Hannah Arendt Center for Politics and Humanities
12Jul/150

Monument To War

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By Jeffrey Champlin

"The monuments to the 'Unknown Soldier' after World War I bear testimony to the then still existing need for glorification, for finding a 'who,' an identifiable somebody whom four years of mass slaughter should have revealed. The frustration of this wish and the unwillingness to resign oneself to the brutal fact that the agent of the war was actually nobody inspired the erection of the monuments to the 'unknown,' to all those whom the war had failed to make known and had robbed thereby, not of their achievement, but of their human dignity."

-- Hannah Arendt, The Human Condition

Hannah Arendt places works of art the in center of the common world. While scholars have drawn attention to her references to such literary authors as Rilke and Kafka in recent years, little notice has been made of her discussion of other types of artwork. Among these, her references to monuments illuminate a connection between the aesthetics and action in the political realm.

Jeffrey Champlin
Jeffrey Champlin is Fellow, Center for Civic Engagement and Human Rights at Bard and Program Head of Literature and Society, Bard College at Al-Quds University. He received his Ph D from New York University and has taught at NYU and Middlebury College. His work focuses on strategies and ruptures of representation in political theory, literature, and aesthetics.
5Jul/151

Amor Mundi 7/5/15

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-upOur Struggles

against the countryWyatt Mason, Senior Fellow here at the Hannah Arendt Center, considers the fate of the modern novel between two poles, taking as his example the hilarious satire Against the Country by Ben Metcalf. On this Independence Day weekend, it is worth thinking with Mason about the lessons learned from Against the Country, a truly inspired satirical treatment of American life. "Throughout its history, the novel has catalogued our frailties and torments, those suffered by us at the margins, which is to say those suffered by all of us who are always, sometimes, at the margins. Childhood is one such marginal place and time, and some of us never manage to cross its boundaries without immense struggle. Metcalf's novel documents that struggle by, in part, making us struggle with his sentences. This is not a popular tact, presently, even if Metcalf's quarry is as eternal as it is current. That other contemporary struggle with childhood and with an abusive father, My Struggle, Karl Ove Knausgaard's not--336-page novel in seven 'books' but 3,600-page novel in six volumes, is lately much praised for its production of sentences that do not call undue attention to their madeness. In the Knausgaard, the premium, as is lately the fashion (and, like all fashion, you are either attuned to its seasons or blissfully oblivious in your sweatpants), is on an idea of directness, of anti-artifice. As a reading culture, we find ourselves at a historical moment when our suspicion of the sentence is at its height. We know--we concede--that too often a sentence seems designed to sell us something we neither want nor need. As such, we may be said to have adopted, as a matter of self-protection, a mode of self-expression that eschews words like 'eschews' and models its mode on our written moments that might be called authentic, our Twitter voice, our text tone, our email manner, shorn of all artifice. Whereas, with the Metcalf, I know no modern novel, and may know no novel, that is more adept with or attuned to or hell bent, than Against the Country, upon the deployment, at every possible turn, of metaphor as a means to its ends. It would take a book to catalogue them all--all these bringings across--so let me say that our school bus, met above, is, sure, just that, but it is also meant to be an entirely different animal, one that will petrify us, and mortify us, and also delight us in an uncomfortable way, the way we feel when, in rubbing the tummy of a favored dog, the shiny, ruddy, pointy tip of what isn't his tail, extends all too eagerly, at our touch." On the one hand, the novel beckons us into a metaphorical and artificial world where we struggle with sentences to cross over into a fictional yet still real world of ideas. On the other hand, the novel lures us with its simplicity and artlessness, the quotidian pleasures of recognition. Mason does not privilege one novelistic approach over the other, but he does mourn the apparent disfavor attaining to novels that demand attention to their difficulty and artificiality. His reading, in this regard, of Metcalf's hilarious and devastating novel Against the Country is not to be missed.

