"There is no lasting happiness outside the prescribed cycle of painful exhaustion and pleasurable regeneration, and whatever throws this cycle out of balance – poverty and misery where exhaustion is followed by wretchedness instead of regeneration, or great riches and an entirely effortless life where boredom takes the place of exhaustion and where the mills of necessity, of consumption and digestion, grind an impotent human body mercilessly and barrenly to death – ruins the elemental happiness that comes from being alive."
-Hannah Arendt, The Human Condition
A great deal has been written about Hannah Arendt’s philosophical and political thinking, but as the academic year draws to a close, it is important to remember that she urges her readers to think about and appreciate all aspects of human existence, including the life of the body. The passage quoted above comes from the Labor chapter of The Human Condition, in which Arendt traces the worrisome trend in the modern world where human activity is more and more dominated by a concern for the cyclical process of production and consumption. It is safe to say that ours is the kind of “waste economy” she speaks of, in which all objects become consumed and used up rather than used and re-used over time. Even highly technologically advanced devices such as our mobile phones are manufactured and treated as more or less disposable, made to last for a few years before they become obsolete and need to be replaced. The threat that a laboring and consuming society poses to a stable and durable human world has potentially disastrous consequences not only for political life, but also more generally for our ability to feel at home in our condition as earthly beings. In light of Arendt’s critique of labor as a human activity, it is remarkable that she pauses to acknowledge that this essentially worldless cycle of production and consumption with the aim of merely preserving our biological existence is the only activity that holds the key to “lasting” and “elemental” happiness in our lives.
The need to labor is “prescribed” by our condition as living beings most obviously in the case of needing to eat. In one way or another, all of us must continually expend energy in order to have food on the table. Happiness is found in this cycle of exhaustion and regeneration when each side balances the other, when pain and pleasure each contribute to feeling fully alive.
For most Americans this cycle is somewhat indirect since the number of people working on farms or growing food remains a minority. As the expenditure of energy through labor is abstracted (usually through the medium of money) from the regenerative act of consumption, it becomes more difficult to find happiness in the endless cycle of necessity. Furthermore, Arendt points out that the balance of exhaustion and regeneration can only be found in a middle-class life that is harder to come by today given the ever widening gap in income distribution. As the rich get richer and the poor get poorer, life itself becomes a burden for both extremes – a source of misery on one hand and a sign of impotence on the other – rather than a source of sustaining fulfillment.
How might we seek to reclaim this balance?
While many students and teachers (myself included) may be feeling the need for a pleasurable regeneration in the form of a vacation after a long season of schoolwork, Arendt is clear that “intellectual labor” shares few characteristics of manual labor related to maintaining our biological existence. However, there is also a pervasive notion that summer vacation from school was not designed to give students a break from thinking, but rather out of the necessity for young people to work on their families’ farms. Summer vacation is often thought of as a remnant of America’s agrarian past. Despite the fact that this interpretation of summer vacation is in fact historically erroneous, its persistence in the American mind suggests a collective nostalgia for a time when there was a balance of work, labor, and leisure in our lives.
Many educators and politicians today are questioning the wisdom of taking two or more consecutive months off from school, citing the educational demands that the 21st century economy places on individuals trying to earn a living. Summer vacation has been shown to negatively impact those students who are most in need of academic support since they are the least likely to have the privilege of enriching summer experiences at home or in summer programs. Many charter schools have turned to extended school days and extended school years to improve test scores of historically failing (usually urban) populations. It would be wrong to oppose eliminating summer vacation on the grounds that it takes away regenerative time for students, because summer is only regenerative for a privileged segment of the population. But perhaps a case can be made for the present relevance of the historical misconception that summer vacation is a time for young people to learn by laboring for food.
Although the local food movement has largely been the preoccupation of the upper-middle class, it has the potential to change how people in communities across the country participate in cycles of production and consumption. Community based agricultural opportunities are popping up in urban and rural areas, many of which seek to involve as many young people as possible through schools and other community organizations. These farming programs have the potential to teach young people that happiness comes through painful laboring while reaping the direct benefits for oneself and one’s own community. These kinds of work opportunities could begin to shift the imbalance of human activity in our society and reclaim a more direct and fulfilling form of laborer than the mere “jobholder.”
Insofar as education aspires to be more than training in how to make a living in the modern economy – a task made nearly impossible given the rapid technological and societal changes that make it very difficult for teachers to predict what the world may be like when their students are adults – it can open opportunities for young people to reflect on and make meaning of the various aspects of human living on earth. Schools must stand apart from the economic life process long enough to foster a free appreciation for, rather than enslavement to, the cycles of being alive. Participating in the growing of one’s own food during the summer months – whether at home, in a community garden, or on an urban farm – is a good way to learn gratitude for the bodily pain and pleasure that define the life that we have been given.
After months in which university after university signed on to the bandwagon for Massive Open Online Courses called MOOCs, the battle over the future of education has finally begun. This week Duke University pulled out of EdX, the Harvard/MIT led consortium of Massive Open Online Courses called MOOC’s.
The reason: Its faculty rebelled. According to The New York Times,
While [Duke provost Peter] Lange saw the consortium as expanding the courses available to Duke students, some faculty members worried that the long-term effect might be for the university to offer fewer courses — and hire fewer professors. Others said there had been inadequate consultation with the faculty.
The Times also reports that faculty at Amherst College, my alma mater and former employer, voted against joining EdX. Again, the faculty saw danger. My former colleagues worried that the introduction of online courses would detrimentally impact the quality and spirit of education and the small liberal arts college. They also, as our friends over at ViaMeadia report, worried that MOOCs would “take student tuition dollars away from so-called middle-tier and lower-tier” schools, pushing their colleagues at these institutions out of their jobs.
And that brings us to ground zero of the battle between the faculty and the MOOCs: San Jose State University. San Jose State has jumped out as a leader in the use of blended online and offline courses. Mohammad H. Qayoumi, the university's president, has defended his embrace of online curricula on both educational and financial grounds. He points to one course, "Circuits & Electronics," offered by EdX. In a pilot program, students in that course did better than students in similar real-world courses taught by San Jose State professors. Where nearly 40% of San Jose students taking their traditional course received a C or lower, only 9% of students taking the EdX course did. For Qayoumi and others, such studies offer compelling grounds for integrating MOOCs into the curriculum. The buzzword is “blended courses,” in which the MOOCs are used in conjunction with faculty tutors. In this “flipped classroom,” the old model in which students listen to lectures in lecture halls and then do assignments at home, is replaced by online lectures supplemented by discussions and exercises done in class with professors. As I have written, such a model can be pedagogically powerful, if done right.
But as attractive as MOOCs may be, they carry with them real dangers. And these dangers emerge front and center in the hard-hitting Open Letter that the philosophy department at San Jose State University has published addressed to Michael Sandel. Sandel is the Harvard Professor famous for his popular and excellent course “Justice,” that has been wowing and provoking Harvard undergraduates for decades. Sandel not only teaches his course, he has branded it. He sells videos of the course; he published a book called Justice based on the course, and, most recently, created an online video version of the course for EdX. San Jose State recently became one of the first public universities in the country to sign a contract paying for the use of EdX courses. This is what led to the letter from the philosophers.
The letter begins by laying out the clear issue. The San Jose Philosophy department has professors who can teach courses in justice and ethics of the kind Sandel teaches. From their point of view, “There is no pedagogical problem in our department that JusticeX solves, nor do we have a shortage of faculty capable of teaching our equivalent course.” In short, while some students may prefer a course with a famous Harvard professor, the faculty at San Jose State believe that they are qualified to teach about Justice.
Given their qualifications, the philosophy professors conclude that the real reason for the contract with EdX is not increased educational value, but simply cost. As they write: "We believe that long-term financial considerations motivate the call for massively open online courses (MOOCs) at public universities such as ours.
In short, the faculty sees the writing on the wall. Whatever boilerplate rhetoric about blended courses and educational benefit may be fashionable and necessary, the real issue is simple. Public universities (and many private ones as well) will not keep paying the salaries of professors when those professors are not needed.
While for now professors are kept on to teach courses in a blended classroom, there will soon be need for many fewer professors. As students take Professor Sandel’s class at universities around the country, they will eventually work with teaching assistants—just as students do at Harvard, where Professor Sandel has pitifully little interaction with his hundreds of students in every class. These teaching assistants make little money, significantly less than a tenured or even a non-tenured professor. It is only a matter of time before many university classes are taught virtually by superstar professors assisted by armies of low-paid onsite assistants. State universities will then be able to educate significantly more students at a fraction of the current cost. For many students this will be a great boon—a certified and possibly quality education at a cheap price. For most California voters, this is a good deal. But it is precisely what the faculty at San Jose State fear. As they write:
We believe the purchasing of online and blended courses is not driven by concerns about pedagogy, but by an effort to restructure the U.S. university system in general, and our own California State University system in particular. If the concern were pedagogically motivated, we would expect faculty to be consulted and to monitor quality control. On the other hand, when change is financially driven and involves a compromise of quality it is done quickly, without consulting faculty or curriculum committees, and behind closed doors. This is essentially what happened with SJSU's contract with edX. At a press conference (April 10, 2013 at SJSU) announcing the signing of the contract with edX, California Lieutenant Governor Gavin Newsom acknowledged as much: "The old education financing model, frankly, is no longer sustainable." This is the crux of the problem. It is time to stop masking the real issue of MOOCs and blended courses behind empty rhetoric about a new generation and a new world. The purchasing of MOOCs and blended courses from outside vendors is the first step toward restructuring the CSU.
The San Jose State philosophy professors are undoubtedly correct. We are facing a systematic transformation in higher education in this country and also in secondary education as well. Just as the Internet has revolutionized journalism and just as it is now shaking the foundations of medicine and law, the Internet will not leave education alone. Change seems nigh. Part of this change is being driven by cost. Some of it is also being driven by the failures and perceived failures of our current system. The question for those of us in the world of higher education is whether we can respond intelligently to save the good and change out the bad. It is time that faculties around the country focus on this question and for that we should all be thankful to the philosophy professors at San Jose State.
The Open Letter offers three main points to argue that it is bad pedagogy to replace them with the blended course model of MOOCs and teaching assistants.
First, they argue that good teaching requires professors engaged in research. When professors are engaged in active research programs, they are interested in and motivated by their fields. Students can perceive if a professor is bored with a class and students will always learn more and be driven to study and excel by professors who feel that their work matters. Some may wonder what the use of research is that is read by only a few colleagues around the world, but one answer is that such research is necessary to keep professors fresh and sharp. We all know the sad fate of professors who have disengaged from research.
Second, the philosophy professors accept the argument of many including myself that large lectures are not the best way to teach. They teach by the Socratic method, interacting with students. Such classes, they write, are much better than having students watch Professor Sandel engage Socratically with faculty at Harvard. Of course, the MOOC model would still allow for Socratic and personal engagement, just by much lower paid purveyors of the craft. The unanswered question is whether low-paid assistants can be trained to teach well. The answer may well be yes.
