On a recent trip to the Hannah Arendt Library, we came across this small collection of letters, papers, and other writings by John Adams and Thomas Jefferson.
Hannah Arendt looked to both men as authoritative sources on the nature of American politics. John Adams was one of Arendt's favorite thinkers, for as Roger Berkowitz, Academic Director of the Hannah Arendt Center, explained in a Weekend Read, he "understood the deep connection between virtue and republicanism." With respect to this sensitivity, she quoted Adams' thoughts on the beginnings of the American Revolution in her book On Revolution.
Meanwhile, Thomas Jefferson was to Arendt one of the most knowledgeable critics of the U.S. Constitution. Jefferson understood that while the document had guaranteed Americans their freedom, it had failed to articulate a space where they could exercise their liberty. This claim by Jefferson would play a profound role in shaping Arendt's thoughts on revolution and freedom.
Roger Berkowitz recently gave the opening lecture at the Hannah Arendt Center Conference “The Unmaking of Americans: Are There Still American Ideas Worth Fighting For?” The conference, held at Bard College, included talks by David Bromwich, Anand Girdirhardas, Kennan Ferguson, Jerome Kohn, Ann Lauterbach, Lawrence Lessig, Charles Murray, George Packer, Robert Post, Joan Richardson, Amity Shlaes, Jim Sleeper and Kendall Thomas. You can view the conference in its entirety here. For the Weekend Read this week, we provide an edited transcript of Professor Berkowitz’s speech: “American Exceptionalism: What Are We Fighting For?”
(Featured Image - The American Flag, Source: The Sleuth Journal)
Parts of this post have appeared before; it is rewritten and presented in preparation for this week’s Hannah Arendt Center Conference “The Unmaking of Americans: Are There Still American Ideals Worth Fighting For?”
On Thursday and Friday of this week, “The Unmaking of Americans: Are There Still American Ideals Worth Fighting For?” will gather leading public intellectuals, lawyers, students, professors, writers, politicians, business people, philosophers, and citizens to think together about what American ideas, if any, can inspire Americans to sacrifice and struggle for the common good.
It is hard to disagree with the claim that government is too big and too bureaucratic. Citizenship is in decline. The legitimacy of representative democratic government is experiencing a crisis around the world. These are common refrains, heard often on the left and the right. Both the Tea Party and Occupy Wall Street are evidence of the general dissatisfaction with big, unresponsive, administrative government. California is thinking of splitting itself into six states. Even the New York Times Magazine, in its cover story today, suggests that the time for the Libertarian movement may have finally arrived.
There is promise and peril in Ukraine. Ukrainians have evicted a corrupt President and embraced democracy. Just today, the Parliament worked towards a new government while citizens listened in on the debates from outside:
At the Ukrainian Parliament in Kiev Thursday morning, as legislators debated the confirmation of a new temporary government, hundreds of people gathered outside to listen to the debate on loudspeakers, press for change and enjoy the argumentative fruits of democracy.
There is the natural temptation to celebrate democratic success. But we must also note that in Kiev, a Molotov cocktail was thrown at a synagogue and the Rabbi of Kiev warned Jews to leave Ukraine:
Ukrainian Rabbi Moshe Reuven Azman, called on Kiev's Jews to leave the city and even the country if possible, fearing that the city's Jews will be victimized in the chaos, Israeli daily Maariv reported Friday. “I told my congregation to leave the city center or the city all together and if possible the country too," Rabbi Azman told Maariv. "I don't want to tempt fate," he added, "but there are constant warnings concerning intentions to attack Jewish institutions.”
It is hard to know if such warnings are premature and there have been no laws depriving of Jews of either political or civil rights. Nevertheless, there is always danger in populist revolutions, as Hannah Arendt knew. Indeed, the tension between calling for grassroots populist engagement and the worry about the often ugly and racist tenor of such movements was at the center of much of Arendt’s work. It also may have impacted one instance where she withdrew something she wrote.
If one takes the trouble to find her missing epilogue, one finds it’s full of surprisingly naive optimism—and surprisingly naive optimism is not a quality most saliently associated with the name of Hannah Arendt. I say it was naive because it stressed the spontaneous democracy of the worker’s councils that were set up in Budapest. I think perhaps here she was expressing a nostalgia—even a little romance—for the German revolutions of 1919 in Munich and elsewhere, in which her future husband Heinrich Blücher had played such an honorable part.