Work

automation hannah arendtSixty years ago Hannah Arendt argued that the advent of automation was one of the two great events threatening the modern age. Against the Marxist hope that machines will free us from the need to labor so that we can pursue hobbies and nurture the soul, Arendt worried that freedom from labor would be soul crushing. We are a jobholding culture in which people find meaning in their employment. Without work, she argued, people will have little to nourish their sense of self. Most people will fall back on consumption, which requires them to labor to earn money to consume more, in a cycle of soul-crushing monotony. Today, many economists and social prophets are coming to see that Arendt had a point. Derek Thompson writes in The Atlantic that the worries that machines will end the need for human labor are finally coming true: "After 300 years of people crying wolf, there are now three broad reasons to take seriously the argument that the beast is at the door: the ongoing triumph of capital over labor, the quiet demise of the working man, and the impressive dexterity of information technology." According to Thompson, "The share of U.S. economic output that's paid out in wages fell steadily in the 1980s, reversed some of its losses in the '90s, and then continued falling after 2000, accelerating during the Great Recession. It now stands at its lowest level since the government started keeping track in the mid-20th century." What is more, "All in all, about one in six prime-age men today are either unemployed or out of the workforce altogether." In response to the coming loss of meaningful labor, Thompson explores three optimistic visions of a future without work. In one, government assistance will allow unemployed people to pursue leisure activities, much like Marx predicted in a socialist utopia. In a second, government will set a social welfare floor that will allow everyday persons to use new technologies to become artisans and entrepreneurs, making specialty cheeses, artworks, and applications. "It's possible that information technology and robots eliminate traditional jobs and make possible a new artisanal economy ... an economy geared around self-expression, where people would do artistic things with their time." Finally, a third possibility is a positive spin on the idea of an "über" economy that gives rise to a precariat. "Russo sees Youngstown as the leading edge of a larger trend toward the development of what he calls the 'precariat'--a working class that swings from task to task in order to make ends meet and suffers a loss of labor rights, bargaining rights, and job security. In Youngstown, many of these workers have by now made their peace with insecurity and poverty by building an identity, and some measure of pride, around contingency. The faith they lost in institutions--the corporations that have abandoned the city, the police who have failed to keep them safe--has not returned. But Russo and Woodroofe both told me they put stock in their own independence. And so a place that once defined itself single-mindedly by the steel its residents made has gradually learned to embrace the valorization of well-rounded resourcefulness." All three of these optimistic scenarios depend on massive transformations in government support and cultural attitudes. It is equally if not more likely that the future without labor will be precarious, unfulfilled, and consumerist. But Thompson's essay lays out the challenges and ways forward. It is well worth reading.

Will the Law Say Only 'Yes' Means 'Yes'?

affirmative consentJudith Shulevitz considers the strong momentum behind affirmative consent laws around the nation, laws that "say sex isn't legal without positive agreement." She writes: "PERHAPS the most consequential deliberations about affirmative consent are going on right now at the American Law Institute. The more than 4,000 law professors, judges and lawyers who belong to this prestigious legal association--membership is by invitation only--try to untangle the legal knots of our time. They do this in part by drafting and discussing model statutes. Once the group approves these exercises, they hold so much sway that Congress and states sometimes vote them into law, in whole or in part. For the past three years, the law institute has been thinking about how to update the penal code for sexual assault, which was last revised in 1962. When its suggestions circulated in the weeks before the institute's annual meeting in May, some highly instructive hell broke loose. In a memo that has now been signed by about 70 institute members and advisers, including Judge Gertner, readers have been asked to consider the following scenario: 'Person A and Person B are on a date and walking down the street. Person A, feeling romantically and sexually attracted, timidly reaches out to hold B's hand and feels a thrill as their hands touch. Person B does nothing, but six months later files a criminal complaint. Person A is guilty of "Criminal Sexual Contact" under proposed Section 213.6(3)(a).' Far-fetched? Not as the draft is written. The hypothetical crime cobbles together two of the draft's key concepts. The first is affirmative consent. The second is an enlarged definition of criminal sexual contact that would include the touching of any body part, clothed or unclothed, with sexual gratification in mind. As the authors of the model law explain: 'Any kind of contact may qualify. There are no limits on either the body part touched or the manner in which it is touched.' So if Person B neither invites nor rebukes a sexual advance, then anything that happens afterward is illegal. 'With passivity expressly disallowed as consent,' the memo says, 'the initiator quickly runs up a string of offenses with increasingly more severe penalties to be listed touch by touch and kiss by kiss in the criminal complaint.'" Shulovitz speaks with Stephen Schulhofer, one of the leading criminal lawyers in the country. Schulhofer is helping to write the new model laws covering sexual harassment, and he is a supporter of affirmative consent: "The case for affirmative consent is 'compelling,' he says. Mr. Schulhofer has argued that being raped is much worse than having to endure that awkward moment when one stops to confirm that one's partner is happy to continue. Silence or inertia, often interpreted as agreement, may actually reflect confusion, drunkenness or 'frozen fright,' a documented physiological response in which a person under sexual threat is paralyzed by terror. To critics who object that millions of people are having sex without getting unqualified assent and aren't likely to change their ways, he'd reply that millions of people drive 65 miles per hour despite a 55-mile-per-hour speed limit, but the law still saves lives. As long as 'people know what the rules of the road are,' he says, 'the overwhelming majority will comply with them.'"