Third, the philosophy faculty worry about the exact same moral justice course being taught across the country. We can already see the disciplinary barricades being drawn. It may be one thing to teach Math to the whole country from one or two MOOCs, but philosophy needs multiple perspectives. But how many? The philosophy professors suggest that their highly diverse and often lower-middle-class students have different experiences and references than do Professor Sandel’s Harvard students. They can, in the classroom, better connect with these students than Professor Sandel via online lectures.
The points the San Jose State philosophy professors raise are important. In many ways, however, their letter misses the point. Our educational system is now structured on a few questionable premises. First, that everyone who attends college wants a liberal arts education. That is simply not true. Many students simply want a credential to get a job. If these students can be taught well and more cheaply, we should help them. There is a question of whether we need to offer everyone the same kind of highly personalized and expensive education. While such arguments will be lambasted as elitist, it is nevertheless true that not everyone wants or needs to read Kant closely. We should seek to protect the ability of those who do—no matter their economic class—and also allow those who don’t a more efficient path through school.
A second questionable premise is that specialization is necessary to be a good teacher. This also is false. Too much specialization removes one from the world of common sense. As I have argued before, we need professors who are educated more generally. It is important to learn about Shakespeare and Aristotle, but you don’t need to be a specialist in Shakespeare or Aristotle to teach them well and thoughtfully to undergraduates. This is not an argument against the Ph.D. It is important to study and learn an intellectual tradition if you are going to teach. But it is an argument against the professionalization of the Ph.D. and of graduate education in general. It is also an argument against the dominance of undergraduate curriculum by professionalized scholars.
Third, and perhaps most importantly, is the premise that everyone needs to go to college. If we put a fraction of the resources we currently spend on remedial education for college students back into public high schools in this country, we could begin the process of transforming high school into a serious and meaningful activity. For one thing, we could begin employing Ph.D.s as high school teachers as are many of the emerging early colleges opening around the country.
I am sympathetic to the philosophy professors at San Jose State. I too teach a course on Justice called “The Foundation of Law: The Quest for Justice.” It is a course quite similar and yet meaningfully different from Michael Sandel’s course on Justice. I believe it is better, no offense meant. And I would be upset if I were told next year that instead of teaching my course I would be in effect a glorified TA for Professor Sandel. I hope it doesn’t come to that, but I know it might.
The only response for those whose jobs are being replaced by computers or the Internet is to go out and figure out how to do it better. That is what happened to journalists who were fired in droves. Many quit voluntarily and began developing new models of journalism, including blogs that have enriched our public discourse and largely rejuvenated public journalism in this country. Blogs, of course, are not perfect, and there is the question of how to make a living writing one. But enterprising bloggers like Andrew Sullivan and Walter Russell Mead are figuring that out. So too are professors like Michael Sandel and Andrew Ng.
We need educators to become experimental these days, to create small schools and intensive curricula within larger institutions that make the most of the personal interaction that is the core of true pedagogy. If that happens, and if teachers offer meaningful education for which students or our taxpayers will pay, then our jobs will be safe. And our students will be better for it. For this reason, we should welcome the technology as a push to make ourselves better teachers.
The Open Letter to Michael Sandel deserves a response. I hope Professor Sandel offers one. Until then, I recommend that this beautiful Spring weekend you read the letter from the San Jose State Philosophy Department. It is your weekend read.
The NY Times Editorial page takes aim at online education on Monday. It turns out that studies show that more students in online classes drop out of classes, more fail, and fewer graduate. This is not surprising. But one might ask so what? Online courses are proliferating and will continue to do so because they are less expensive. For some students, they may even be better. But for high-risk students, the track record is poor. Here is the Times editorial board’s conclusion:
A five-year study, issued in 2011, tracked 51,000 students enrolled in Washington State community and technical colleges. It found that those who took higher proportions of online courses were less likely to earn degrees or transfer to four-year colleges. The reasons for such failures are well known. Many students, for example, show up at college (or junior college) unprepared to learn, unable to manage time and having failed to master basics like math and English.
Lacking confidence as well as competence, these students need engagement with their teachers to feel comfortable and to succeed. What they often get online is estrangement from the instructor who rarely can get to know them directly. Colleges need to improve online courses before they deploy them widely. Moreover, schools with high numbers of students needing remedial education should consider requiring at least some students to demonstrate success in traditional classes before allowing them to take online courses.
The Times’ solution is based on a common lament, that young people are caught in a double bind, what Joseph Stiglitz recently described as a Catch-22:
Without a college education, they are condemned to a life of poor prospects; with a college education, they may be condemned to a lifetime of living at the brink. And increasingly even a college degree isn’t enough; one needs either a graduate degree or a series of (often unpaid) internships. Those at the top have the connections and social capital to get those opportunities. Those in the middle and bottom don’t. The point is that no one makes it on his or her own. And those at the top get more help from their families than do those lower down on the ladder. Government should help to level the playing field.
Stiglitz, like the NY Times editorial board, worries that the current higher educational system is poorly suited to addressing questions of class. Both are right. College education is too expensive for most poor and even many middle class Americans. This is especially true since many people spend much of their time (and money) in college taking remedial courses where they learn little of extra value. And when these at-risk students do attend college, they too often emerge with life-altering debt rather than a transformative education.
What both the Times and Stiglitz want is to change the system of college and how we subsidize it. I leave aside the argument over whether government subsidies for higher education are the right answer. That becomes a question of how much money we want to pay as a percentage of our GDP.
But what does seem strange is that we continue to see our colleges as the problem here. As the Times rightly sees, the problem is that students arrive at college unprepared.
Our overburdened public colleges must spend a fortune on remedial education for students. And then we charge students for this remedial education, which frequently fails, leaving them with debt and nothing else.
Whereas colleges cost students money, high school education is typically free. The first line of attack on inequality through education should be reforming and improving high schools. Yet no one speaks about that. President Obama’s education initiatives focus on early pre-school education and community college. High Schools are left out. But if we could divert the huge resources currently spent on remedial college education to high schools, maybe college wouldn’t be so necessary. And maybe those who attended college might then be ready to work at a college level.
In this week's Chronicle of Higher Education, Richard D. Kahlenberg lifts (or rips) the band-aid off a wound that has been festering for decades. For much of the 20th century, class animated campus Marxists. Since the 1970s, race and gender have largely supplanted class as the source of youthful protest. But the pendulum is swinging back. Studies find that "being an underrepresented minority increased one's chances of admissions at selective colleges by almost 28 percentage points, but that being low-income provided no boost whatsoever." Will racial and gender politics give way to a renewed interest in class? Will there be a divide on the left between class and identity politics? In either case, the debate is beginning.
Here is Kahlenberg:
Long hidden from view, economic status is emerging from the shadows, as once-taboo discussions are taking shape. The growing economic divide in America, and on American campuses, has given rise to new student organizations, and new dialogues, focused on raising awareness of class issues—and proposing solutions. With the U.S. Supreme Court likely to curtail the consideration of race in college admissions this year, the role of economic disadvantage as a basis for preferences could further raise the salience of class.
This interest represents a return to an earlier era. Throughout the first half of the 20th century, class concerns animated Marxists on campus and New Deal politicians in the public sphere. Both groups papered over important dimensions of race and gender to focus on the nation's economic divide. Programs like Federal Housing Administration-guaranteed loans and the GI Bill provided crucial opportunities for upward mobility to some working-class families and students.
Colleges, meanwhile, began using the SAT to identify talented working-class candidates for admission. But FHA loans, the GI Bill, and the SAT still left many African-Americans, Latinos, and women out in the cold.
In the 1960s and 70s, that narrow class focus was rightly challenged by civil-rights activists, feminists, and advocates of gay rights, who shined new light on racism, sexism and homophobia. Black studies, women's studies, and later gay studies took root on college campuses, along with affirmative-action programs in student admissions and faculty employment to correct for the lack of attention paid to marginalized groups by politicians and academics alike.
Somewhere along the way, however, the pendulum swung to the point that issues of class were submerged. Admissions officers, for example, paid close attention to racial and ethnic diversity, but little to economic diversity. William Bowen, a former president of Princeton University, and his colleagues reported in 2005 that being an underrepresented minority increased one's chances of admissions at selective colleges by almost 28 percentage points, but that being low-income provided no boost whatsoever. Campuses became more racially and ethnically diverse—and all-male colleges began admitting women—but students from the most advantaged socioeconomic quartile of the population came to outnumber students from the least advantaged quartile at selective colleges by 25 to 1, according to a 2004 study by the Century Foundation.
Read the whole article here.
Kahlenberg’s inquiry into the return of class to debates on campus cannot be seen outside the context of rising inequality in the U.S. Just this week Anne Lowrey reports in the New York Times that incomes are rising briskly for the top 1% but are actually stagnant or falling for everyone else:
Incomes rose more than 11 percent for the top 1 percent of earners during the economic recovery, but not at all for everybody else, according to new data.
It may be true that prices are declining and the middle class, despite its wage stagnation, is still living well. But we cannot ignore the increasing divide between the rich and the middle class. Not to mention the poor.
This was the topic of an op-ed essay in Monday’s New York Times by Nobel Laureate, Joseph Stiglitz, who writes, “The gap between aspiration and reality could hardly be wider.” Stiglitz, like Kahlenberg, sets the question of class inequality against increasing racial equality:
While racial segregation decreased, economic segregation increased. After 1980, the poor grew poorer, the middle stagnated, and the top did better and better. Disparities widened between those living in poor localities and those living in rich suburbs — or rich enough to send their kids to private schools. A result was a widening gap in educational performance — the achievement gap between rich and poor kids born in 2001 was 30 to 40 percent larger than it was for those born 25 years earlier, the Stanford sociologist Sean F. Reardon found.
Many on the left will respond that race and class are linked: minorities, who are poor, they say, suffer worst of all. That may be true. But race, gender, and identity have dominated the conversation about equality and oppression in this country for 50 years. That is changing. This will be hard for some to accept, and yet it makes sense. Poverty, more than race or gender, is increasingly the true mark of disadvantage in 21st century America.
Stephanie A. Miner, the Mayor of Syracuse NY, has an important op-ed essay in The NY Times Thursday. Syracuse is one of hundreds of cities around the state and tens of thousands around the country that are struggling with the potentially disastrous effects of out-of-control pension costs. Where this crisis is heading can be seen in California, where San Bernadino has become the third California city to declare bankruptcy. These cities are dying. They are caught in a bind. Either they decide not to pay their promised debts to pensioners; or, in honoring those debts, they so fully raise taxes and cut services as to ruin the lives of their citizens.
In Syracuse, Mayor Miner understands well the depth of the problem. First, public employee labor costs are too high not because salaries are high, but because pension costs and medical benefits are rising without limit. Second, revenues are being slashed, both from the recession and from cutbacks from the state and federal governments. Finally, the middle and upper class flight from cities to suburbs have left the tax base in cities low at the moment when poorer city dwellers are disproportionately in need of public services.
