe for fenugreek oil—used to mask liver spots and as a hair restorative for balding men."

From the Arendt Center Blog

This week on the blog, George Fitzi examines what might be coming in the way humans relate to machines.

Featured Events

smallfailingOctober 3-4, 2013

The sixth annual fall conference, "Failing Fast:The Crisis of the Educated Citizen"

Olin Hall, Bard College
Learn more here.

The Hannah Arendt Center
The Hannah Arendt Center at Bard is a unique institution, offering a marriage of non-partisan politics and the humanities. It serves as an intellectual incubator for engaged thinking and public discussion of the nation's most pressing political and ethical challenges.
16Jan/130

The Progeny of Teachers

San Jose State University is experimenting with a program where students pay a reduced fee for online courses run by the private firm Udacity. Teachers and their unions are in retreat across the nation. And groups like Uncollege insist that schools and universities are unnecessary. At a time when teachers are everywhere on the defensive, it is great to read this opening salvo from Leon Wieseltier:

When I look back at my education, I am struck not by how much I learned but by how much I was taught. I am the progeny of teachers; I swoon over teachers. Even what I learned on my own I owed to them, because they guided me in my sense of what is significant.

I share Wieseltier’s reverence for educators. Eric Rothschild and Werner Feig lit fires in my brain while I was in high school. Austin Sarat taught me to teach myself in college. Laurent Mayali introduced me to the wonders of history. Marianne Constable pushed me to be a rigorous reader. Drucilla Cornell fired my idealism for justice. And Philippe Nonet showed me how much I still had to know and inspired me to read and think ruthlessly in graduate school. Like Wieseltier, I can trace my life’s path through the lens of my teachers. 

The occasion for such a welcome love letter to teachers is Wieseltier’s rapacious rejection of homeschooling and unschooling, two movements that he argues denigrate teachers. As sympathetic as I am to his paean to pedagogues, Wieseltier’s rejection of all alternatives to conventional education today is overly defensive.

For all their many ills, homeschooling and unschooling are two movements that seek to personalize and intensify the often conventional and factory-like educational experience of our nation’s high schools and colleges. According to Wieseltier, these alternatives are possessed of the “demented idea that children can be competently taught by people whose only qualifications for teaching them are love and a desire to keep them from the world.” These movements believe that young people can “reject college and become “self-directed learners.”” For Wieseltier, the claim that people can teach themselves is both an “insult to the great profession of pedagogy” and a romantic over-estimation of “untutored ‘self’.” 

The romance of the untutored self is strong, but hardly dangerous. While today educators like Will Richardson and entrepreneurs like Dale Stephens celebrate the abundance of the internet and argue that anyone can teach themselves with simply an internet connection, that dream has a history. Consider this endorsement of autodidactic learning from Ray Bradbury from long before the internet:

Yes, I am. I’m completely library educated. I’ve never been to college. I went down to the library when I was in grade school in Waukegan, and in high school in Los Angeles, and spent long days every summer in the library. I used to steal magazines from a store on Genesee Street, in Waukegan, and read them and then steal them back on the racks again. That way I took the print off with my eyeballs and stayed honest. I didn’t want to be a permanent thief, and I was very careful to wash my hands before I read them. But with the library, it’s like catnip, I suppose: you begin to run in circles because there’s so much to look at and read. And it’s far more fun than going to school, simply because you make up your own list and you don’t have to listen to anyone. When I would see some of the books my kids were forced to bring home and read by some of their teachers, and were graded on—well, what if you don’t like those books?

In this interview in the Paris Review, Bradbury not only celebrates the freedom of the untutored self, but also dismisses college along much the same lines as Dale Stephens of Uncollege does. Here is Bradbury again:

You can’t learn to write in college. It’s a very bad place for writers because the teachers always think they know more than you do—and they don’t. They have prejudices. They may like Henry James, but what if you don’t want to write like Henry James? They may like John Irving, for instance, who’s the bore of all time. A lot of the people whose work they’ve taught in the schools for the last thirty years, I can’t understand why people read them and why they are taught. The library, on the other hand, has no biases. The information is all there for you to interpret. You don’t have someone telling you what to think. You discover it for yourself. 

What the library and the internet offer is unfiltered information. For the autodidact, that is all that is needed. Education is a self-driven exploration of the database of the world.