amor_mundi_sign-upAin't No Cure for the Wintertime Blues

polar nightKari Leibowitz looks at how some of the northernmost people in the world manage to stay happy to the endless winter night in the Arctic circle: "It's true that the winters in Tromsø can be uniquely magical. Tromsø is home to some of the world's best displays of the Aurora Borealis, surrounded by mountain and nature trails perfect for an afternoon ski, and part of a culture that values work-life balance. But I also believe the cultural mindset of Tromsø plays a role in wintertime wellness. I found myself the happy victim of mindset contagion after Fern told me she refused to call the Polar Night the mørketid, or 'dark time,' preferring instead to use its alternative name, the 'Blue Time' to emphasize all the color present during this period. (Plenty of people with a positive wintertime mindset might still refer to the Polar Night as the 'dark time,' but Fern's comment was indicative of one of the ways she purposefully orients herself towards a positive wintertime mindset.) After hearing this, I couldn't help but pay more attention to the soft blue haze that settled over everything, and I consciously worked to think of this light as cozy rather than dark. And rather than greeting each other with complaints about the cold and snow, a common shared grumble in the U.S., my Norwegian friends would walk or ski to our meet-ups, arriving alert and refreshed from being outdoors, inspiring me to bundle up and spend some time outside on even the coldest days."

Poet's Form

john berrymanAugust Kleinzahler considers the dream song, John Berryman's innovation in poetry: "That 'prosodic pattern' would evolve into one of the significant poetic inventions of the 20th century; it was an eccentric, syncopated mash-up of traditional measures and contemporary vernacular energy, an American motley with Elizabethan genes. The Dream Song form--three six-line stanzas, with lines of varying length and no predictable rhyme scheme--is used by Berryman as a flexible variant on the sonnet. He needs this flexibility to accommodate the continually changing registers of voice, the sudden shifts of diction, and to allow him to keep so many balls in the air. He wrote a total of 385 Dream Songs over 13 years, beginning in 1955. It was a period in which his mental and physical condition deteriorated as a result of extreme alcohol abuse and the poems are nourished by that dissolution and the despair born of it, the best of them transmuting Berryman's condition into something lambent and ludic. Their protagonist, Henry, a shape-shifting tragicomic clown, is Berryman himself behind a set of Poundian masks. What makes the sequence such a signal achievement is that it manages to be at once representative of the poetry of its time and a radical departure from it."

A Final Farewell

death new orleansC. Morgan Babst writes about why the people of New Orleans began inviting the dead to their own wakes: "In the context of a history that has repeatedly--ceaselessly--equated black bodies with animals and objects, however, we cannot understand the body as no different from a table or a tool. The deceased is still more than just stuff, Heidegger writes, and yet, when we leave a dead man under an overpass for days covered in only a garbage bag, aren't we treating him as though he weren't? The slowness with which the dead were recovered in New Orleans following the flooding was not simple impropriety but revealed a profound disrespect for the humanity of the victims of the storm and levee breaks. And bringing the corpse back into our funeral rites is not a desecration or an impropriety, either; instead, perhaps unconsciously, this custom reasserts the body's importance and restores dignity to the deceased, insists on the humanity of the dead. Uncle Lionel standing in his suit with his watch around his hand and Mickey Easterling in the floral pantsuit she'd specified in her will reassure us that proper care has been taken. In short, a funeral that ignores the body is not a luxury we can afford."

Regarding Susan Sontag

susan sontagSteve Wasserman remembers Susan Sontag: "A self-described 'besotted aesthete' and 'obsessed moralist,' Sontag declared in 'Notes on "Camp,"' 'The two pioneering forces of modern sensibility are Jewish moral seriousness and homosexual aestheticism and irony.' If we agree that such categories as 'Jewish moral seriousness' and 'homosexual aestheticism and irony' actually exist, we could reasonably assert that the two traditions were the antipodes that framed an argument Sontag had with herself all her life. The oscillation between the two marks almost all of her work. She saw herself as a loyal inheritor and servant of a tradition of high seriousness that ennobles and confers dignity upon works that are redolent of truth, beauty, and moral gravitas. Sontag gave us her list: The Iliad, Aristophanes' plays, The Art of the Fugue, Middlemarch, the paintings of Rembrandt, the cathedral at Chartres, the poetry of Donne, Dante, Beethoven's quartets--in short, the whole pantheon of high culture. Sontag offered up a taxonomy of creative sensibilities. She proposed a trinity: the first was high culture; the second was a sensibility whose sign was 'anguish, cruelty, derangement,' exemplified by such artists as Bosch, Sade, Rimbaud, Kafka, geniuses who understood that, at least in the world we now inhabit, the only honest art was art that was broken, composed of shards, hostage to the insight that at the deep center of human existence lay a Gordian knot of unresolvable issues that no surface coherence could plausibly or honestly treat or reflect or make pretty. The third great creative sensibility was Camp, a sensibility, as she wrote, 'of failed seriousness, of the theatricalization of experience.'"