The result is that cities are faced with a stark choice: Do they pay older citizens what has been promised to them? Or do they cut those promised pensions in order to provide services for the young? This is a generational conflict that is playing out across the country.
Miner is worried that the response by NY State is making the problem worse. In short, Governor Cuomo and the legislature have decided to let cities that cannot afford to fund their burgeoning pension obligations borrow money to pay those pensions. The kicker is, that the cities are being told to borrow money from the very same pension plan to which they owe money.
If this sounds suspicious, it is. As Danny Hakim—one of the best financial reporters around—wrote almost exactly one year ago in the NY Times, this is a desperate and dangerous move:
When New York State officials agreed to allow local governments to use an unusual borrowing plan to put off a portion of their pension obligations, fiscal watchdogs scoffed at the arrangement, calling it irresponsible and unwise.
And now, their fears are being realized: cities throughout the state, wealthy towns such as Southampton and East Hampton, counties like Nassau and Suffolk, and other public employers like the Westchester Medical Center and the New York Public Library are all managing their rising pension bills by borrowing from the very same $140 billion pension fund to which they owe money.
The state’s borrowing plan allows public employers to reduce their pension contributions in the short term in exchange for higher payments over the long term. Public pension funds around the country assume a certain rate of return every year and, despite the market gains over the last few years, are still straining to make up for steep investment losses incurred in the 2008 financial crisis, requiring governments to contribute more to keep pension systems afloat.
Supporters argue that the borrowing plan makes it possible for governments in New York to “smooth” their annual pension contributions to get through this prolonged period of market volatility.
Critics say it is a budgetary sleight-of-hand that simply kicks pension costs down the road.
Borrowing from the state pension plan to pay municipal pension costs is simply failing to pay the pensions this year and thus having to pay more next year.
Hakim, as good as he is, allows Thomas P. DiNapoli—the state’s comptroller—to get away with calling the scheme “amortization.”
The state’s comptroller, Thomas P. DiNapoli, said in a statement, “While the state’s pension fund is one of the strongest performers in the country, costs have increased due to the Wall Street meltdown.” He added that “amortizing pension costs is an option for some local governments to manage cash flow and to budget for long-term pension costs in good and bad times.”
But how is this amortization? The assumption or hope is that the market will rise, the pension fund will go up, and then the municipalities will owe less. That is hardly amortization. No, it is desperate speculation with public monies.
The crisis in our cities afflicts the whole country, according to a study by the Pew Center on the States.
Cities employing nearly half of U.S. municipal workers saw their pension and retiree health-care funding levels fall from 79% in fiscal year 2007 to 74% in fiscal year 2009, using the latest available data, according to the Pew Center on the States. Pension systems are considered healthy if they are 80% funded.
The reason to pay attention to the problems in cities is that cities have even less ability to solve their pension shortfalls than states. The smaller the population, the more a city would have to tax each citizen in order to help pay for the pensions of its retired public workers. The result is that either cities get bailed out by states and lose their independence (as is happening in Michigan) or the cities file for bankruptcy (as is happening in California).
Mayor Miner, a Democrat, takes a huge risk in standing up to the Governor and the legislature. She is rightly insisting that they stop hiding from our national addiction to the crack-cocaine of unaffordable guaranteed lifetime pensions. Piling unpayable debts upon our cities will, in the end, bankrupt these cities. And it will continue the flight to the suburbs and the hollowing out of the urban core of America. Above all, it will sacrifice our future in order to allow the baby boomers to retire in luxury. Let’s hope Miner’s call doesn’t go unheeded.
China has embraced the idea of a Western college education in a big way. As the NY Times reported recently, the country is making a $250 billion-a-year investment designed to give millions of young Chinese citizens a college education. “Just as the United States helped build a white-collar middle class in the late 1940s and early 1950s by using the G.I. Bill to help educate millions of World War II veterans, the Chinese government is using large subsidies to educate tens of millions of young people as they move from farms to cities.”
But for most of these newly minted college graduates, jobs are scarce. One reason is that these graduates often have few marketable skills and they refuse to take the jobs that actually exist. What China needs are people to work in factories. But for college graduates, factory work has little or even no allure.
Consider the case of Wang Zengsong.
Wang Zengsong is desperate for a steady job. He has been unemployed for most of the three years since he graduated from a community college here after growing up on a rice farm. Mr. Wang, 25, has worked only several months at a time in low-paying jobs, once as a shopping mall guard, another time as a restaurant waiter and most recently as an office building security guard.
But he will not consider applying for a full-time factory job because Mr. Wang, as a college graduate, thinks that is beneath him. Instead, he searches every day for an office job, which would initially pay as little as a third of factory wages.
“I have never and will never consider a factory job — what’s the point of sitting there hour after hour, doing repetitive work?” he asked.
This story is actually not unique to China. In the United States too, we here repeatedly that small businesses are unable to expand because they cannot find qualified workers. The usual reprise is that high school graduates don’t have the skills. Rarely asked is why college graduates don’t apply? I assume the reason is the same as in China. College graduates see production work as beneath them.
Plenty of college graduates, many with debt, are interning for free or working odd jobs that pay little; yet they do not even consider learning a skill and taking a job that would require them to build something. Just like their comrades in China, these young people identify as knowledge workers, not as fabricators. For them, a job making things is seen as a step down. Something that is beneath them.
Disdain for manual labor combined with respect for cognitive work is the theme of Matthew B. Crawford’s book Shop Craft as Soul Craft, based on his article by the same name that appeared in 2006 in The New Atlantis. Crawford’s writing is rich and his thinking profound. But boiled down, I took three main points from his book and article.
First, there is a meaningful and thoughtful component to manual labor. To make something is not thoughtless, but requires both skill and intelligence. This is true if you are building a table, where you must think about the shape, functionality, and aesthetics of a table. But even in factory work, there is the challenge of figuring out how to do something better. And in the modern factory, labor demands technical skill, problem solving, and creativity. Whether you are building a house or making a battery, making things requires thought. What is more, it is good for the soul. Here is how Crawford writes about the soul benefits of craft:
Hobbyists will tell you that making one’s own furniture is hard to justify economically. And yet they persist. Shared memories attach to the material souvenirs of our lives, and producing them is a kind of communion, with others and with the future. Finding myself at loose ends one summer in Berkeley, I built a mahogany coffee table on which I spared no expense of effort. At that time I had no immediate prospect of becoming a father, yet I imagined a child who would form indelible impressions of this table and know that it was his father’s work. I imagined the table fading into the background of a future life, the defects in its execution as well as inevitable stains and scars becoming a surface textured enough that memory and sentiment might cling to it, in unnoticed accretions. More fundamentally, the durable objects of use produced by men “give rise to the familiarity of the world, its customs and habits of intercourse between men and things as well as between men and men,” as Hannah Arendt says. “The reality and reliability of the human world rest primarily on the fact that we are surrounded by things more permanent than the activity by which they were produced, and potentially even more permanent than the lives of their authors.”
Arendt values those who make things, especially things that last, because lasting objects give permanence to our world. And such workers who make things are above all thinkers in her understanding. Work is the process of transfiguring the idea of something into a real and reliable object.
But even laborers who make consumable goods are, for Arendt, doing deeply human activity. To be human has been, for time immemorial, also to labor, to produce the goods one needs to live. A life without labor is impoverished and “the blessing of labor is that effort and gratification follow each other as closely as producing and consuming the means of subsistence.” Granted, in repetitive factory labor these blessings may seem obscure, but then again, Dilbert has taught us much about the supposed blessings of office work as well.
Second, Crawford tells the story of how schools in the U.S. have done away with shop classes, home economics, and auto-repair, all classes I and many others took in junior high and high school. In the pursuit of college preparation, education has ceased to value the blessings of labor and work.
Third, Crawford argues that in a global economy it will be work with out hands and not just work with our brains that pays well. When legal analysis can be outsourced or replaced by robots as easily as phone operators, the one kind of job that will remain necessary for humans is repair work, fixing things, and building things. Such work requires the combination of mental and physical dexterity that machines will unlikely reach for a very long time. Thus, Crawford argues that by emptying our schools of training in handwork, we are not only intellectually impoverishing our students, but also failing to train them for the kinds of jobs that will actually exist in the future.
Many of my students might now agree. I have former students who have written excellent senior theses on Emerson and Heidegger now working on Organic farms or learning the trade of gourmet cheese production. Others are making specialty furniture. One is even making a new custom-built conference table for the Hannah Arendt Center here at Bard. These students love what they do and are making good livings doing it. They are enriching the world with meaningful objects and memories that they are producing, things they can share as gifts and sell with pride.
Many of the best jobs out there now are in the specialty craft areas. These jobs require thought and creativity, but also experience with craftsmanship and labor. Crawford does not argue against training people well in the liberal arts, but he does raise important questions about our valuation of intellectual over manual labor. We here in the U.S. as well as our friends in China should pay attention. Perhaps we need to rethink our intellectual aversion to production. Maybe we should even begin again to teach crafts and skills in school.
Crawford will be speaking at the next Hannah Arendt Center Conference “The Educated Citizen” on Oct. 3-4, at Bard College. We invite you to join us. Until then, I commend to you his book or at least his essay; Shop Craft as Soul Craft is your weekend read.
The Hannah Arendt Center has followed the shadow dance of the fiscal cliff less for its fiscal than for its political lessons. While a deal was struck, it is hard not to be impressed by the breakdown of our political class. Like the Europeans, we are now officially kicking the can down the road, refusing to address our meaningful problems. There is, in short, no political will and no political leadership with the courage and willingness to act in ways that might help us imagine a new way out of our predicament.
One could say it is the fault of voters. But there is a funny thing happening in politics. The House of Representatives, which is supposed to be the most populist of the major branches of government, is the one branch of government that is calling loudly for painful spending cuts and resisting the rise of our out-of-control debt. True the House is calling for tax cuts, but so too did the Senate and the President. What distinguishes the House now is its insistence on cutting spending. The Senate and President—imagined to be more protected from popular will—are instead combining now to cut taxes, increase spending, and keep the gravy train of government-subsidized stimulus flowing. In a strange way, it is the political body most responsive to voters that is at least calling for change—even if the House Republicans refuse to be honest about what those changes would be or what they would mean. Why or how has this political inversion happened?
One of the few Senators who voted against the compromise is Michael Bennett, the Democratic Senator from Colorado who was supposed to be cliff jumping in Vail (it’s nice here!) but stayed in Washington to vote “No.” Interviewed by Maureen Dowd in The New York Times, Bennett says: “Going over the cliff is a lousy choice and continuing to ignore the fiscal realities that we face is a lousy choice.” Bennett, a free thinking Democrat, knows that things have to change.
"The burden of proof has to shift from the people who want to change the system to the people who want to keep it the same,” he said. “I think if we can get people focused to do what we need to do to keep our kids from being stuck with this debt that they didn’t accrue, you might be surprised at how far we can move this conversation.