Arendt’s epilogue was naive also because it laid great stress on what she called the peaceful and orderly and good-humored crowds of Budapest. She rather romanticized the good-naturedness of the Hungarian revolution. Now, this optimism may possibly be justified in the long term, which is why it’s worth looking up that epilogue again. After all, in 1989, not more than three decades later, there was a peaceful, bloodless, and orderly velvet revolution; it had its beginning in Budapest when the Hungarians allowed their East German brethren to resist by transiting Hungarian soil without hindrance. It led, in the end, to the fall of the Berlin Wall. And that was a classic case of the recovery of what Arendt so beautifully called, I think, the lost treasure of revolution.
The lost treasure of revolution is the common property to which Hannah Arendt alludes, very lyrically, in the opening passages of her collection Between Past and Present. She describes this ability to recover freedom: the spirit of an unforced liberty that is latent, she thought, in all people and which she claimed to detect in “the summer in 1776 in Philadelphia, the summer of 1789 in Paris, and the autumn of 1956 in Budapest.” Which, as you can see, is putting 1956 in Budapest on quite a high pedestal and threshold. Now this concept of the hidden treasure, the treasure that’s always hidden but that can be reclaimed, is remarkable for its lack of what a Marxist would call concreteness. Here’s how it appears according to Hannah Arendt, this treasure: It appears only “under the most varied circumstances, appears abruptly, unexpectedly, and disappears again under different mysterious conditions, as though it were a fata morgana,” or, so to say, as a will of the wisp or ignis fatuus. The lost treasure of the revolution is a very, very elusive, almost ethereal concept for Hannah Arendt to be dealing with. And let me say, one of the nice things about reading and rereading Hannah Arendt is to discover how nice it is when she is fanciful every now and then.
But is the fantastical element of the lost treasure the reason why she so sternly decided to remove that epilogue? I think I know why she did it. Further research and disclosure of what happened that time in Budapest had brought it to her attention that those events in 1956 hadn’t been as beautifully spontaneous as she had supposed. Mixed into the grandeur of the Hungarian rebellion was quite a heavy element of ultra-Magyar, ultra-Hungarian nationalism. The revolution also included quite a lot of antisemitism, directed at the strongly Jewish membership and character of Hungary’s Communist elite. Many of the Jewish communist leaders had been denationalized from Hungary, having spent the war in the Soviet Union, in Moscow, some of them becoming Russian citizens. They came back to take over Hungary, which was still largely a Catholic, rural, and conservative country, and they did so only with the support of Red Army bayonets. The resentment aroused by the returning Jewish Communist leaders was considerable. The revolution did not lead to pogroms in the true, ghastly, meaning of the word, but there were some ugly lynchings of Jewish communists and some nasty rhetoric. And I think this must have weighed very much with her.
You can read the whole talk here.
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.
Magnus Carlsen—just 22 years old—beat Viswanathan Anand (the reigning world chess champion) this week at the World Chess Championships in Chennai, India. There has been much excitement about Carlsen’s victory, and not simply because of his youth. As Joe Weisenthal writes, Carlsen’s win signifies the emergence of a new kind of chess. Behind Carlsen’s victories is what is being called his “nettlesomeness.” I encountered the idea in an essay by Joe Weisenthal, who himself quotes Tyler Cowen: “Carlsen is demonstrating one of his most feared qualities, namely his “nettlesomeness,” to use a term coined for this purpose by Ken Regan. Using computer analysis, you can measure which players do the most to cause their opponents to make mistakes. Carlsen has the highest nettlesomeness score by this metric, because his creative moves pressure the other player and open up a lot of room for mistakes. In contrast, a player such as Kramnik plays a high percentage of very accurate moves, and of course he is very strong, but those moves are in some way calmer and they are less likely to induce mistakes in response.” Read more about nettlesome chess and humanity on the Arendt Center Blog.
Lincoln Caplan has an excellent essay on Judge Learned Hand in the NYRB this weekend. Hand was one of the most influential legal minds in the United States. Here is Caplan: “To Hand, law’s role is to help shape common purpose and reflect the will of the people as part of the compact between them and their government. He was a small “d” democrat. Case by case, he saw his job as weighing competing views of the law and its application to the facts and working his way toward the best outcome in the circumstances. His psyche, outlook, and practice aligned to make him a model of a restrained judge…. “The spirit of liberty,” he said, “is the spirit which is not too sure that it is right; the spirit of liberty is the spirit which seeks to understand the minds of other men and women; the spirit of liberty is the spirit which weighs their interests alongside its own without bias; the spirit of liberty remembers that not even a sparrow falls to earth unheeded….””