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

human conditionThis week on the Blog, Samantha Hill examines the act of forgiveness and asks whether we can embrace this principle with respect to someone like Dylann Roof in the Quote of the Week. William James reflects on how the activity of thinking helps to determine life in this week's Thoughts on Thinking. Finally, Karen Tsdj uses an image of her personal Arendtian library to remind us of the importance of holding criminals accountable for their crimes in this week's Library feature.

This coming Friday, July 10th, the Hannah Arendt Center will host the tenth session of its Virtual Reading Group. We will be discussing Chapters 27-30 of The Human Condition.

The reading group is available to all members and is always welcoming new participants! Please click here to learn more, including how you can join!

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.
13Oct/140

Arendt on Humanity’s Cosmic Awareness

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(Featured Image: An aerial view of a jumble of cars, Source: Slickzine)

“If, in concluding, we return once more to the discovery of the Archimedean point and apply it, as Kafka warned us not to do, to man himself and to what he is doing on this earth, it at once becomes manifest that all of his activities, watched from a sufficiently removed vantage point in the universe, would appear not as activities of any kind but as processes, so that, as a scientist recently put it, modern motorization would appear like a process of biological mutation in which human bodies gradually begin to be covered by shells of steel.”

--Hannah Arendt, The Human Condition, 322-3.

In the preface to The Human Condition, Hannah Arendt not only starts provocatively with the point of view of an “earth born object made by man,” but describes this object, the recently launched Sputnik satellite, as the realization of the dream of science fiction literature that illuminates “mass sentiments and mass desires”. In this passage quoted above from the very last section of the book, Arendt returns to space and for a moment herself sounds like a science fiction writer, inviting the reader to look with her from a number of challenging perspectives.

Jeffrey Champlin
Jeffrey Champlin is Fellow, Center for Civic Engagement and Human Rights at Bard and Program Head of Literature and Society, Bard College at Al-Quds University. He received his Ph D from New York University and has taught at NYU and Middlebury College. His work focuses on strategies and ruptures of representation in political theory, literature, and aesthetics.
9Jun/140

Arendt on Thinking with Kant and Kafka

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“The inner I: That I of reflection is the self, a reflection of the appearing human, so mortal, finite, growing old, capable of change, etc. On the other hand, the I of apperception, the thinking I, which does not change and is timeless. (Kafka Parable)”

—Hannah Arendt, Denktagebuch, February 1966

In an age overcome with the reach of globalization and the virtual expanse of the Internet, Arendt’s notes in her Denktagebuch on a seemingly obscure technical question on activity of thought in Kant gain new relevance by differentiating modes of thinking with depth and over time. Her reference to Kafka and the form of the entry pushes her profound temporal ideas in the direction of narrative fiction.

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.
24Mar/141

The Essay Form

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“Like all collections of essays, this book of exercises [is] a sequence of movements which, like in a musical suite, are written in the same or related keys.”

– Hannah Arendt, Preface to Between Past and Future, 1961

Hannah Arendt called Between Past and Future her most important book. The essay collection deals with fundamental political-philosophical terms such as freedom, authority, power and reason. Its subtitle—“Exercises in Political Thought”—points towards the genre of the book, essay, which of course comes from the French essayer, meaning something like to try, to experiment and, in this sense, to exercise. It was from Michel de Montaigne’s Essais—the wonderfully experimental, experience-based reflections on topics both philosophical and mundane, first published in 1580—that the genre got its name. Arendt read Montaigne both in the original French and in English translation, and the two respective versions of Essais in her library prove that she read them carefully, and with a pencil at the ready. Friedrich Nietzsche and Walter Benjamin developed and expanded the possibilities of this genre in their own unique ways, and both thinkers count among Arendt’s key interlocutors. It is however less well known that Arendt’s work in the genre of “essay” also have another starting point: in American literature, from the writings of Emerson and Melville, both of whom she grew to know through the writings of the literary critic Alfred Kazin.

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Arendt and Kazin became close friends in the late 1940’s. Their conversation in letters began with Kafka and continued through literature, friendship, and genuine interest in each other's work. Kazin helped Arendt find a publisher for her first American book, “The Origins of Totalitarianism,” and also played a central role in editing that groundbreaking study. At the same time Arendt was reading Kazin’s essay collection “On Native Grounds,”—she read it “every day at breakfast,” in fact, as she wrote to him. For Arendt, who had arrived in the USA only a few years earlier, Kazin’s book was an introduction to the literature and history of her new homeland—as well as a paradigm of the “essay” genre. At the highpoint of their friendship, in the summer of 1956, Arendt told Kazin in a letter that she had written him into her will as “literary executor for all things in English.” In the very same letter that links their literary legacies in such a meaningful way, Arendt comes back to “On Native Grounds,” and to the “essay:” Harcourt Brace, who published both authors, had suggested to Arendt “that I prepare also a volume of essays,” yet she “shuddered at the thought of it,” since she understood the great challenges posed by the genre that in her eyes Kazin was mastering. It took five more years for Arendt to set aside her “shudder,” and to publish Between Past and Future.