But what is it about the system that needs to change? Some see this as simply a matter of policy. Nouriel Roubini, writing today in the Financial Times, thinks taxes need to go up for all Americans to help support a welfare state that is drastically underfunded and yet ever-so necessary:
Neither Democrats nor Republicans recognise that maintaining a basic welfare state, which is right and necessary in our age of globalisation, rapid technological change and demographic pressure, implies higher taxes for the middle class as well as for the rich. A deal that extends unsustainable tax cuts for 98 per cent of Americans is therefore a pyrrhic victory for Mr. Obama.
Roubini may very well be right. But as he himself recognizes, the political will to exercise this transformation is simply not there. What that means policy wise, I do not know.
The New York Times tells the story of Benjamin Goering. Goering is 22. Until recently he studied computer science and philosophy at the University of Kansas. He felt “frustrated in crowded lecture halls where the professors did not even know his name.” So Goering dropped out of college and went to San Francisco, where he got a job as a software engineer.
I applaud Goering for making a risky decision. College was not for him. This does not mean he wasn’t smart or couldn’t cut it. He clearly has talent and it was being wasted in courses he was not interested in that were costing him and his family many tens of thousands of dollars every year. In leaving, Goering made the right decision for him. Indeed, many more college students should make the same decision he did. There are huge numbers of talented people who are simply not intellectuals and don’t enjoy or get much out of college. This is not destiny. A great or good teacher might perk them up. But largely it is a waste of their time and money for them to struggle through (or sleep through) classes that bore them. If anything, the forced march through Shakespeare and Plato make these students less engaged, cynical, and self-centered as they turn from common sense to the internal pursuit of self interest in partying and life in private.
The story should raise the big question that everyone tiptoes around in this current debate about college: Who should go to college?
The obvious answer is those who want to and those who care about ideas. Those who see that in thinking and reading and talking about justice, democracy, the scientific method, and perspective, we are talking about what it means to live in a large, democratic, bureaucratic country at a time of transition from an industrial to a information-age economy. College, in other words, is for those people who want to think about their world. It is for people who are willing and eager to turn to the great thinkers who came before them and, also, the innovative scientists and artists who have revealed hidden secrets about the natural and the human worlds. It is, in other words, for intellectuals. And this of course raises the “E” question: the question of elitism.
It is folly to think that everyone is or should be interested in such an endeavor. In no society in history have intellectuals been anything but a small minority of the population. This is not a question of privilege. There is no reason to think that those who love ideas are better or more qualified than those who work the earth, build machines, or engineer websites. It may very well be otherwise.
Hannah Arendt was clear that intellectuals had no privileged position in politics. On the contrary, she worried that the rise of intellectuals in politics was specifically dangerous. Intellectuals, insofar as they could get lost in and captivated by ideas, are prone to lose sight of reality in the pursuit of grand schemes. And intellectuals, captivated by the power of reason, are susceptible to rationalizations that excuse wrongs like torture or suicide bombing as means necessary for greater goods. The increasing dominance of intellectuals in politics, Arendt argued, is one of the great dangers facing modern society. She thus welcomed the grand tradition of the American yeoman farmer and affirmed that there is no need to go to college to be an engaged citizen or a profound thinker. The last of our Presidents who did not attend college was Abraham Lincoln. He did just fine. It is simply ridiculous to argue that college is a necessary credential for statesmanship.
While intellectuals have no special claim to leadership or prominence, they are nevertheless important. Intellectuals—those who think— are those people in society who stand apart from the mainstream pressures of economy and influence and outside the political movements of advocacy and propaganda. In the Arendtian tradition, intellectuals are or can be conscious pariahs, those who look at their societies from the outside and thus gain a perspective from distance that allows them to understand and comprehend the society in ways that people deeply embedded within it cannot. Those who stand apart from society and think are important, first because they preserve and deepen the stories and tales we as a society tell about ourselves. In writing poetry, making art, building monuments, writing books, and giving speeches, intellectuals help lend meaning and gravity to the common sense we have of ourselves as a people.
One problem we have in the current debate is that College has morphed into an institution designed to do many (too many) things. On the one hand, college has historically been the place for the education of and formation of intellectuals. But for many decades if not many centuries, that focus has shifted. Today College is still a place for the life of the mind. But it is also a ticket into the middle or upper-middles classes and it is equally a job-training and job-certification program. Of course, it is also a consumer good that brands young people with a certain mystique and identity. For many localities colleges are, themselves, job creation machines, bringing with them all sorts of new businesses and throwing off patents and graduating students that reinvigorate local communities. The university is now a multiversity, to invoke Clark Kerr’s famous term. When we talk about college today, the debate is complicated by these multiple roles.
It is difficult to raise such issues today because they smack of elitism. Since college-educated people think they are superior to those without a fancy diploma, their egalitarianism then insists that everyone should have the same experience. We are not supposed to entertain the idea that some people may not want to go to college. Instead, we are told that if they had a better education, if they knew better, if they just were taught to understand, they would all want to sit in classrooms and read great books or do exciting experiments.
We are stuck today with what Hannah Arendt called, in a related context, the “democratic mentality of an egalitarian society that tends to deny the obvious inability and conspicuous lack of interest of large parts of the population in political matters as such.” In politics, Arendt argued that what was needed were public spaces from which a self-chose “élite could be selected, or rather, where it could select itself.” Similarly, in education today, colleges should be the spaces where those who want to select themselves as an educated élite might lose themselves in books and experiments and amongst paintings and symphonies. There is simply no reason to assume that most people in society need to or should be interested in such an endeavor.
One reason the question of elitism is so present in debates about college is the disgusting and degenerate state of American public high schools. If high schools provided a serious and meaningful civic education, if they taught not simply reading and writing and arithmetic, but history and art—and taught these well—we would not need to send students to remedial education in college where they could be taught these subjects a second time. While many academics wring their hands about making college available to all, they might do much better if they focused on high schools and grammar schools around the country. If we were to redistribute the billions of dollars we spend on remedial college education to serious reform efforts in high schools, that money would be very well spent.
To raise the question of elitism means neither that college should be open only to the rich and connected (on the contrary, it should be open to all who want it), nor that the educated elite is to be segregated from society and kept apart in an ivory tower. When one reads Shakespeare, studies DNA, or dances with Bill T. Jones, one is not simply learning for learning's sake. Few understood this better than John Finley, Greek Professor at Harvard, who wrote General Education in a Free Society in 1945. Finley had this to say about the purposes of a college education:
The heart of the problem of a general education is the continuance of the liberal and humane tradition. Neither the mere acquisition of information nor the development of special skills and talents can give the broad basis of understanding which is essential if our civilization is to be preserved…. Unless the educational process includes at each level of maturity some continuing contact with those fields in which value judgments are of prime importance, it must fall short of the ideal.
What college should offer—as should all education at every level except for the most specialized graduate schools—is the experience of thinking and coming to engage with the world in which one lives. College is, at its best, an eye opening experience, an opportunity for young people to learn the foundational texts and also be exposed to new cultures, new ideas, and new ways of thinking. The ideas of justice, truth, and beauty one learns are not valuable in themselves; they are meaningful only insofar as they impact and inform our daily lives. To read Plato’s Republic is to ask: what are the value of the ideas of good and the just? It is also to meditate on the role of music and art in society. And at the same time, it is to familiarize oneself with characters like Socrates and Plato who, in the world we share, epitomize the qualities of morality, heroism, and the pursuit of the truth wherever it might lead. This can also be done in high schools. And it should be.
It is simply wrong to think such inquiries are unworldly or overly intellectual. Good teachers teach great texts not simply because the books are old, but because they are meaningful. And young students return to these books generation after generation because they find in them stories, examples, and ideas that inspire them to live their lives better and more fully.
As Leon Botstein, President of Bard College where the Hannah Arendt Center is located, writes in his book Jefferson’s Children,
No matter how rigorous the curriculum, no matter how stringent the requirements, if what goes on in the classroom does not leave its mark in the way young adults voluntarily act in private and in public while they are in college, much less in the years after, then the college is not doing what it is supposed to do.
The basic question being asked today is: Is college worthwhile? It is a good question. Too many colleges have lost their way. They no longer even understand what they are here to offer. Faculty frequently put research above teaching. Administration is the fastest growing segment of university education, which is evidence if anything is that universities simply do not know what their mission is anymore. It is no wonder, then, that many of our brightest young people will begin to shy away from the thoughtless expectation that one must attend college.
All around us, people are opting out of college. The mania for online education is at least in part fueled by the hunger for knowledge from students and others who do not want or need to attend college. The Times highlights Uncollege and other organizations that advocate “hacking” your education. Recall that Lincoln was better schooled in the classics of poetry and politics than most every college educated President who followed him. At a time when many colleges are so confused and trying to do so many things, they often do none well. It may be the case today that we need to evolve new networks and new organizations where intellectualism can flourish. And it may be small liberal arts colleges that are more flexible and more able to make that transition than large, bureaucratic research institutions.
The real question this debate needs to raise, but avoids, is: Who should get a college education? The answer, “not everyone,” is one few want to hear. And yet it might be the beginning of a real conversation about what a college education is for and why we are today so often failing to provide it to our students.
Hannah Arendt spoke of having acquired, through her life, a "love of the world." When writing about education she argues that "education is the point at which we decide whether we love the world enough to assume responsibility for it." And in politics, she insists, we must care for and love the world more than oneself. What then is the world?
The world is related to human making and to the things and artifacts that human beings make. What defines the things of a world is that those things gather individuals together.
In the public realm, a politician is that person who speaks and acts in such a way that those around him come to see those institutions and values that they share and treasure. The common world is the world that emerges when a plurality of people bind themselves to stories, traditions, institutions, rituals, and practices that they share and that they love. Like a table that unites those who sit around it in a common conversation or feast, the common world brings different people together. It stands between them, both joining and separating them.
In the private realm, a world is founded in property, and property has an essential role in the public realm too. For property is what one owns, what is proper to one, and thus defines one over against others in the common world. Property provides the boundaries between people and also serves as the boundary between the commonality of the public realm and the uniqueness of the private realm. It is no accident that original Greek word for law, nemein, also means to distribute and to possess, as well as to dwell. Property, in English, also names the laws of propriety, what is right and given to each.
In both the public and the private realms the world consists of things that endure. Worldly things must not only be common. They must also last. Since we must love the world more than our own lives—since we must be willing to pursue the world as an ideal and sacrifice ourselves to the glory and good of the world we share with others—the world must offer us the promise of permanence and thus immortality.
How are to understand the worldly conditions of permanence and immortality? We might ask: What is a house?
This is one of the many questions at issue in Jonathan Franzen's essay "House For Sale," about his return to his mother's house in Webster Grove, Missouri to sell the house after her death. Here is how Franzen describes his mother's house.