Of course such arguments are elitist. Not everyone is a Ray Bradbury or a Wilhelm Gottfried Leibniz, who taught himself Latin in a few days. Hannah Arendt refused to go to her high school Greek class because it was offered at 8 am—too early an hour for her mind to wake up, she claimed. She learned Greek on her own. For such people self-learning is an option. But even Arendt needed teachers, which is why she went to Freiburg to study with Martin Heidegger. She had heard, she later wrote, that thinking was happening there. And she wanted to learn to think.

What is it that teachers teach when they are teaching? To answer “thinking” or “critical reasoning” or “self-reflection” is simply to open more questions. And yet these are the crucial questions we need to ask. At a period in time when education is increasingly confused with information delivery, we need to articulate and promote the dignity of teaching.

What is most provocative in Wieseltier’s essay is his civic argument for a liberal arts education.  Education, he writes, is the salvation of both the person and the citizen. Indeed it is the bulwark of a democratic politics:

Surely the primary objectives of education are the formation of the self and the formation of the citizen. A political order based on the expression of opinion imposes an intellectual obligation upon the individual, who cannot acquit himself of his democratic duty without an ability to reason, a familiarity with argument, a historical memory. An ignorant citizen is a traitor to an open society. The demagoguery of the media, which is covertly structural when it is not overtly ideological, demands a countervailing force of knowledgeable reflection.

That education is the answer to our political ills is an argument heard widely. During the recent presidential election, the candidates frequently appealed to education as the panacea for everything from our flagging economy to our sclerotic political system. Wieseltier trades in a similar argument: A good liberal arts education will yield critical thinkers who will thus be able to parse the obfuscation inherent in the media and vote for responsible and excellent candidates.

I am skeptical of arguments that imagine education as a panacea for politics. Behind such arguments is usually the unspoken assumption: “If X were educated and knew what they were talking about, they would see the truth and agree with me.” There is a confidence here in a kind of rational speech situation (of the kind imagined by Jürgen Habermas) that holds that when the conditions are propitious, everyone will come to agree on a rational solution. But that is not the way human nature or politics works. Politics involves plurality and the amazing thing about human beings is that educated or not, we embrace an extraordinary variety of strongly held, intelligent, and conscientious opinions. I am a firm believer in education. But I hold out little hope that education will make people see eye to eye, end our political paralysis, or usher in a more rational polity.

What then is the value of education? And why is that we so deeply need great teachers? Hannah 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 or she is to introduce young people to that world as something noble and worthy of respect. In this sense education is conservative, insofar as it conserves the world as it has been given. But education is also revolutionary, insofar as the teacher must realize that it is part of that world as it is that young people will change the world. Teachers simply teach what is, Arendt argued; they leave to the students the chance to transform it.

To teach the world as it is, one must love the world—what Arendt comes to call amor mundi. A teacher must not despise the world or see it as oppressive, evil, and deceitful. Yes, the teacher can recognize the limitations of the world and see its faults. But he or she must nevertheless love the world with its faults and thus lead the student into the world as something inspired and beautiful. To teach Plato, you must love Plato. To teach geology, you must love rocks. While critical thinking is an important skill, what teachers teach is rather enthusiasm and love of learning. The great teachers are the lovers of learning. What they teach, above all, is the experience of discovery. And they do so by learning themselves.

Education is to be distinguished from knowledge transmission. It must also be distinguished from credentialing. And finally, education is not the same as indoctrinating students with values or beliefs. Education is about opening students to the fact of what is. Teaching them about the world as it is.  It is then up to the student, the young, to judge whether the world that they have inherited is loveable and worthy of retention, or whether it must be changed. The teacher is not responsible for changing the world; rather the teacher nurtures new citizens who are capable of judging the world on their own.

Arendt thus affirms Ralph Waldo Emerson's view that “He only who is able to stand alone is qualified for society.” Emerson’s imperative, to take up the divine idea allotted to each one of us, resonates with Arendt’s Socratic imperative, to be true to oneself. Education, Arendt insists, must risk allowing people their unique and personal viewpoints, eschewing political education and seeking, simply, to nurture independent minds. Education prepares the youth for politics by bringing them into a common world as independent and unique individuals. From this perspective, the progeny of teachers is the educated citizen, someone one who is both self-reliant in an Emersonian sense and also part of a common world.

-RB

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