In the meantime, Arendt and Kazin sent other writings to each other, among which two texts in particular continued their conversation about the “essay.” The first is a preface written by Kazin to a new edition of Moby Dick. The novel, Kazin writes, “is not so much a book about Captain Ahab’s quest for the whale as it is an experience of that quest.” To understand writing as an invitation to experience something—an invitation to a process of thinking, to an exercise—echoes the project of Arendt’s Exercises in Political Thought. “This is only to say, what we can say of any true poem,” Kazin continues, “that we cannot reduce its essential substance to a subject, that we should not intellectualize and summarize it, but that we should recognize that its very force and beauty lie in the way it is conceived and written.” “The Introduction is wunderbar,” Arendt wrote Kazin enthusiastically, using the German word both as a sign of intimacy and because the German “wunderbar” more strongly connotes the spirit of “wonder” than the English “wonderful.”

Soon thereafter Alfred Kazin published a large anthology of Ralph Waldo Emerson’s writings. Many of Arendt’s American readers rightfully wonder why Emerson does not appear more frequently in her writing. There seems to be such an intriguing correspondence between both writers’ style of thinking and care for language. But Arendt’s copy of Kazin’s anthology shows just how attentively she read Emerson: the volume is heavily underlined. The markings begin in the introduction and revolve — perhaps not so surprisingly, since Emerson was one of the founding figures of American essay writing—around his writing style. “He is a writer who lives entirely by ideas, but who really lives them,” Kazin writes at the very beginning. “He is not a philosopher, not a maker of systems or a prover of systems or a justifier of them. He starts from a conviction about man’s central importance in the world which he never really elaborates, but which he accepts as necessary and evident and profoundly human – he could almost have said, the only human account of the world in modern, ‘scientific’ times.” It is a description that strikingly resembles the fundamental concept of love for the world —amor mundi—which Arendt was writing in The Human Condition at the very same time. Her books moved and excited him, Kazin later wrote to Arendt, “in a way that no ‘technical philosophy’ ever could. What a visionary you are, as my most beloved poets are!”

As visionary as a poet? Or is this more a view of poetic thinking? Hannah Arendt coined the term “poetic thinking” in her essay on Walter Benjamin. Her catchy formulation is explained in a series of negative characterizations. To fundamentally comprehend Benjamin, according to Arendt, one must understand that he was “very scholarly, but in no way a scholar; that his major subject was text and the interpretation of texts, but that he was no philologist; […] that he was a writer whose greatest ambition was to build a text entirely comprised of quotes from other texts—that is, to override his own role as writer; […] he published countless book reviews and many conventional essays on dead and contemporary writers and poets, but he was no literary critic.” The list is much longer in the original, but it continues in the same vein: Benjamin doesn’t belong to any discipline nor profession; readers need to understand that he “thought poetically.”

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Arendt’s remarks on Benjamin find an astounding echo in Kazin’s efforts to answer his own question about Emerson: “What kind of writer shall we call him?” “He is not, of course, a novelist or a dramatist,” Kazin writes, “in fact, he could hardly read novels or wholly enjoy great plays for their own sake. Although he was a remarkable and inventive poet, no one can claim that poetry is the major side of his work. As we have said, he is not a philosopher – not even a philosopher like Nietzsche, who so much admired him.” What, then, could a suitable description look like? Kazin finds a surprising turn of phrase: “And though one falls back on the term ‘essayist,’ the term hardly explains why the essay form, as Emerson developed it, attains a free form that is profoundly musical and fugal, a series of variations starting from a set theme.”

“The essay form,” are the three words of the quote that Arendt underlined in her copy. They echo the passage from Between Past and Future quoted here at the beginning: “Like all collections of essays, this book of exercises [is] a sequence of movements which, like in a musical suite, are written in the same or related keys.” On the same page of this preface, Arendt expands the resonance and meaning of these “related keys” in a highly intriguing way. Her investigations between past and future seek to discover the “spirit” which has “so sadly evaporated from the very key words of political language,” such as freedom and justice, responsibility and virtue. In order to trace the “wunderbaren” spirits that Arendt roused from the key words of our political language, we need to listen to the keys in which these exercises and essays in political and poetic thinking were composed and written.