This was the house where, five days a month for ten month, while my brothers and I were going about our coastal lives, she had come home alone from chemotherapy and crawled into bed. The house from which, a year after that, in early June, she had called me in New York and said she was returning to the hospital for more exploratory surgery, and then had broken down in tears and apologized for being such a disappointment to everyone and giving us more bad news. The house where, a week after her surgeon had shaken his head bitterly and sewn her abdomen back up, she'd grilled her most trusted daughter-in-law on the idea of the afterlife, and my sister-in-law had confessed that, in point of sheer logistics, the idea seemed to her pretty far-fetched, and my mother, agreeing with her, had then, as it were, put a check beside the item "Decide about the afterlife" and continued down her to-do list in her usual pragmatic way, addressing other tasks that her decision had rendered more urgent than ever, such as "Invite best friends over one by one and say goodbye to them forever." This was the house from which, on a Saturday morning in July, my brother Bob had driven her to her hairdresser, who was Vietnamese and affordable and who greeted her with the words "Oh, Mrs. Fran, Mrs. Fan, you look terrible," and to which she'd returned, an hour later, to complete her makeover, because she was spending long-hoarded frequent-flyer miles on two first-class tickets, and first-class travel was an occasion for looking her best, which also translated into feeling her best; she came down from her bedroom dressed for first class, said goodbye to her sister, who had traveled from New York to ensure that the house would not be empty when my mother walked away from it—that someone would be left behind—and then went to the airport with my brother and flew to the Pacific Northwest for the rest of her life. Her house, being a house, was enough slower in its dying to be a zone of comfort to my mother, who needed something larger than herself to hold on to but didn't believe in supernatural beings. Her home was the heavy (but not infinitely heavy) and sturdy (but not everlasting) God that she'd loved and served and been sustained by, and my aunt had done a very smart thing by coming when she did.
Franzen offers us a house in many valences.
It was where his mother lived. Where she was sick. Where she thought about dying and God. Where she recovered from surgery and made herself up. Above all, it was his mother's house. Later he writes that the house was "my mother's novel, the concrete story she told about herself." In this house she "pondered the arrangement of paintings on a wall like a writer pondering commas." It was a house in which she showed herself. It was thus an invitation. And "she wanted you to want to stay."
The problem is that Franzen does not want to stay in his mother's house. He grew up in the house, but he resents it. The house his mother made, was filled with "sturdy and well made" furniture that "my brothers and I couldn't make ourselves want." He has fled the house and returns only to remove those photos that for his mother made the house hers, to act like a conqueror, he admits, and repossess the house from his mother. But only to then sell it.
If Mrs. Fanzen's house is her novel and if it was a house in which she both concealed and showed herself, her son's house in NYC is something else entirely. Here is how Franzen describes his own dwelling place:
I now owned a nice apartment on East Eighty-first Street. Walking in the door, after two months in California, I had the sensation of walking into somebody else's apartment. The guy who lived here was apparently a prosperous middle-aged Manhattanite with the sort of life I'd spent my thirties envying from afar, vaguely disdaining, and finally being defeated in my attempts to imagine my way into. How odd that I now had the keys to this guy's apartment.
House for sale is, amongst other themes like the loss of religion, the loss of family, and the loss of the American middle class, about the loss of the American house. It is also therefore, in an Arendtian vein, a story about the loss of our world, the property that both hides and nurtures our souls and separates and distinguishes us from our fellow citizens. Denuded of our habitus and property, we are defenseless against the conformity of society. Without desks and bookshelves passed down over generations that fit us, over and against our choices, into a private world, we are consumers who build a temporary bulwark whether styled by Ikea or the local antique store. Such a house is not meant to last and to be passed down across the generations. It will be used and, eventually, sold or walked away from. With nothing that defines us in a lasting and immortal vein, our lives have no depth or meaning beyond our accomplishments. There is no weight or law that claims us and obligates. We are free, but free, unsure why we are here or what it all means.
I recently encountered Jonathan Franzen's essay within an extraordinary theatrical experience. The play "House For Sale" is based on his essay by the same name.
It has been adapted for the stage by Daniel Fish. I have now been to see it twice. The play is hilarious, brutal, and shattering. It makes Franzen's essay come alive in ways miraculous and uplifting. The final scene itself is worth dropping every plan you have, flying to NYC, and rushing to the Duke Theatre on 42nd St. to catch it. I can't recommend this highly enough. But hurry, it is playing for only a few more performances. You can buy tickets here.
Or, if you simply can't get to NYC, buy The Discomfort Zone, Franzen's book of essays in which "House For Sale" originally appeared. It is your weekend read.
The re-election of Barack Obama is a milestone. Barack Obama will always be remembered as the first black President of the United States. He will now also be remembered as the first black two-term President, one who was re-elected in spite of nearly 8% unemployment and a feeling of deep unease in society. He is the black President who was re-elected because he seemed, to most Americans, more presidential, more trustworthy, and more likable than his opponent—a white, Mormon, representative of the business elite. Whatever you want to say about this election, it is difficult to deny that the racial politics of the United States have now changed.
President Obama's re-election victory and his distinguished service have made the country a better place. The dream of America as a land of equality and the dream that our people will not be judged by the color of their skin but by the content of their character—these dreams, while not realized, are closer to being realized today because of Barack Obama's presidency and his re-election.
There are some who don't see it that way. There is a map going around comparing the 2012 electoral college vote to the civil war map. It is striking, and it shows with pictorial clarity, that the Republic strongholds today are nearly identically matched with the states of the Confederacy 150 years ago. For some, this is an indictment not only of the Republican Party, but also of the United States. The argument made on Facebook and beyond is that the country is still deeply divided racially; that this election brought out the deep-seated racism underlying the country.
There is also the fact that Twitter apparently was awash in profoundly racist commentary after the election. According to the blog Floating Sheep, the worst of the racist commentary was concentrated in states that Mitt Romney won. Mississippi and Alabama were the states with the largest number of racist tweets on election night.
This could be evidence of a real racial problem. But I don't see it that way. Of course there are some people who are less trusting of a black President. But around the country, voters approved gay marriage, Latinos voted in record numbers, women swept into office, and we re-elected a black President to a second term. To see this election as a confirmation of racist intransigence is overly pessimistic.
Yes, Mitt Romney won the white vote, but he received 59% of the white vote; not exactly a landslide given that the country has real problems. Among white voters over 65, Romney received 61% of the vote. But among white voters under 29, he received only 51% of the vote, a sure sign of things to come. And the white vote was only 72% of the national vote, a record low. As David Simon writes in "Barack Obama and the Death of Normal":
The country is changing. And this may be the last election in which anyone but a fool tries to play — on a national level, at least — the cards of racial exclusion, of immigrant fear, of the patronization of women and hegemony over their bodies, of self-righteous discrimination against homosexuals. ... This election marks a moment in which the racial and social hierarchy of America is upended forever. No longer will it mean more politically to be a white male than to be anything else. Evolve, or don’t. Swallow your resentments, or don’t. But the votes are going to be counted, more of them with each election. Arizona will soon be in play. And in a few cycles, even Texas. And those wishing to hold national office in these United States will find it increasingly useless to argue for normal, to attempt to play one minority against each other, to turn pluralities against the feared “other” of gays, or blacks, or immigrants, or, incredibly in this election cycle, our very wives and lovers and daughters, fellow citizens who demand to control their own bodies.
This is all good news.
And yet, we should not celebrate too loudly. Race still matters in these United States. How it does and why is changing, and will continue to change.
Amidst the progress, one fact remains stubbornly true: black Americans still lag behind white Americans in metrics of education, employment, income, and success. Nearly 5% of black men are in prison in the United States, compared to 1.8% of Hispanic men and .7% of white men.
More than 70% of babies born to black mothers are born out-of-wedlock. When looked at honestly, the problem with race in this country remains stark. It is too big a problem to be swept under the carpet.
And yet that is what is happening. The Obama Presidency has not been kind to blacks. Here is how Frederick C. Harris puts it in the New York Times before the election:
[F]or those who had seen in President Obama’s election the culmination of four centuries of black hopes and aspirations and the realization of the Rev. Dr. Martin Luther King Jr.’s vision of a “beloved community,” the last four years must be reckoned a disappointment. Whether it ends in 2013 or 2017, the Obama presidency has already marked the decline, rather than the pinnacle, of a political vision centered on challenging racial inequality. The tragedy is that black elites — from intellectuals and civil rights leaders to politicians and clergy members — have acquiesced to this decline, seeing it as the necessary price for the pride and satisfaction of having a black family in the White House.
Walter Russell Mead makes a similar point in a rich essay published in The American Interest over the summer. He writes:
Many hoped that the election of the first African-American President of the United States meant a decisive turn in the long and troubled history of race relations in the United States. And indeed President Obama’s election was a signal success for the American racial settlement of the 1970s. But at the moment of its greatest success, that settlement—call it the Compromise of 1977—was beginning to unravel, as evidenced by the fact that President Obama’s nearly four years in office to date have witnessed decades of economic progress and rising political power in black America shifting into reverse.
The housing bubble and its crash have disproportionately impacted black and Latino Americans, who most recently achieved the dream of home ownership. And the loss of jobs in manufacturing and public unions have disproportionately impacted blacks, since these were important routes through which black Americans have entered the middle class. The results for blacks in this country are harrowing. As Mead reports:
Black unemployment under President Obama hit 16.2 percent (June 2011). The median net worth of black households collapsed, falling by 59 percent between 2005 and 2010, wiping out twenty years of progress and plunging to levels not seen since Ronald Reagan’s first term. By comparison, the net worth of white households only fell by 18 percent from 2005 to 2010. The gap between black and white net worth doubled during the Great Recession, and the “wealth gap” between the races rose; the median white household had 22 times the net worth of the median black household. Moreover, the damage to black prospects will not soon be repaired. Indeed, if we now (as seems likely) face a prolonged period of austerity and restructuring in government, there will be fewer job openings and stagnant or falling wages and benefits in the middle-class occupations where blacks have enjoyed the greatest success.
What is more, those national statistics like unemployment, exclude inmates in our nation's penitentiaries. Were we to add the 5% of black men in prison into those cumulative statistics, the situation would look even more perilous.
Mead's essay, The Last Compromise, is essential reading. He argues that race relations in America are marked by three main historical compromises. The first compromise, in 1787, is well known. Including the counting of slaves as three fifths of a citizen and the granting of slave states equal representation in the Senate, this original compromise allowed the country to emerge as a democracy without dealing with the obvious scar of slavery.
The Civil War led to what Mead calls the second major compromise on Race that moved the nation forward without actually granting rights to blacks. In the compromise of 1877,
the white South accepted the results of the Civil War, acknowledging that slavery, secession and the quest for sectional equality were all at an end. The South would live peacefully and ultimately patriotically in a union dominated by Northern capitalists. White Southerners might complain about Northern banks and plutocrats (and they did for decades), but they would not take up arms. For its part, the North agreed to ignore some inconvenient constitutional amendments of the Reconstruction period, allowing each Southern state to manage race relations as its white voters saw fit. In particular, the North allowed the South to deny blacks the vote while counting them for representational purposes.