Matthew Davis, in a piece that's part memoir and part profile, describes his relationship with the Syrian writer Khalid Khalifa, who is, even now, still working from Damascus. Although Davis's description of his time in and eventual deportation from Syria is striking, and his worry for his friend is palpable, in his conclusion he suggests something that is too easily forgotten: life, for Khalid and Damascus both, goes on, even as Syria appears to be crumbling. “Ever since the war began in January 2011, I had little doubt that Khaled Khalifa would remain in Syria, in Damascus, his paradise, to help usher in the new ideas he spoke passionately about in Iowa City. More than two years on, however, I wonder whether this ending will change, too. Khaled’s health is failing; he is depressed; he has been barred from leaving the country. I get none of this from him, only those close to him. From him, I get positive emails, an optimism as much at Khaled’s core as his rotund gut and passion for writing. Khaled’s fourth novel was recently published in Cairo. I’ve also heard that Qasabji is still open, Nabil still serving arak and beer, albeit at a higher price.”
Reviews of the movie "Hannah Arendt" have been thinly veiled opportunities to rehash old scores and attach Arendt once more for her reputed sins. That is why David Rieff’s review in The Nation this week is welcome. It offers meaningful praise for the film, with detailed accounts of what Rieff likes, while also offering serious-minded criticisms. From there, Rieff moves on to the question of the controversy itself. Rieff has little love for Arendt or, in the end, “Hannah Arendt.” I may disagree on both accounts, but he is fair-minded. “For entirely understandable and legitimate reasons, both philosophical and (though she almost certainly would have denied it) biographical, Arendt believed that the Shoah was not only the greatest crime in human history (a claim for which an argument can unquestionably be made), but an unprecedented one. The concluding pages of Eichmann in Jerusalem are suffused with her fear that, as she put it, “once a specific crime has appeared for the first time, its reappearance is more likely than its initial emergence could ever have been.” For Arendt, Eichmann was nothing less than a new type of criminal, one who “commits his crimes under circumstances that make it well-nigh impossible for him to know or feel he is doing wrong.” But it is not clear that she was right.”
William Weaver, the esteemed translator of Italian works including novels by Umberto Eco, Alberto Moravia, Eugenio Montale, Oriana Fallaci, Ugo Moretti, Carlo Emilio Gadda, Elsa Morante, Pier Paolo Pasolini and Italo Svevo died this past week. “Bill Weaver,” as he was known on campus, taught at Bard from 1992-2002. I never met Weaver, but he looms large in the world of the Hannah Arendt Center. The Center is housed in what we refer to as the “Mary McCarthy House,” because Arendt’s close friend Mary McCarthy lived there during both her stays teaching at Bard College. But most of my senior colleagues still refer to our dwelling as the “Bill Weaver House,” since Weaver lived there for 10 years and hosted many a dinner party there during his time on campus. As Bard’s President Leon Botstein wrote, “His contribution to the literary and cultural life of the College was extraordinary. It is through him that the College received the endowment that created the Bard Fiction Prize.” You can read his obituary in the New York Times, which quotes from this 2000 interview in The Paris Review. “Some of the hardest things to translate into English from Italian are not great big words, such as you find in Eco, but perfectly simple things, buon giorno for instance,” he said. “How to translate that? We don’t say ‘good day,’ except in Australia. It has to be translated ‘good morning,’ or ‘good evening,’ or ‘good afternoon’ or ‘hello.’ “You have to know not only the time of day the scene is taking place, but also in which part of Italy it’s taking place,” he continued, “because in some places they start saying buona sera — ‘good evening’ — at 1 p.m. The minute they get up from the luncheon table it’s evening for them. So someone could say buona sera, but you can’t translate it as ‘good evening’ because the scene is taking place at 3 p.m. You need to know the language, but, even more, the life of the country.”
The movie "Hannah Arendt" has just been released on DVD and features an extensive insert booklet produced by the Hannah Arendt Center!
Become a member of the Hannah Arendt Center and get your copy in time for the holidays!
Learn more here.
One of the great documents of American history is the Constitution of the Commonwealth of Massachusetts, written in 1779 by John Adams.
In Section Two of Chapter Six, Adams offers one of the most eloquent testaments to the political virtues of education. He writes:
Wisdom and knowledge, as well as virtue, diffused generally among the body of the people, being necessary for the preservation of their rights and liberties; and as these depend on spreading the opportunities and advantages of education in the various parts of the country, and among the different orders of the people, it shall be the duty of legislatures and magistrates, in all future periods of this commonwealth, to cherish the interests of literature and the sciences, and all seminaries of them; especially the university at Cambridge, public schools, and grammar-schools in the towns; to encourage private societies and public institutions, rewards and immunities, for the promotion of agriculture, arts, sciences, commerce, trades, manufactures, and a natural history of the country; to countenance and inculcate the principles of humanity and general benevolence, public and private charity, industry and frugality, honesty and punctuality in their dealings; sincerity, and good humor, and all social affections and generous sentiments, among the people.
Adams felt deeply the connection between virtue and republican government. Like Montesquieu, whose writings are the foundation on which Adams’ constitutionalism is built, Adams knew that a democratic republic could only survive amidst people of virtue. That is why his Constitution also held that the “happiness of a people and the good order and preservation of civil government essentially depend upon piety, religion, and morality.”
For Adams, piety and morality depend upon religion. The Constitution he wrote thus holds that a democratic government must promote the “public worship of God and the public instructions in piety, religion, and morality.” One of the great questions of our time is whether a democratic community can promote and nourish the virtue necessary for civil government in an irreligious age? Is it possible, in other words, to maintain a citizenry oriented to the common sense and common good of the nation absent the religious bonds and beliefs that have traditionally taught awe and respect for those higher goods beyond the interests of individuals?
Hannah Arendt saw the ferocity of this question with clear eyes. Totalitarianism was, for here, the proof of the political victory of nihilism, the devaluation of the highest values, the proof that we now live in a world in which anything is possible and where human beings no longer could claim to be meaningfully different from ants or bees. Absent the religious grounding for human dignity, and in the wake of the loss of the Kantian faith of the dignity of human reason, what was left, Arendt asked, upon which to build the world of common meaning that would elevate human groups from their bestial impulses to the human pursuit of good and glory?
The question of civic education is paramount today, and especially for those of us charged with educating our youth. We need to ask, as Lee Schulman recently has: “What are the essential elements of moral and civic character for Americans? How can higher education contribute to developing these qualities in sustained and effective ways?” In short, we need to insist that our institutions aim to live up to the task Adams claimed for them: “to countenance and inculcate the principles of humanity and general benevolence, public and private charity, industry and frugality, honesty and punctuality in their dealings; sincerity, and good humor, and all social affections and generous sentiments, among the people.”
Everywhere we look, higher education is being dismissed as overly costly and irrelevant. In many, many cases, this is wrong and irresponsible. There is a reason that applications continue to increase at the best colleges around the country, and it is not simply because these colleges guarantee economic success. What distinguishes the elite educational institutions in the U.S. is not their ability to prepare students for technical careers. On the contrary, a liberal arts tradition offers useless education. But parents and students understand—explicitly or implicitly—that such useless education is powerfully useful. The great discoveries in physics come from useless basic research that then power satellites and computers. New brands emerge from late night reveries over the human psyche. And those who learn to conduct an orchestra or direct a play will years on have little difficulty managing a company. What students learn may be presently useless; but it builds the character and forms the intellect in ways that will have unintended and unimaginable consequences over lives and generations.
The theoretical justifications for the liberal arts are easy to mouth but difficult to put into practice. Especially today, defenses of higher education ignore the fact that colleges are not doing a great job of preparing students for democratic citizenship. Large lectures produce the mechanical digestion of information. Hyper-specialized seminars forget that our charge is to teach a liberal tradition. The fetishizing of research that no one reads exemplifies the rewarding of personal advancement at the expense of a common project. And, above all, the loss of any meaningful sense of a core curriculum reflects the abandonment of our responsibility to instruct students about making judgments about what is important. At faculties around the country, the desire to teach what one wants is seen as “liberal” and progressive, but it means in practice that students are advised that any knowledge is equally is good as any other knowledge.
To call for collective judgment about what students should learn is not to insist on a return to a Western canon. It is to say that if we as faculties cannot agree on what is important than we abdicate our responsibility as educators, to lead students into a common world as independent and engaged citizens who can, and will, then act to remake and re-imagine that world.
John Adams was one of Hannah Arendt’s favorite thinkers, and he was because he understood the deep connection between virtue and republicanism. Few documents are more worth revisiting today than the 1780 Constitution of the Commonwealth of Massachusetts. It is your weekend read.