-Thomas Wild

-Translated from German by Anne Posten

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.
10Jun/130

Irving Howe on Hannah Arendt

Arendtiana

The American writer and founder of Dissent magazine Irving Howe wrote many of the best accounts of the controversy over Arendt’s publication of Eichmann in Jerusalem. As the controversy swells yet again in the wake of the new movie “Hannah Arendt,” Dissent thankfully republishes an excerpt of Howe’s testamentary writing about Arendt.

My first encounter with Hannah had come in 1947 when she was editor of Schocken Books, the German-Jewish publishing house recently moved to New York. She needed a part-time assistant to do literary chores (copy for book jackets, cleaning up translations, and so forth), and for the handy sum of $150 a month I took the job. With it came the privilege of visiting Hannah at her office every week. She had not yet published her major work on totalitarianism, but everyone in the intellectual world respected her and some feared her. She liked to “adopt” young people, and while I was not one of her chosen—perhaps because I was deaf to philosophy, or had been contaminated by Marxism, or was visibly intent upon resisting her intellectual lures—she would take an hour off and talk to me about Kafka and Brecht, Yiddish folk tales and American politics.

See 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.
27Mar/130

Water and Desert: Perspectives in Education

AredntNola

For two years I taught literature, reading and writing at a public university in one of New York City’s outer Boroughs. Of course having come out of a liberal arts “thinking” institution what I really thought (maybe hoped) I was teaching was new perspectives. Ironically, the challenge that most struck me was not administrative, nor class size or terrible grammar and endless hours of grading, the most pressing obstacle lay in creating a case for the value of “thinking.”

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I state “case” because I regularly felt like my passions and beliefs, as well as my liberal arts education went on daily trial. I had originally come from a hard-scrabble immigrant reality, but my perception of reality had been altered by my education experience, and as an educator I felt the need to authenticate my progressive (core text) education with my students.

I was regularly reminded that the  immediate world of the “average” student (citizen) with all its pressing, “real” concerns does not immediately open itself to “thought” in the liberal arts sense. We are a specialization, automation, struggling and hyper competitive society. The “learning time” of a student citizen is spent in the acquisition of “marketable,” and differentiating skills, while their “free time” is the opportunity to decompress from, or completely escape the pressures of competitive skill acquisition. The whole cycle is guided by an air of anxiety fostered in our national eduction philosophy, as well as the troubled economy and scattered society at large. I don’t think one can teach the humanities without listening to their students, and listening to the students calls for a deep inventory on the value of “thought” in the humanities sense, and then ultimately in how to most truthfully communicate this value to the students.

I need to add here that my students were quite smart and insightful. This made it even greater of a challenge. Their intelligence was one of realism. I needed to both acknowledge and sway their perspective, as well as my own.

Each semester I began with a close-reading of David Foster Wallace's commencement speech at Kenyon College, “What is Water.” He begins his speech with the parable of two fish swimming by an older fish which as it swims by asks, How is the Water?” The little ones swim on and only later ask each other, “What is water?”  Didactic parable, cliche -- yes -- but Wallace goes on to deconstruct the artifice of commencement speeches, parables, and cliches, and then rebuilds them. Having so skillfully deconstructed them he has invited his listers into the form making, and as he communicates the truth beneath what had earlier seemed lofty or cliche, the listers follow him towards meaning making. Ultimately Wallace states that education is “less about teaching you how to think, and more about teaching you of the choice in what to think about.” To have agency is to be a meaning maker. And as more and more cultural institutions artfully vie for the citizens devotion and loyalty -- politics, religion, but even more so, corporate houses and pop culture designs, in the ever growing noise of institutional marketing the call to choose seems ever more muted.

The choice, for so many students today, is simply in how to most skillfully compartmentalize themselves and their lives in the face of the anxieties of their immediate world. The choice for many young teachers, facing their own set of related anxieties, is in how far are they willing step away from the ideal of learning-living-teaching integration model -- so easy is it today as an educator to simply become disenchanted, frustrated and aloof. Sometimes, “thinking” is the process of choosing what to keep and what to give away.

wallace

Wallace's insightful, no b.s, humorous and sincere tone resonated with my students, that is of course until they found out that Wallace killed himself. Then, that’s what everyone wanted to focus on. I can not blame them. There is a ‘text’ to ‘personal’ mystery, a ‘content’ to ‘context’ disjunction that opens itself at such a revelation, a mystery that the “thinking” mind wants to explore. The modern “thinking” mind draws little separation between the lofty and the sublime, the public and the personal. Such is a byproduct of a generation raised on reality television and celebrity stories. I, in all sincerity cannot judge this. My generation, the X’s who came of age on the cusp of the Millennials, were culturally educated by MTV, The Real World and Road Rules, and thus we crave hip, colorful, appropriately gentrified spaces to occupy -- think of artist collectives, or Facebook and Google working environments (bean bags, chill and chic prescription sunglasses, lounge happy hour with juice bars, untraditional working hours, colorful earth tones). I digress, I meant to make some observation of “thinking.”