As Mead writes, this compromise was a disaster for blacks. And yet, there was some progress. Denied the vote and made second-class citizens in much of the country, and faced with continued violence and oppression, blacks could, nevertheless, work to create a small and thriving middle class.
The compromise of 1877 last about 100 years until, in the midst of the Civil Rights Movement, a new compromise emerged. This compromise of 1977 brought with it desegregation of public institutions, affirmative action, the entry of blacks into government and civil service, voting rights, and the chance for success. But it came with a dark side. As Mead summarizes:
At its core, the compromise offered blacks unprecedented economic opportunity and social equality, but it also allowed for the stern and unrelenting repression of inner-city lawlessness and crime. Blacks who were ready, willing and able to participate in the American system found an open door and a favoring wind; blacks who for whatever reason were unable or unwilling to “play by the rules” faced long terms in prisons where gang violence and rape were routine.
The election of President Obama shows the promise and the limits of our current state of race relations. On the one hand, black Americans in the middle and upper classes live in a society that if it is not color blind, is at least open to success, entrepreneurship, and leadership by black Americans. On the other hand, the misery of the black poor continues, largely invisible. This is not simply a racial matter, since it is poverty in general, and not only black poverty, that is ignored. There are many impoverished white people. But it would be dishonest to deny the racial components of poverty.
The 2012 election is a milestone. It proves that 2008 was not a fluke, and it shows that most of the United States will vote for the candidate they feel is better, no matter that candidate's race. This is an enormous achievement and one to celebrate. In many ways the future looks bright. But that is no excuse to refuse an honest confrontation of the problems many black Americans continue to have. President Obama has largely avoided the issue of race, for obvious reasons. It is time to insist that we bring the issue to light.
One good way to begin is to read The Last Compromise by Walter Russell Mead. It is well worth the price of subscription to The American Interest. It is your weekend read.
The crisis must matter.
The most important divide in political and intellectual life today is between those who see society undergoing a transformative crisis and others who believe that the basic structures the 20th century industrial welfare state will persist.
The divide over how to understand the crisis of our times was front and center at the recent Hannah Arendt Center conference "Does the President Matter? A Conference on the American Age of Political Disrepair."
A number of speakers worried about the language of crisis. They rightly see talk about a "crisis" as code for an attack on the institutions of the welfare state. It can be an excuse to not only scale back the unsustainable aspects of our entitlement programs, but also to lower taxes on the wealthiest Americans while doing so.
It is true that many want to misuse the crisis as an attack on the poor and the middle class; that potential abuse, however, is not an excuse to deny the fact of the crisis itself. It is simply no longer possible to responsibly deny that we are living through a transformative crisis that will change the character of America and much of the world. The drivers of that crisis are many and include technology and globalization. The effects are profound and won't be fully understand for decades. At present, the first consequence is a crisis of institutional authority.
We in the US have indeed lost faith in our basic institutions. We don't trust scientists who warn us about global warming; we doubt economists who warn us about debt; we deny doctors who tell us that vaccines are safe. Very few people trust politicians or Ph.D.'s anymore. In fact, according to a 2009 General Social Survey, there are only two institutions in the United States that are said to have "A great deal" of confidence from the American people: the military and the police. This faith in the men with guns is, as Christopher Hayes writes in The Twilight of the Intellectuals, deeply disturbing. But it is not an illusion.
According to John Zogby, who spoke at the Hannah Arendt Center Conference last weekend, the crisis of faith in institutions is widespread and profound. Zogby said:
We call this the greatest economic crisis since the Great Depression and it is. But this is much more than that. This is a transformational crisis. Much more than simply the Great Depression, this is equivalent on the global stage to the fall of the Roman Empire. To the demise of Feudalism. What we have at this moment in time is a myriad—if not almost all—of our familiar institutions unprepared to deal with multiple crises all at once. Whether it is the federal Government or the near bankrupt states or the Democratic Party or the Republican Party or the banking institutions or the brick and mortal halls of higher education. Whether it is the Boy Scouts of America or the Roman Catholic Church, a number of our institutions that make up the superstructure of our society are simply unprepared to deal with the force of change, where we find ourselves.
Zogby was not the only speaker at our conference who noted that "our minds as well as our institutions have not caught up with the failure that they represent." Tracy Strong pointed to the outdated capacity of political primaries and Jeffrey Tulis spoke of the ways that Congress has, over the last century, increasingly abdicated its governmental and constitutional responsibilities. Institutions today spend more resources on self-sustenance (like fund raising) than on problem solving. Today our most important institutions are not only unable to solve the problems we face; the institutions have themselves become the problem.
Walter Russell Mead compared our current period to that era of American politics between 1865 and 1905. Mead noted that few people can name the presidents in that period not because of a failure of leadership but, rather, because in that period the U.S. was going through a cultural and societal transformation from, on one level, an agrarian to an urban-industrial society. We today are experiencing something equally if not more disruptive with globalization, technology, and the Internet. It is a mistake, Mead argued, to think that government or any group can understand and plan for such profound changes. There will be dislocations and opportunities, most of which are invisible today. While Mead offered optimism, he made clear that the years before the new institutions of the future emerge will be difficult and at times dark. There is little a president or a leader can do to change that.
Todd Gitlin and Anne Norton spoke of Occupy Wall Street and also the Tea Party as U.S. movements founded upon the loss of political and institutional power. Gitlin began with the widely quoted quip that the system is not broken, its fixed, an expression that feeds upon the disaffection with mainstream institutions. Norton especially noted the difficulties of a movement that at once decries and yet needs governmental power. The one constant, she rightly noted, is that in a time of institutional decay, those with the least to lose will lose the most.
Rick Falkvinge, founder of the Swedish Pirate Party, situated his party precisely in the space of institutional distrust that Mead and Zogby described. Falkvinge noted that the primary value held by 17 year-olds today is openness and transparency, which he distinguished from free speech. While free speech respects the rights of government and the media to regulate and curate speech, the radical openness embodied by the new generation is something new. The Pirate parties, for example, follow the rule of three. If three members of the Party agree on a policy, then that policy can be a platform of the party. There is no hierarchy; instead the party members are empowered to act. Like Wikileaks, with which it has strong affinities, the Pirate Party is built upon a profound distrust of all institutional power structures that might claim the authority to edit, curate, or distill what ought to be published or how we should govern ourselves.
Hannah Arendt wrote frequently about crises. "A crisis," she saw, "becomes a disaster only when we respond to it with preformed judgments, that is, with prejudices." The recent Arendt Center Conference sought to think about one particular crisis, namely the crisis of leadership in responding to the various crises that beset our age. It was born from the sense that we are increasingly confronting problems before which we cower helpless.
There are, of course, dangers and pitfalls in leadership. I too worry about calls for a leader to redeem us. That said, the coming seismic shifts in our world will bring great pain amidst what may be even greater opportunity. Without a workable political system that can recognize and respond to the coming changes with honesty and inspiration, chances are that our crises will morph into a disaster. Our President must matter, since men rarely accomplish anything meaningful without it. How a president might matter, was the theme of the two day conference.
If you missed the conference, or if you just want to review a few of your favorite talks, now is your chance. The Conference proceedings are online and can be found here. They are your weekend "read".
“‘[T]he revolution was effected before the war commenced,’ not because of any specifically revolutionary or rebellious spirit but because the inhabitants of the colonies were ‘formed by law into corporations, or bodies politic,’ and possessed ‘the right to assemble … in their town halls, there to deliberate upon the public affairs."
—Hannah Arendt, quoting John Adams, in On Revolution
These remarks represent casual, back-of-the-envelope thoughts. The question they pose is: what would the Occupy movement, or something like it, have to look like in order to succeed in altering the structure of American governance? This assumes that the goal of Occupy is, or should be, to change the structure of American governance, and it assumes an idea of what “the structure of American governance” means, which I will try to explain. My answer to that question—what would Occupy have to look like—can be summed up in a few words: it would have to stop being a movement of the left. As a thought experiment, I propose to imagine an Occupy movement without leftism, and with the goal of changing the structure of governance.
The first thing to work out is wherein the leftism of Occupy actually consists. It does not consist in espousing the interests of the poor—or attacking the interests of the rich. Wealth is neither liberal nor conservative by nature, and wealth in today’s America flows alternately to Republicans and Democrats. Right-wing movements can be populist as well, and garner the support of the economically marginal. Wealth looks after its own interests and treats politics as secondary—which is why the catchphrase of the Occupy movement, “the 99 percent,” theoretically constitutes an appeal to both left and right. It is supposed to be a call to unite along economic rather than political lines. This—“Forget politics and unite for your common economic interest!”—is what I take to be the intended message of Occupy. Those who primarily hear this intended message thus think that Occupy is a new kind of populist movement, having left behind the identity politics of liberalism for a unifying, class-based cause.
But whatever you make of this intended message, there is also an effective message of Occupy, somewhat different from its intended one. The effective message of Occupy proceeds, inevitably, from the demographic composition of the movement. Is it plain for anyone beholding an Occupy rally to see that its membership is drawn from the educated, bourgeois, liberal left; that other contingents (sympathetic Ron Paulites, unionists, etc.) are essentially tokens; and that the members of the real economic underclass are present only on the other side of the fast food counter, selling burritos to hungry protestors. At a march I attended in Chicago, I could stand in one spot and see signs proclaiming dozens of demands: that we go green, withdraw from foreign wars, respect women and minorities, legalize gay marriage, realize that “we are one with the cosmos”—and, oh yes, punish the banks while we’re at it. I happen to agree, at least in some sense, with most of these demands (oneness with the cosmos being one that I would have to find out more about before deciding on), but I was puzzled by their presence. I asked myself: are these particular demands separable from the core economic message? It seems they ought to be, and in theory they are, but here the concrete trumps the theoretical. Get rid of all the people holding those “Regulate x” and “Legalize y” signs at the Occupy rally, and you will have gotten rid of most of the movement. Occupy pursues its universalism as a process of expansion from a preexisting social base. It is like a Facebook group that keeps adding members (in fact, it is that, literally). But this process has natural limits, which Occupy has probably already reached.
So Occupy has its economic message (“the 99 percent”), and it has its social message. The social message is: “Join the left! We liberals have everybody’s best interests at heart, and our concern is with economic justice for the 99 percent.
All you have to do to be part of our movement is to drop your uneducated prejudices—your racism, xenophobia, homophobia, chauvinism, et cetera. Then, once you have become educated liberals, we can move beyond liberalism and fight together for our economic interests!” In the very act of asserting its universalist economic agenda, Occupy reinscribes the particularist demands of the liberal left as prerequisites for participation.
Better than trying to cleanse the economic message of those distracting particularist agendas would be instead to think beyond the economic message itself. What would it mean for Occupy to think at the level of the political? The question of defining the political as such is a point that risks involving Arendt scholars, somewhat uncharacteristically, in long, subtle, almost scholastic discussions; but for our purposes, the answer is easy enough. It would mean to think about constitutions.
A constitution can be a written document embodying the “higher law of the land”—but it need not be. A constitution can just as well consist in an unwritten tradition (as in Great Britain), or, as Arendt reminds us, in an institution such as the Roman senate (or perhaps, in our day, the loya jirga)—a political body that lasts just as long as it is cared for and maintained. (Similarly, a written constitution lasts only as long as people choose to obey it.) A successful revolution—this is the thrust of Arendt’s On Revolution—is one which does not stop at the point of liberating people from oppression, which might be of an economic or a political kind. Occupy aims at economic liberation. A successful revolution, on the other hand, puts its main energy into constitution-making, and results in the creation of lasting institutions, bodies politic that function and endure.
Founding, constituting, instituting: this would be the business of a truly political and, I think, a truly successful Occupy movement. These activities are by nature genuinely public and open to all comers without prerequisite. They might take various concrete forms. Lawrence Lessig advocates holding mock constitutional conventions across the country, with the eventual aim of demonstrating the effectiveness of the process as carried out by ordinary citizens and encouraging state legislatures to invoke Article V of the U.S. constitution and call a new federal convention. Another model would be to simply begin holding unconditional open meetings, publicized and accessible to all, neighborhood by neighborhood, “to deliberate upon the public affairs” until some structure of governance begins to emerge, good leaders come forward, actions are taken. While both these models have their idealistic aspects, both have some realistic aspects as well. We have barely begun to think through the possibilities, but we will eventually need to do the patient work of reconstituting the republic.
-Stephen Haswell Todd
Two articles in the Wall Street Journal and the New York Times this weekend show the grave threats to two great institutions, both of which I care deeply about.
The Times has a story on the threatened cuts looming over the University of California and the State University of California system.
Class sizes have increased, courses have been cut and tuition has been raised - repeatedly. Fewer colleges are offering summer classes. Administrators rely increasingly on higher tuition from out-of-staters. And there are signs it could get worse: If a tax increase proposed by Gov. Jerry Brown is not approved this year, officials say they will be forced to consider draconian cuts like eliminating entire schools or programs.
To get a sense of the problem, just consider this:
While there are more students than ever, the number of academic advisers has dropped to 300, from 500 a few years ago, for more than 18,000 undergraduates. Courses that used to require four writing assignments now demand half that because professors have fewer assistants to help them with grading papers, something other campuses have implemented as well.
Meanwhile, the WSJ reports that policemen and firefighters in San Jose, California are being insulted, flipped off, and outright despised. One officer was recently criticized at a supermarket checkout line for buying steaks. A firefighter reports being given the finger while in his truck. This is sad. These are people who are prepared to risk their lives to protect us. They do so for salaries that allow them to live well, but not well enough to actually afford a home in San Jose, where the median house price is over $400k. Are these officers and heroes really the blood-sucking vampires that they are being made out to be?
Clearly the answer is no, and yet the officers do make very rich pensions. As the WSJ reports:
In the current fiscal year ending June 30, San Jose's retirement obligations soared to $245 million, up from $73 million a decade ago, according to the city. For police officers and firefighters who have retired since 2007, the average pension is $95,336, making them among the most generously compensated in the state.
The threat to the California public universities and the animosity to public-safety officers who make up an important part of the middle class are two sides of the same problem. As pension costs soar, governments are taking away middle-class services like education, park playgrounds, and libraries. As middle-class taxpayers see their services cut, they blame those whose middle-class lives they are supporting. We are in for lots of this over the next decade.
The Arendt Center continues to follow the pension crisis because it is another example of the way that facts staring us in the face can simply be denied and ignored by those who don't want to see them. We also are following the pension mess because we care about politics and government. The attack on government today too often takes the form of a rejection of all public activity and the claim that all services and all valuable activities are private, not public.
John Cassidy over at the New Yorker has an excellent article that clarifies some of the basics about the debate over inequality. In Inequality 101, Cassidy reproduces a chart "Who Killed the Middle Class?" an article he published in 1995. The chart is fairly clear. It shows how from 1947-1973, the wealthy, the middle class, and the poor in the United States all saw their incomes rise at about the same levels. From 1973-1993, however, this equality disappeared. While the poor saw incomes decrease, and the middle-class stayed the same, the wealthy saw incomes rise, although not as much as earlier.
This chart is similar to the one I described in my Friday Post, The Way Forward. As I wrote there:
We see that until 1982, the wages of workers and the income of non-wage earners (thus the higher-paid supervisory workers) was largely equal. Beginning in 1982, however, the earnings of non-wage earners began to rise significantly faster than the income of wage workers. This is at least one original source of the increasing inequality of the American populous and it is exacerbated by an increasingly less-progressive tax code and also by the increasingly profitability of capital investments in the global economy.
Since the 1990s, the rate of inequality in our society has skyrocketed, especially for the very highest earners in the 1% and even the .1%. Cassidy provides this chart as well to make this clear.
I will be speaking with John Cassidy on May 10 in New York City. The event is part of the Hannah Arendt Center NYC Lecture Series. You can learn more about the event and RSVP here, as seating is limited.
Is economic inequality becoming a problem for Americans? The common sense today is that OWS has put inequality on the agenda today in a way that is new in American politics. And today Eduardo Porter makes the argument that OWS is having some traction on the question of income inequality. While Americans traditionally are tolerant of inequality, that may be changing.
Our tolerance for a widening income gap may be ebbing, however. Since Occupy Wall Street and kindred movements highlighted the issue, the chasm between the rich and ordinary workers has become a crucial talking point in the Democratic Party’s arsenal. In a speech in Osawatomie, Kan., last December, President Obama underscored how “the rungs of the ladder of opportunity had grown farther and farther apart, and the middle class has shrunk.”
There are signs that the political strategy has traction. Inequality isn’t quite the top priority of voters: only 17 percent of Americans think it is extremely important for the government to try to reduce income and wealth inequality, according to a Gallup survey last November. That is about half the share that said reigniting economic growth was crucial.
Seventeen percent seem a low number of citizens concerned about inequality, but looking deeper, Porter argues that attitudes are changing.
A slightly different question indicates views have changed: 29 percent said it was extremely important for the government to increase equality of opportunity. More significant, 41 percent said that there was not much opportunity in America, up from 17 percent in 1998.
Statistics on income mobility are notoriously hard to measure and contested, but the surveys indicate that optimistic Americans are losing that sense of mobility and possibility. Even if people can and do often earn more than their parents, the vast rifts opening up between rich and middle class means that increasingly Americans live in different worlds. These vast divisions are now seen as a problem not only by liberals, but also by conservatives like Charles Murray, whose book Coming Apart bemoans the loss of a common sense of American values. There is a way in which the truly extraordinary gaps in income are unraveling the social contract that holds the country together.
In other words, even for those who are accepting of inequality and who believe in a meritocracy, excessive inequality cannot be justified. As Porter writes:
One doesn’t have to believe in equality to be concerned about these trends. Once inequality becomes very acute, it breeds resentment and political instability, eroding the legitimacy of democratic institutions. It can produce political polarization and gridlock, splitting the political system between haves and have-nots, making it more difficult for governments to address imbalances and respond to brewing crises. That too can undermine economic growth, let alone democracy.
Read more here.
A few hundred people gathered at the capitol today as part of Occupy Congress. Why so few?
Last Fall Occupy Wall Street movement sprouted 2,779 chapters around the nation and captured the attention of the 1% as well as much of the 99%. In some ways, the movement has had an impact. A number of young people and even some older people tasted the sweet nectar of political action, and there are individuals and groups still energized to take on the debilitating as well as embarrassing income inequality and political corruption that is endangering our system of government.
These issues are now on the agenda. Just today the New York Times ran a front-page story on Mitt Romney being one of the 1%. Romney, tone-deaf as usual, characterized his $374,327 income from speaking fees as "not very much" money; this was his way of justifying paying only 15% of his income in taxes because his earnings are primarily from investments.
And yet, it is undeniable that the movement has fizzled. One hears almost nothing about Occupy Wall Street these days. A long-planned day of action Occupying Congress drew barely a few hundred souls.
Democratic politicians—not to mention Republicans— around the country are resisting increasing taxes on the highest earners. Accountability on Wall Street and in Washington for the crisis is a fantasy. And serious talk of reforming our campaign finance system is barely audible. What happened? Why did a movement that enraptured the nation just a few months ago fade so quickly? What is the fate of the promise to rejuvenate politics and bring real change?
It cannot simply be the weather (unseasonably warm anyway) that has frustrated the protests. Could it be the glimmer of economic recovery that has changed the focus from protest to profits? Possibly. But still, the alacrity with which the energy and spiritedness of the protests fled from public consciousness is shocking.
I can't but think the real reason for the disappearance is disillusionment and failure. A movement that swept the nation, changed the discourse, and empowered thousands has, in the end, accomplished almost nothing concrete. No laws changed. No new candidates or leaders emerged. And the major issues that galvanized the country—income inequality and political corruption—have seemingly faded from view. With few successes to point to, many of the protesters appear ready to move on. How could this be?
The Occupy Wall Street website still promises, "The Revolution Continues." But the worry about the future is palpable on the forum page titled:
Forum Post: What the fu** has happened to occupy wall st.
There, you can find the following post by Thrasymaque that has generated enormous response.
OWS was based on an idea that was/is needed in many Arab countries: a revolution. Because of this, OWS categorically refused to make demands. They wanted to topple the government, not work with it. Because US doesn't need a revolution and most people don't want one, the energy faded away with the coming of winter. Anarchism and communism have never been very strong in America. Their protest was never expected to last very long. Anarchists always destroy there (sic) own selves.
Thrasymaque gets much of this right. Too many in the movement insisted on rejecting all goals or ends. Some of those had the fantastic goal of overthrowing the government. Others did not know what they wanted. And some really were swept up in the process of trying to figure out what they wanted. There was joy in public action and the thrill of debate and engagement. Much was beautiful and spontaneous. But the fact is that without a concrete goal and without leaders to mold and guide the passions of the people, the movement fizzled.
For those of us who hoped that Occupy Wall Street might rise to the moment and produce a leader or leaders to fill the dangerous vacuum in leadership in this country, the insistence on a leaderless revolution was a huge mistake; so too was the rejection of all issues or goals. The result is that we have seemingly squandered a movement of incredible power and promise.
The real problems we face as a country—the corruption of our political process, the decimation of the middle class, and the malaise of decline—persist. The establishment in Washington and Wall Street breathe a sigh of relief and seem more set in their ways then ever. Congress is paralyzed. Meanwhile, the wheels of finance are turning again. The failure of a popular movement that might have challenged the status quo has left those in power more secure in their privileges. From the winds of change, it seems we have settled into a desert of despair.