I was excited to teach what excited me: I began with Wallace, then Kafka, O’Connor (Flannery or Frank), Platonov, Carver, Babel, Achebe Kundera, Elliot, etc... It is, essentially, the seven sisters freshmen reading list, a popular catalogue of classic stories peppered with some international obscurity. It is the “cool” thing in liberal arts. But, over and over my students came to me complaining that they could not find this relevant to their lives. After such reports I would tweak my lesson plans to give a greater introduction to the works, going deeper into the philosophical tenets of the stories, and into the universal reward of being able to utilize the tools of the thinking, writing mind. Induct, deduct, compare, contrast, relate, “give it greater shape,” I would say. “Breath life into it.”

To have the skills to decipher plot, to record the echo of a narrative, to infer characterization from setting, to understand the complex structure of a character, to be invited to participate in the co-creation of a narrative which gently guides you through action but leaves the moral implications up to the reader. These are “indispensable,” I would advise my students. “Indispensable for human agency.” Some would slowly gravitate to my vision, as I prodded further and further into their motivations for being in school, career, and other ‘relevant’ choice. Yet, they often felt only like visitors in my library, preparing to check out and return to the “default” education thinking mode as soon as the quarter, mid, or end semester exam periods began. The pressures of what they call “the real world” are much stronger then the ghosts of books and introspective thought -- vague, powerless, intangible.

“The real world:” Here I am reminded of the scene from the Matrix when Morpheus unveils to Neo “the desert of the real.” A barren waste land of human energy as only a power source nourished for consumption. The Matrix, I will add here, is based on a work by Jean Baudrillard, a french philosopher who warns of a modern society as a place existing in consumption and entertainment, devoid of meaning making -- the urge towards agency, in hibernation; the map towards meaning, defunct. In describing this new world he coined the phrase “the desert of the real.” Again, I fall into tangental thought.

I needed to find a way to invite, seduce, capture my students. I tried using myself as a conduit.

I pride myself on the fact that I am an immigrant, a former “at risk” student, that my tattoos all have mythological meaning and thought behind them, that I am a high-school drop out with credentials to my name, a top tier education, a masters degree, etc... I felt like these could help me bridge for my students the platforms of reality-setting discourse and humanistic thought. I had, and still do, believed that real “thinking” is indispensable in being human, in being free, and in the ability to have fun and play with the world.

Again, my students would, at times, meet me in the middle space I wanted to create, though rarely did this space become living for them, instead they lay their heads to the sound of another’s palpitation and breath, and then moved on. Maybe I planted a seed, I like to think. But then, maybe, they were bringing me somewhere as well.

They could not recklessly follow me, or I them. It was an issue of pragmatic bonds. For a moment, my class, or an individual student I was reading with would delve into the power of words with me and the ending of Andrei Platonov’s “Potudon River”  would finally break through the events of the page: “Not every grief can be comforted; there is a grief that ends only after the heart has been worn away in long oblivion, or in distraction amidst life’s everyday concerns.” And my students would draw new understanding of the passage, enter it through a word or phrase that could unlock that middle space between their worlds and the world of literature, philosophy, metaphor. “Grief,” “long oblivion,” life’s everyday concerns,” all the sudden my students would give these new meaning, now only slightly guided by the story and letting their lives find a grip to the reigns. They would find new connections, and again they would return to the “real” world.

More and more I struggled to make thinking relevant. “Will this help me get a better job?” I was asked.

employ

Thinking about it I had to encounter my own struggles with this question. I know the answers. I know the programed liberal arts answer, and the “real” answer. I know that the liberal arts answer exposes the “real” as something at best lacking, at its worst empty. I also know that the real, is real; it happens in real time, removed from the concerns of literature, poetry, and philosophy which concern themselves with the work of mans eternity.

“Unlikely,” I would answer. For gods sake, though I was teaching all these things I cared so deeply about, I also worked nights as a bartender to satisfy the demands of the real. I had to produce something consumable and all of my learning and thoughts on thinking are not that.

Here I acknowledge that this answer is not entirely true. We can find jobs which call for liberal arts skills, but these are few and far between and rarely afford a comfortable standard of living. We may also posit the argument that liberal arts skills will contribute to ones ability to perform better and have a greater understanding of ones job, but this argument does not lend itself to substantial evidence, no matter how much I may actually believe it. This was the litmus test of my “thinking,” and it only survives in embracing the privacies of my world, that I chose my private world despite and above the “real.”

“Unlikely.” And where does that leave us?

Ultimately, all I have as a conscious being is the ability to tell stories, to choose and create my narrative from the scattered world I am provided. Ultimately, after deconstructing both the “real” and the “lofty” I could only encourage my students to choose their own themes. To the question of “what is water?” I could only answer, “the desert.”

Oddly enough, and as “unlikely” as it may seem, when I answered with honesty, to them as well as myself, they followed. -- we could talk.

-Nikita Nelin

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.
20Nov/120

Arendt & Antigone

In a short entry in her Denktagebuch from 1956, Arendt offers a gnomic reflection on Antigone:

Ad Orff, Antigone: Als sei alles darauf angelegt, uns zum Ertönen zu bringen. Wir aber verschliessen uns, verstummen und klagen nicht. Antigone- die klagende, tönende menschliche Stimme, in der alles offenbar wird.

Ad Orff, Antigone: As if all was set out to bring us to sound. But we lock up, fall silent, and do not lament. Antigone – the lamenting, sounding human voice, in which all becomes revealed. (Notebook XXII, February 1956, Denktagebuch)

The entry first caught my attention because while Arendt often refers to literature (favorite authors include Kafka and Rilke), she rarely refers to specific musical pieces in her published work. Here she reacts to the opera Antigonae by Carl Orff.

Orff had composed for the Nazis, who received his Carmina Burana with incredible adulation, and underwent denazification after the war. Antigonae of 1949 is a minimalist work, first in the everyday sense that it sets Hölderlin's translation of the drama to song with little instrumental accompaniment. In this regard it highlights the translation's inherent musicality on the level of form (rhythms and rhymes in the text) and content (we see how at a number of moments the drama turns on references to singing, crying, tone, and lament). Orff's opera can also be described as minimalist in the more precise sense that when the orchestra does emerge, it often plays looping interludes that remind one of the repetitive avant-garde phrasings that Steve Reich would popularize in the 1960s.

Arendt often turns to art as a free space in which to voice philosophical and political questions in the modern age. Readers compelled by her approach might be inspired by the entry on Orff to look for other passages addressing music that would compliment her better known aesthetic analyses.

At a local level, the entry also raises a question: how would Arendt read Sophocles's Antigone? Patchen Markell offers one suggestion when he links Sophocles and Arendt in a “countertradition of thought about recognition” in his book Bound by Recognition. Markell casts a skeptical eye on the equation of identity and justice and offers an alternative mapping which is open to asymmetry and values finitude. In doing so he suggests a possible approach to this entry that notices the uncanny relation of the “we” and Antigone through the instrument of the voice.

The first line of the entry starts with the “we”– presumably the spectators of the opera and perhaps humanity more broadly – and centers on the German term “Ertönen,” which could be translated as “to ring out,” “to sound,” “resound,” or “chime.” It indicates expression, and even a move to freedom. In the next sentence though, this potential for liberation evaporates and “we” fall silent. It ultimately fails at the possibility, even apparent necessity of “klagen,” a term which contains the powerful double meaning of 1) “moan,” “lament,” “wail,” and 2) “litigate,” “file a suit,” “go to law.” Unlike us, Antigone's voice does ring out, she does lament, and in her lament she takes on the law.

Arendt describes Antigone's voice as the “human voice,” but her description leads us to think in the direction of the questioning of the essence of the human in first stasimon (often referred to as the “ode to man”). Roger Berkowitz connects the deinon (wondrous / terrible) in this ode to Arendt's concern over the “danger that we might so fully create and make our artificial world that we endanger that quality of human life which is subject to fate, nature, and chance” in his article in The Fortnightly Review.

In terms of the question of recognition, Arendt's note on Orff draws our attention to those sections of the drama where Antigone pushes against the inhuman, such as when the guard describes her shriek at the sight of her brother's unburried body as “a distressing painful cry, just like a bird/ who’s seen an empty nest, its fledglings gone.” Later, she sings a long lament to her tomb and dead family, as if those who remain alive are nothing to her. The minimalist loops of Orff's music might indicate something of the energy that insists on living when one has nothing to live for or is even condemned to death. These sections are strikingly different from the over-the-top triumphalism of Carmina Burana, which hounds popular culture in movies and commercials to this day. They suggest persistence rather than victory, or perhaps even a paradoxical continuation in an explicit condition of defeat.

Antigone is the voice, Arendt tells us. We seem to recognize it as our own, even if the total meaning of the “all” that would be the content of our realization remains out of reach.

Give a listen to a recording of Orff's Antigonae, over the Thanksgiving holiday.

-Jeff 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.