In my first post on Occupy Wall Street back on Oct. 5th, I quoted Hannah Arendt's reflection on the Student Protests of the 1960s:
This situation need not lead to a revolution. For one thing, it can end in counterrevolution, the establishment of dictatorships, and, for another, it can end in total anticlimax: it need not lead to anything. No one alive today knows anything about a coming revolution: 'the principle of Hope' (Ernst Bloch) certainly gives no sort of guarantee. At the moment one prerequisite for a coming revolution is lacking: a group of real revolutionaries.
The reason that a revolutionary moment will succeed or fail to turn into a real transformation is the lack of real revolutionaries; revolutionaries, Arendt writes, are people who face the reality of the present and think deeply about meaningful responses and alternatives.
I asked then: "Is there a serious and thoughtful confrontation with reality that underlies Occupy Wall Street?"
I asked from a position of hope. I fear that the answer, at least so far must be no. We are closer now to counterrevolution than revolution, but most plainly we face anticlimax. Most palpably, in the year of one of the most consequent elections in our nations history, we are missing a leader, a voice, that offers a meaningful and powerful agenda for change, let alone a revolution.
We must ask ourselves: Why is it that this crisis, and this movement, failed to produced revolutionaries?
Occupy Wall Street has been looking for issues to coalesce around. Now the Canadian group Adbusters—the group that issued the initial call that began the protests—has proposed that Occupy Wall Street adopt a Robin Hood Tax on financial transactions as its first issue. Here is their call to action.
The Financial Transaction Tax (FTT) is an idea that has lots of support amongst some economists. My friend David Callahan has been arguing for the FTT for a while now. By far the best and most balanced analysis of an FTT is by the IMF, here. On the positive side, the FTT has the advantage of being simple and intuitively attractive. But is a Financial Transaction Tax really a good issue for Occupy Wall Street to coalesce around?
The main problem is that the FTT employs a sawed off shot-gun approach to a real but specific problem and unintended consequences. Thus, the IMF study cited above concluded that a FTT would not clearly target financial excesses:
Where the goal is to curb financial market excesses, [FTT] offer a less specific remedy for the excessive leverage that is believed to cause them than other tax and/or regulatory solutions. Financial complexity does not derive solely or even primarily from trading activity. The buildup of hidden financial risks in the recent crisis resulted predominantly from excess leverage, risk concentration, and product innovation such as asset securitization, which would have been largely unaffected by a transactions tax. An [FTT] also does not directly address systemic risk.
The point is that the real problem in speculation is leverage and volatility. The FTT doesn't address leverage, and it doesn't target the high frequency traders who drive volatility. Instead, the FTT taxes ALL transactions.
What is more, the FTT will penalize smaller and retail investors—precisely those in the 99%. As the chart below shows, most stock in the U.S. is held by middle-class investors—those between the 80th percentile and the 99th percentile. They are responsible for the vast majority of financial transactions (this is especially true since a large percentage of the equity holdings of the 1% in the chart are enormous trusts containing dividend paying stocks that have been held for generations and which never trade). Thus, the FTT falls most heavily on the people who own the most stock in the country and depend on that stock for our retirements and investments.
Another problem is that if the Financial Transaction Tax is not adopted globally, it may well drive trading off shore to even less well-regulated markets than our own. The U.S. tried a similar tax in the 1960s and repealed it when trading moved to London. Sweden tried a FTT tax in the 1980s and 1990s and repealed it later when trading fled to other countries.
Finally, the IMF concludes that the FTT would increase consumption and reduce savings by lowering the returns of investment and savings—a result directly opposite to at least some of the goals of Occupy Wall Street. In addition, the FTT discourages the rebalancing of portfolios, thus depressing total returns on mutual funds investments and 401ks.
So what might be some other ideas for Occupy Wall Street—and also our political leaders (such as they are)—to consider? Here are a few ideas that a number of professionals I spoke with mentioned:
1. Ban all High Frequency Trading. It has no purpose except to make some very big and wealthy firms money while increasing volatility for the rest of us. High frequency traders justify the practice as increasing market efficiency. But there is no economic justification to prefer a system that makes 1000 trades per second to one that makes 10 trades per second. Such trading is disruptive and very profitable. Ban it outright. Doing so would be much easier than getting the global cooperation needed to make a Financial Transaction Tax workable. And doing so would also make the U.S. markets more stable and thus give them a competitive advantage over other markets worldwide.
2. A Cancelled Order Tax. It turns out nearly 99% of the orders placed on Wall Street are never filled, but cancelled. A small percentage of these cancellations are just people changing their minds. But the vast majority of cancelled orders are used to manipulate prices by tricking other traders into thinking that a stock is moving in a particular direction. According to one study on an average trading day in 2010, only 1% of all the 89.7 billion orders were executed, which means that nearly 99% of all orders placed can be attributed to high frequency traders trying to manipulate stock prices. A tax on cancelled-orders has distinct advantages over a tax on all financial transactions. First, it will fall primarily on hedge funds and large high-frequency traders, and will not affect retail investors. Second, it will specifically target the casino-like aspect of Wall Street. A cancelled-order tax is not as simple or sexy as a financial transaction tax. Less has been written on it. But it actually seems like a better idea. Read more about the idea here and here.
3. Reinstate the Uptick Rule. Nearly every market professional I polled supports the re-instatement of the "Uptick Rule," a rule that was imposed in 1938 during the Depression and repealed in 2007—just before the market crash and the financial crisis. The Uptick Rule prevents hedge funds and traders from betting on falling stock prices when the markets are already falling, thus reducing volatility and reducing the ability of traders to make money by encouraging market panics. There is a debate about how effective the Uptick Rule is, but there seems to be little or no downside to reinstating it. The only people who oppose doing so are traders.
4. Taxing Corporate Debt and Leverage and Raising Margins. The IMF proposes taxing not financial transactions but corporate debt, thus discouraging corporations from using debt and leverage to finance their activities. As part of this approach, it would be wise to raise margin requirements, the amount of money that someone has to put up before buying a stock or financial instrument on credit.
While Hannah Arendt may not have been much interested in the minutiae of Wall Street regulation, she did care deeply about the importance of facts in thoughtful and reasoned argument. In just one week, on Friday Oct. 28, the Hannah Arendt Center will open our two-day conference on Truthtelling: Democracy in an Age Without Facts. When facts and opinions blur, reasoned argument falls prey to spin and deception. Politics is a realm of conflicting opinions, Arendt argued, but the opinions must necessarily be grounded on facts.
Whether or not the Financial Transaction Tax is a good idea, the debate around it should be based on solid knowledge of the financial system, the affects of such a tax, and also the alternatives. These are very complex issues and, in all honesty, much of the debate so far has traded in simplifications, soundbites, and falsehoods.
If Occupy Wall Street really wants to distinguish itself from the Tea Party and change our political culture, let's use this first foray into politics as an opportunity to model adult argument, something that has been absent from our public life for far too long. If they do want to model a future of fact-based decision making, they will do well to look deeply into the cons as well as the pros of a financial transaction tax. They would also do well to consult those people who work in financial markets daily. Many of these people—both those in the 99% and the 1%—want to eliminate market excesses and reign in the speculation and insanity that helped lead to the recent financial crisis. In the name of common sense and a way forward, let's have a real debate based in both fact and expertise.
John Markoff has a new installment in The New York Times Smarter Than You Think Series today, The Boss is Robotic, And Rolling Up Behind You. After an earlier article looking at the use of robots in the classroom, here Markoff looks at the use of robots to enhance and expand the reach of those in higher level management situations. The importance of these articles is that the robots Markoff is investigating are not for low-level menial tasks like factory work or giving solace to elderly patients. The great change coming to our economy and our lives is that the automation of handwork that has hollowed out the lives of so many lower class laborers is coming now to the professions usually thought immune to the threats of automation. As robots get smarter and more mobile, the human advantages of thinking and walking are being whittled away.
With the help of RP-7i, a robot from InTouch Health, Dr. Alan Shatzel can sit at home and role into a patient's room at any hospital where an RP-7i is stationed.
The advantage of the RP-7i is that the doctor can "be in the room," not only hearing and seeing as if on a teleconference call, but being present via what is referred to as "telepresence." The doctor can speak with the patient, zoom in on the monitors, note the way he uses their hands or curl their lips. As Dr. John Whapham who also uses a RP-7i says of the experience:
You're live, and you can walk around, examine, image, zoom in and out. I do it all the time.
Markoff explores a number of these new telepresence robots and notes that these robots offer the promise of enhancing the work of doctors as well as other professionals. These professionals will be freed from their physical offices even more so than they are currently.
In addition, they will be able to work in many locations at once. From an economic perspective, one can easily imagine a hospital or chain of hospitals reducing the number of chief surgeons from say 10 to 5, as those five now sit in a control room monitoring different groups of patients via different telepresences in different hospitals. Whereas for centuries automation was largely seen as a threat to the lower and menial workers, advances in technology are now threatening to transform the work of the most highly educated elite.
Finally, these telepresence robots are not mere cost-cutting devices, although they are that as well.
For now, most of the mobile robots, sometimes called telepresence robots, are little more than ventriloquists' dummies with long, invisible strings. But some models have artificial intelligence that lets them do some things on their own, and they will inevitably grow smarter and more agile. They will not only represent the human users, they will augment them.
Soon these robots will, as Markoff writes, include artificial intelligence features that will enhance the surgeon's own human capacities. The robots will have have infinite data-storing capacities to access records of past procedures and scan a patients entire medical history. There is little doubt that as these machines progress quickly, they will be second-guessing and advising the doctors who control them.
So what does it mean that the robots will augment their human users?
1. Economically, the world will have use for far fewer highly-trained doctors. I have written about how robots are replacing teachers as well. This is part of the more general attack that computers and robots pose for the middle and even upper-middle classes in the next few decades. As my colleague Walter Russell Mead writes in his recent blogpost:
The upper middle class benefited over the last generation from a rising difference between the living standards of professional and blue collar American workers. This is likely to change; from civil service jobs in government to university professors, lawyers, health care personnel, middle and upper middle management in the private sector, the upper-middle class is going to face a much harsher environment going forward. Automation, outsourcing and unremitting pressures to control costs are going to squeeze upper middle class incomes. What blue collar workers faced in the last thirty years is coming to the white collar workforce now.
2. Medical care will change as doctors work alongside artificial intelligence robots. Just as computer assisted chess players make fewer mistakes and take fewer chances so that more games end in draws, computer-assisted medicine will become more careful and proficient.
Those familiar with Hannah Arendt's work will recall her own certainty that the rise of automation would soon have an extraordinary impact on our world. Her worry was that humans today are simply not prepared for a life in which most of us will not have jobs because there will not much left for humans to do that computers and robots cannot. Thus at the very time when automation promises to realize the ancient dream of freeing us from the necessity to labor, we humans don't know what to do with our time outside of our work. The threat of automation, she writes, is political as much as it is economic. But more on this later.
Read more of Markoff's article here: