Hannah Arendt Center for Politics and Humanities
14Feb/141

National Security and the End of American Exceptionalism

ArendtWeekendReading

Back in September, Russian President Vladimir Putin called out President Barack Obama for carrying out a foreign policy based in American exceptionalism. Around the same time conservatives in the GOP argued that President Obama was abandoning American exceptionalism, pushing a secular and even socialist agenda that leads him to apologize for American greatness. According to Rich Lowry and Ramesh Ponnuru, “The survival of American exceptionalism as we have known it is at the heart of the debate over Obama’s program. It is why that debate is so charged.” Mitt Romney repeated this same line during his failed bid to unseat the President, arguing that President Obama “doesn't have the same feelings about American exceptionalism that we do.” American exceptionalism—long a sociological concept used to describe qualities that distinguished American cultural and political institutions—has become a political truncheon.

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Now comes Peter Beinart who writes in the National Journal that the conservatives are half correct. It is true that American exceptionalism is threatened and in decline. But the cause is not President Obama. Beinart argues that the real cause of the decline of exceptionalist feeling in the United States is conservatism itself.

The core of the first part of Beinart’s argument concerns a generational shift regarding the place of religion in American society. That younger Americans are fundamentally changing their attitudes toward religious life is a theme Beinart has written about often. In short, one pillar of American exceptionalism has been its religiosity. America has long been the most religious of the western democracies. But the current younger generation is an exception.

For centuries, observers have seen America as an exception to the European assumption that modernity brings secularism. “There is no country in the world where the Christian religion retains a greater influence over the souls of men than in America,” de Tocqueville wrote. In his 1996 book, American Exceptionalism: A Double-Edged Sword, Seymour Martin Lipset quoted Karl Marx as calling America “preeminently the country of religiosity,” and then argued that Marx was still correct. America, wrote Lipset, remained “the most religious country in Christendom.”  But in important ways, the exceptional American religiosity that Gingrich wants to defend is an artifact of the past. The share of Americans who refuse any religious affiliation has risen from one in 20 in 1972 to one in five today. Among Americans under 30, it's one in three. According to the Pew Research Center, millennials—Americans born after 1980—are more than 30 percentage points less likely than seniors to say that "religious faith and values are very important to America's success." And young Americans don't merely attend church far less frequently than their elders. They also attend far less than young people did in the past. "Americans," Pew notes, "do not generally become more [religiously] affiliated as they move through the life cycle"—which means it's unlikely that America's decline in religious affiliation will reverse itself simply as millennials age.  In 1970, according to the World Religion Database, Europeans were over 16 percentage points more likely than Americans to eschew any religious identification. By 2010, the gap was less than half of 1 percentage point. According to Pew, while Americans are today more likely to affirm a religious affiliation than people in Germany or France, they are actually less likely to do so than Italians and Danes.

Beinart’s point is that the younger generation is less religious and thus less tied to one of the core components of American exceptionalism than previous generations of Americans. That he is right is apparently beyond dispute. And it is not unimportant.

The deflation of religion removes one of the pillars that has long-distinguished American life. For Tocqueville, religiosity was necessary in a democratic country, as it gave the people a moral language to restrict the unimpeded longings of individualism. Religion also feeds the confidence and sense of purpose lends to the American project its jeremiad-like quality. And this is nowhere better illustrated than in Philip Freneau’s 1795 poem “On Mr. Paine’s Rights of Man:”

So shall our nation, formed on Virtue’s plan,
Remain the guardian of the Rights of Man,
A vast republic, famed through every clime,
Without a kind, to see the end of time.

The religious roots of American exceptionalism are well established and form the central argument of Deborah Madsen’s book American Exceptionalism. Madsen traces the doctrine to 17th century Puritan sermons and poetry, including Peter Buckley’s famous “Gospel-Covenant sermon” that proclaims,

We are as a city set upon an hill, in the open view of all the earth; the eyes of the world are upon us because we profess ourselves to be a people in covenant with God, and therefore not only the Lord our God, with whom we have made covenant, but heaven and earth, angels and men, that are witnesses of our profession, will cry shame upon us, if we walk contrary to the covenant which we have professed and promised to walk in.

According to Madsen, this religious sense of distinction and purpose translated easily to a rationalist project as well. Benjamin Franklin embraced the exceptionalist rhetoric but covered it in a rationalist patina, arguing the “providence” is a “rational principle that controls the operation of the world.” For Franklin, American newness meant that it was “unhampered by the complexities of European history and unburdened by a sophisticated class system and structure of inheritance.” Thus, Madsen writes, America “offered an unrivalled opportunity for the establishment of a democratic society based on rational principles…. Franklin represents the American errand as the creation of a secular state that is purified of the corruption of European politics and a social structure based on inherited title.”

By the time Abraham Lincoln addressed the nation on the battlefield at Gettysburg, the vision of the United States as a unique and exemplary democracy marked by a distinct approach to freedom and equality had established itself in the nation’s psyche.

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The United States of America was understood not simply to be one country amongst many, but it was “a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.” The survival and success of the United States was hardly a local matter, but was a grand experiment testing whether “any nation so conceived and so dedicated, can long endure.” Americans understood that America mattered as an example for the world.

Seymour Lipset summed up the idea of American exceptionalism in his 1996 book American Excptionalism: A Double-Edged Sword.

The United States is exceptional in starting from a revolutionary event, in being “the first new nation,” the first colony, other than Iceland, to become independent. It has defined its raison d’être ideologically. As historian Richard Hofstadter has noted, “It has been our fate as a nation not to have ideologies, but to be one.” In saying this, Hofstadter reiterated Ralph Waldo Emerson and Abraham Lincoln’s emphases on the country’s “political religion.”

For Lipset, the “American Creed can be described in five terms: liberty, egalitarianism, individualism, populism, and laissez-faire.” Exceptionalism, he argues, doesn’t mean American is better than other countries. It means that America “is qualitatively different, that it is an outlier.  Exceptionalism is a double-edged concept.”

There have always been opponents of what Godfrey Hodgson calls The Myth of American Exceptionalism. And there is the question of how fully different races and classes have embraced the idea of American exceptionalism. But overall, the myth has had some basis in sociological reality. Americans were more religious than other democratic and liberal states. Americans believed they had more economic mobility, and saw their country as the first truly multi-ethnic and multi-racial democracy; one that developed in fits and starts towards an ideal of equality over 200 years.

So what does it mean when this idea of American exceptionalism is in retreat? Beinart traces the increasingly suspicious attitudes of the young to traditional tenets of American exceptionalism in foreign affairs and also in economics.

When conservatives worry that America is not as economically exceptional anymore, they're right. A raft of studies suggests that upward mobility is now rarer in the United States than in much of Europe. But if America's exceptional economic mobility is largely a myth, it's a myth in which many older Americans still believe. Among the young, by contrast, attitudes are catching up to reality. According to a 2011 Pew poll, young Americans were 14 points more likely than older Americans to say that the wealthy in America got there mainly because "they know the right people or were born into wealthy families" rather than because of their "hard work, ambition, and education." And as young Americans internalize America's lack of economic mobility, they are developing the very class consciousness the United States is supposed to lack. In 2011, when Pew asked Americans to define themselves as either a "have" or a "have-not," older Americans chose "have" by 27 points. In contrast, young Americans, by a 4-point margin, chose "have-not." According to the exceptionalist story line, Americans are all supposed to consider themselves "middle class," regardless of their actual economic fortunes. For seniors, that's largely true. According to a 2012 Pew study, they were 43 points more likely to call themselves "middle" than "lower" class. Among young Americans, by contrast, the percentage calling themselves "middle" and "lower" class was virtually the same.

Perhaps the most interesting generational change Beinart identifies is what he calls the loss of American civilizational self-confidence, which he ties to our loss of religious feeling.

[A]s conservatives suspect, Americans' declining belief in our special virtue as a world power really is connected to our declining belief in our special virtue as a people. And the young are leading the way. A 2013 poll by the Public Religion Research Institute found that while almost two in three Americans over 65 call themselves "extremely proud to be American," among Americans under 30 it is fewer than two in five. According to a Pew study in 2011, millennials were a whopping 40 points less likely than people 75 and older to call America "the greatest country in the world."

Young Americans, in fact, are no more "civilizationally self-confident" than their European counterparts. When Pew asked respondents in 2011 whether "our culture is superior" to others, it found that Americans over the age of 50 were, on average, 15 points more likely to answer yes than their counterparts in Britain, France, Germany, and Spain. Americans under 30, by contrast, were actually less likely to agree than their peers in Britain, Germany, and Spain.

It is easy to worry about the effects of the loss of exceptionalism in America, but hard to deny the truth that America is, today, increasingly less exceptional than in the past. Beinart is worried and rightly so. For what would a country be that had no common ideals? It would be a geographic entity held together by fear and bureaucratic inertia.

So Beinart holds out the hope that, in the end, Americans will reinvigorate their mythic exceptionalism. His prescription is a war on inequality that will return our faith to America as the land of economic mobility. If we can break down the Republican coalition with the plutocratic one percent and between Republicans and religionists, we could re-inspire both religious and economic exceptionalism that have undergirded so much of the progress toward social and racial justice in American history.

What Beinart’s hoped for return of American exceptionalism forgets is that historically what most distinguished America from other nation-states in Europe and elsewhere was its uniquely federalist and decentralized and constitutional structure—something that has long been abandoned and is a distant memory in today’s national security state. Not only Tocqueville in the 19th century but also Hannah Arendt in the 20th century saw in the United States a unique and exceptional country, one that for Arendt was fundamentally different from all European countries. The difference, for Tocqueville, was in America’s incredible multiplication of distinct power centers at all levels of government and society. Arendt agrees, arguing,

The great and, in the long run, perhaps the greatest American innovation in politics as such was the consistent abolition of sovereignty within the body politics of the republic, the insight that in the realm of human affairs sovereignty and tyranny and the same.

Arendt understood that what truly made America exceptional was its decentralized system of power, that the states did not surrender their powers to the Federal government, but that that Federal government should check the powers of the states and the considerable powers that still remained with them. By multiplying power sources, the American constitutional republic created a system that both prevented one sovereign power from acquiring tyrannical power and, equally importantly, insured that local power structures would persist that would give individual citizens reason and incentive to engage in the American practice of democratic self-government.

Arendt’s love for America, as she expressed it in her last interview, was for a country that refused to be a nation-state. “America is not a nation-state and Europeans have a hell of a time understanding this simple fact.” As a country and not a nation, America was comprised of a plurality of persons and groups that each could found and support their own institutional bases of power. Politics in America had no center, but proceeded according to the contest of local and dispersed groups. And what unites all Americans is one thing: “citizens are united only by one thing, and that’s a lot: that is, you become a citizen of the United States by simple consent to the Constitution.” The Constitution in the United States is not just a scrap of paper. I it “a sacred document, it is the constant remembrance of one sacred act, and that is the act of foundation. And the foundation is to make a union out of wholly disparate ethnic minorities and regions, and still (a) have a union and (b) not assimilate or level down these differences.”  It was this view of the United States as a country that did not require the assimilation or leveling down of meaningful differences that so impressed Arendt. It was American pluralism free from a nation-state that Arendt found so exceptional.

In the same interview, however, Arendt expressed her fear that the exceptional American pluralism that she found in the country was coming to an end. And the culprit, she identified, was the rise of the national security state.

National security is a new word in the American vocabulary, and this, I think, you should know. National security is really, if I may already interpret a bit, a translation of “raison d’etat.” And “raison d’etat,” this whole notion of reason of state, never played a role in this country. This is a new import. National security now covers everything, and it covers, as you may know form the interrogation of Mr. Ehrlichman, all kinds of crimes. For instance, the president has a perfect right… the king can do no wrong; that is, he is like a monarch in a republic. He’s above the law, and his justification is always that whatever he does, he does for the sake of national security.

Arendt expressed a similar worry about the rise of a national security state in American in 1967, when she wrote:

There is no reason to doubt Mr. Allan W. Dulles’ statement that Intelligence in this country has enjoyed since 1947 “a more influential position in our government than Intelligence enjoys in any other government of the world,’ nor is there any reason to believe that this influence has decreased since he made this statement in 1958. The deadly danger of “invisible government” to the institutions of “visible government” has often been pointed out; what is perhaps less well known is the intimate traditional connection between imperialist policies and rule by “invisible government” and secret agents.

If American exceptionalism is about religious freedom and religious passion, if it is about equal rights to participate in government, if it is about populism, and if it is about a moral vision of a “government of the people, by the people, for the people,” then American exceptionalism is incompatible with the increasingly large, centralized, and bureaucratic security state that has emerged in the late 20th and early 21st centuries.

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Whether the security sought is national or economic security, the demand that a central government secure our freedoms lives in tension with the basic desire for freedom understood as self-government. It is the loss of that American tradition more than any other that underlies the waning belief of Americans in their exceptionalism. And for that loss, both parties are at fault.

While Beinart misses the connection between national security and the decline of American exceptionalism, his presentation of that decline is convincing, important, and troubling. His essay is well worth your time.

-RB

24Jan/141

Loneliness and Expansive Writing

ArendtWeekendReading

In The Origins of Totalitarianism, Hannah Arendt asks after the “elements” of totalitarianism, those fundamental building blocks that made possible an altogether new and horrific form of government. The two structural elements she locates are the emergence of a new ideological form of Antisemitism and the rise of transnational imperialist movements, which gives the structure to her book: Part One (Antisemitism) and Part Two (Imperialism) lead into Part Three (Totalitarianism). Underlying both Antisemitism and Imperialism is what Arendt calls metaphysical rootlessness and metaphysical loneliness.

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Totalitarian government, Arendt writes, “bases itself on loneliness, on the experience of not belonging to the world at all, which is among the most radical and desperate experiences of man.” The loneliness of modern humanity is multifaceted. It is “closely connected with uprootedness and superfluousness which have been the curse of modern masses since the beginning of the industrial revolution and have become acute with the rise of imperialism at the end of the last century and the breakdown of political institutions and social traditions in our own time.” The image of the factory worker laboring repetitively on a conveyor belt is forever associated with Charlie Chaplin’s Modern Times. In his 1950 classic The Lonely Crowd, David Reisman describes how middle class Americans had lost their meaningful connections to religion, to class, and to family. They take their values increasingly from a mass culture and they become malleable and subject to the influence of propaganda and advertising.

“Metaphysical rootlessness,” Arendt argues, is both the “basic experience” of modern society and also the generative impulse behind ideological racisms (which Arendt distinguishes from older non-scientific versions of racism). Without a core of personal and collective identity, the lonely mass man is “the common ground for terror, the essence of totalitarian government, and for ideology or logicality, the preparation of its executioners and victims.” Racism is based in hatred of a world in which lonely and rootless people are confronted with their meaninglessness, their belonging to no place, and their superfluousness. It is these masses that seek to build an imaginary and coherent togetherness based on race. Thus is rootlessness characteristic of all racism and all totalitarianism.

In her most pregnant attempt at a definition of totalitarianism, Arendt writes: “Totalitarian movements are mass organizations of atomized, isolated, individuals.” Totalitarianism depends upon “the masses [who] grew out of the fragments of a highly atomized society whose competitive structure and concomitant loneliness of the individual had been held in check only through membership in a class.” Shorn of family and national and class connection, the modern atomized individual becomes a mass man. “The chief characteristic of the mass man is not brutality and backwardness, but his isolation and lack of normal social relationships.”

The question underlying so much of Arendt’s work is how to respond to what she calls “the break in tradition,” the fact that the political, social, and intellectual traditions that bound people together in publically meaningful institutions and networks have frayed beyond repair. The customs and traditions that for millennia were the unspoken common sense of peoples can no longer be presumed. Stripped of these meaningful institutions of transcendence, mass men turn to racism or consumerism to give their lives meaning. Both are dangerous in different ways. Arendt ask repeatedly, how are we to make life meaningful, how are we to inure individuals from the seduction of ideological movements that lend weight to their meaningless lives?

If metaphysical loneliness is the basic experiences of modern life, then it is not surprising that great modern literature would struggle with the agony of such disconnection and seek to articulate paths of reconnection. That, indeed, is the thesis of Wyatt Mason’s essay “Make This Not True,” in this week’s New York Review of Books. Modern fiction, Mason argues, struggles to answer the question: How can we live and die and not be alone?

In the guise of a review of George Saunders Tenth of September (a 2012 finalist for the National Book Award), Mason suggests at least three paradigmatic answers to this question “How do I die?” The answers are represented alternatively by three of the greatest contemporary writers, David Foster Wallace, Jonathan Franzen, and Saunders. In brief, Wallace combats the loneliness and inattention of the distracted masses by writing prose that is so seductively difficult that it demands attentiveness and thus membership in a community of readers. Franzen seeks the antidote to loneliness in palpable scenes of connection amidst the wreckages of modern relationships. For both Wallace and Franzen, connection is to be found in the cultivation of quintessentially modern relationships.

Flickr - Manky M.

Flickr - Manky M.

Saunders is notable for pursing a different path through the wilderness of contemporary isolation. Instead of external connections, Saunders is a master of the inward journey we must make alone. For Mason, there is an important link between Saunder’s Buddhism and his writing:

In Buddhist practice, through sitting meditation, the mind may be schooled in the way of softness, openness, expansiveness. This imaginative feat—of being able to live these ideas—is one of enormous subtlety. What makes Saunders’s work unique is not its satirical verve or its fierce humor but its unfathomable capacity to dramatize, in story form, the life-altering teachings of such a practice. … [I]f fiction is to continue to exert an influence over a culture that finds it ever easier to connect, however frailly, to the world around them through technology, Saunders’s stories suggest that the ambition to connect outwardly isn’t the only path we can choose. Rather, his fiction shows us that the path to reconciliation with our condition is inward, a journey we must make alone.

Mason’s essay is subtle and profound. It is your weekend read. And if you have the time, read Saunders’ masterful short story, "The Falls", which Mason discusses at length in his essay. Best of all, order Tenth of December. I spent a few rapturous days reading Saunders’ stories this summer. They can warm your January as well.

-RB

19Aug/131

Amor Mundi – 8/18/13

Arendtamormundi

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

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

Judgment in Extremis

eichIn May 2013, the Hannah Arendt Center and ECLA of Bard sponsored a conference in Berlin: Judgment in Extremis, a conference Inspired by the Fiftieth Anniversary of Hannah Arendt's Eichmann in Jerusalem: A Report on the Banality of Evil. The video from the conference is now online and you can watch lectures by Roger Berkowitz, Jay Bernstein, Seyla Benhabib, Kerry Bystrom, Andreas Nachama, Gerd Hankel, and Christoph Menke. The conference focuses on the fact that Arendt's book on Eichmann's trial is actually a book less about Eichmann and the banality of evil than an inquiry into the problems of doing justice in extreme cases of evil of the kind Eichmann represented. This is especially apparent in the keynote talks by Roger Berkowitz and Christoph Menke. As Berkowitz frames the question, Arendt "didn't go to the trial to develop a thesis on the banality of evil; she went to the trial in order to answer this question on the adequacy and inadequacy of law to deal with extreme crimes like genocide. She had already developed this in the 1940s in correspondence with Karl Jaspers, and she writes, "We have no tools at hand except legal ones, with which we have to judge and pass sentence on something which cannot be adequately represented, either in legal terms, or in political terms." So she is dealing with a problem that she has already identified, and that problem is that law is just a way we deal with a trial and deal with crimes, and is inadequate for these kinds of experiences. In the Eichmann in Jerusalem book, proper, she repeats this same point. This is but one example among many to convey the inadequacy of the prevailing legal system, and the current judicial concepts, to deal with the fact of administrative massacres, organized by the state apparatus. I want to suggest here that this is really the question she goes to Israel to answer." For both Berkowitz and Menke, Eichmann in Jerusalem is a book about the inadequacy of law to deal with extreme cases of wrong and Arendt's response to that inadequacy. You can watch all the videos here.

The Pay is Too Damn Low

mcJames Surowiecki  over at the New Yorker  writes about the recent walkouts by fast food workers and attempts at local and federal levels to pass living wage bills. The real problem, he argues, is that fast-food workers are now family breadwinners: "[T]he reason this has become a big political issue is not that the jobs have changed; it's that the people doing the jobs have. Historically, low-wage work tended to be done either by the young or by women looking for part-time jobs to supplement family income. As the historian Bethany Moreton has shown, Walmart in its early days sought explicitly to hire underemployed married women. Fast-food workforces, meanwhile, were dominated by teen-agers. Now, though, plenty of family breadwinners are stuck in these jobs. That's because, over the past three decades, the U.S. economy has done a poor job of creating good middle-class jobs; five of the six fastest-growing job categories today pay less than the median wage. ... More of them are relying on their paychecks not for pin money or to pay for Friday-night dates but, rather, to support families." Surowiecki argues we need legislation to require higher wages and also increased governmental safety nets to guarantee a middle class life. But maybe also we need to face the reality that across the country, the standard of living we associate with a middle class lifestyle is simply beyond the means of most middle class jobs.

The Future in the Present

mags2Rebecca Bates talks to editor Jesse Pearson about the second issue of his magazine Apology, which he calls his "apologia against... the state of magazines today." When he elaborates, he talks about a way of publishing that is outside of time, noting that "many magazines seems to be overly obsessed with the new and are often lifestyle/culture catalogs for new, new, new, new, new. I like the idea of doing a magazine that owes nothing to the current moment."

Portrait of the Artist

artRyan Bloom recently  translated a wordless play of Albert Camus's. In the mimeodrama, an artist becomes distracted from his life by his art; as he paints, he removes himself from the world and the world passes him by.

 

Should I Stay or Should I Go?

transitIn a review of Anna Segher's recently republished book Transit, Adam Levy considers the German-Jewish-born Segher's experience of trying to find a way out of Marseilles in the first few years of World War II. Instead of writing her attempts to leave into her novel, she invents a protagonist who is desperate to stay; in doing so, Levy says, she turns the tragedy of the refugee on its head: "You could say that permanence is the goal of the displaced, and not always to return home. For the narrator of Transit this is certainly the case. What home is left for him to return to? And if home resides somewhere else... what would be the point in continuing to run? The logistics of staying put, however, set the narrator paradoxically on the road to departure: to stay in Marseille he must prove that he is preparing to leave."

The Newspaper in its Twilight

newspaperIn the wake of Amazon mogul Jeff Bezos's purchase of the Washington Post, Todd Gitlin writes about just what happened to the American newspaper: "The business model built on advertising and circulation to sustain a professional staff lasted roughly a century, and is now skidding and smoldering when it is not crashing and burning. Suburbanization killed afternoon papers, and along with television, drained department stores of their taste for full-page display ads. The Internet ate up the classifieds. At both high and low-end papers, circulation, stagnant for years at best, plunged, as did profits, especially the sort of superprofits that became de rigueur as newspaper chains and other publicly traded media companies squeezed the newsrooms for more (and less news) for their bucks."

Featured Events

smallfailingOctober 3-4, 2013

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

Olin Hall, Bard College

Learn more here.

 

 

 

From the Hannah Arendt Center Blog

This week on the blog, Lance Strate wonders whether or not we can survive the entertainment age. Jeffrey Jurgens considers recent events in Germany's refugee politics.

11Jul/130

Ideological Blindness

FromtheArendtCenter

It would be too much to hope that my plea to end the ideological warfare over Hannah Arendt would win over either those who insist she is a Nazi-lover or those who thinks she walks on water. That said, I have been pleasantly surprised that most people saw my essay for what it was: a call for an end to the ideological warfare that leads both Arendt’s supporters and critics to interpret every fact and every statement as evidence for their side. Similarly, I ended my essay with a claim about the relevance of Arendt’s work in today’s overly heated ideological environment.

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I expressed the hope that thinking deeply about Arendt’s characterization of Adolf Eichmann as a joiner might help defuse the petrified ideological positions of contemporary politics. I wrote:

At a time when confidence in American institutions is at an all-time low, Arendt’s insistence that we see Eichmann as a terrifyingly normal “déclassé son of a solid middle-class family” who was radicalized by an idealistic anti-state movement should resonate even more urgently today. That is ever more reason to free Arendt’s book, once again, from the tyranny of the conventional wisdom. 

Good luck. In a post responding to my essay in the Magazine Commentary, Jonathan Tobin has this to say:

While he doesn’t say so bluntly, it’s hard to escape the conclusion that Berkowitz is making a not terribly subtle reference to those middle-class Americans who want smaller government and a less intrusive federal oversight of their lives as being somehow the moral equivalent of Eichmann. I’ve read more than my share of attempts to justify Arendt’s banality of evil thesis, but this is the first that attempts to enlist her in the fight against the Tea Party.

The sheer chutzpah as well as the colossal inappropriateness of Berkowitz’s insinuation is, by itself, enough to disqualify him as a rational voice about the subject.

Let’s note a few facts. First, as Tobin admits, I nowhere mention the Tea Party. Second, he somehow insists that my worry about middle-class, anti-state, movements is a “not terribly subtle” left-wing swipe at the Tea Party. Third, Tobin decides to ignore what I write, inserts his own interpretation, and concludes that I  am disqualified as a rational voice on the subject.  Talk about chutzpah!

If Mr. Tobin had simply bothered to do a modicum of homework, he could have found past articles in which I ascribed anti-state tendencies to both the Tea Party and Occupy Wall Street. Here is one example from 2011: “Occupy Wall Street is, like the Tea Party, driven by an apparent disdain of government, elites, and traditional institutions.”  My argument is clearly a critique of tendencies on both the left and the right.

What is more, in the version of the essay that I originally wrote and handed in to the Times, I mentioned four groups in the final paragraph as examples of what I meant as “idealistic anti-state movements.” Yes, I included the Tea Party. But I also mentioned Occupy Wall Street, the radical environmental movement, and the anti-tax crusade. Hardly a one-sided and partisan group.

What unites these diverse movements is that they are all anti-state in important ways. The Tea Party and the anti-Tax movement seek to limit or immobilize government. At the same time, Occupy Wall Street and radical environmental movements are decidedly internationalist movements that either reject national politics in the favor of international solidarity or seek to subordinate national democratic will to international bureaucratic regulations. What all of them share, as movements, is a drive to create adherents and victories rather than a desire to actually govern.

Granted these examples are not in the final version run by the Times, but with or without my examples, there is absolutely nothing in my essay to suggest a liberal or a conservative agenda. This does not stop Tobin from branding me a “liberal ideologue” who seeks to tar “contemporary conservatives as somehow would-be Eichmanns.” Honestly, how he gets from my essay to such a ridiculous conclusion beggars belief. Tobin’s perverted fantasy of what he thinks I may have written is simply a prime example of the rabid ideological fervor that grips so many in this country, on both sides of the ideological divide.

Tobin displays an extraordinary ignorance beyond his ideological blindness. He writes:

Contrary to [Berkowitz’s] assertion, Nazism was not an “anti-state movement” whether one wishes to call it “idealistic” or monstrous. It was, in fact, a classic example of a movement that worshiped the state and sought to sacrifice individual rights on the altar of the collective. In the case of Germany, it was the glorification of the German state and its leader while in Russia it was the socialist ideal and a different evil monster. Anyone who doesn’t understand that doesn’t understand the Nazis, Eichmann or the Holocaust he helped perpetrate.

Excuse me, but Nazism was not a movement that worshipped the state, and to say that it was is simply false. Nazism was an imperialist and internationalist movement. Like Bolshevism, it sought a world-wide community based on a tribal identity (Aryanism or Bolshevism). What Hitler desired was an international “Third Reich” that stretched beyond the German state. In Mein Kampf, he wrote, that in Vienna he “laid the foundations for a world concept in general and a way of political thinking in particular.” Hitler spoke of a German people (Volk) that stretched beyond state borders, saying, “Wherever we may have been born, we are all the sons of the German people.” Ernst Hasse, founder of the anti-Semitic Pan-German League, wrote that the German people (and not the German state) “had the same right to expand as other great peoples and that if [they were] not granted this possibility overseas, [they would] be forced to do it in Europe.” As Arendt concludes in The Origins of Totalitarianism, “Hostility to the state as an institution runs through the theories of all pan-movements…. The Pan-Germans, who were more articulate politically, always insisted on the priority of national over state interest, and usually argued (citing the founder of modern anti-Semitism Georg Ritter von Schoenerer) ‘world politics transcends the framework of the state,’ that the only permanent factor in the course of history was the people and not states; and that therefore (citing Ernst Hasse again) national needs, changing with circumstances, should determine, at all times, the political acts of the state.”

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In the pursuit of world domination, Nazism elevated party membership and blood purity above state identity. It set the party and national Volk above the institutions of the state.  It was an imperialist and global movement, one that saw traditional state boundaries and institutions as bourgeois limitations that interfered with its global ambitions.  That Tobin condemns me for saying so and simply asserting that Nazism “worshipped the state” is simply to parade his ignorance.

Tobin’s screed is filled with similar unsupported assertions, as when he writes “most serious thinkers understood [Arendt’s] misleading characterization of Adolf Eichmann was bad history.” The most esteemed historical biographer of Adolf Eichmann, Bettina Stangneth, largely embraces Arendt’s account, but not as a fawning admirer, just as someone who looks objectively at the facts. She takes issue with a few particular conclusions Arendt arrives at, but largely confirms Arendt’s understanding of Eichmann. And even the much more partisan and anti-Arendt-book by David Cesarani concedes that Arendt was generally right, and that Eichmann was no monster. But admitting these clear facts is something Mr. Tobin is clearly incapable or unwilling to do.

Shouting the same tired slogans over and over plays to the converted. But I ask you to judge whose arguments should be disqualified from rational discourse. You can read Tobin’s rant here, if you want. Compare it to my essay in the New York Times.

-RB

8Jul/130

Amor Mundi – 7/7/13

Arendtamormundi

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

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

Roger Berkowitz on Arendt's Unconventional Wisdom

arendtIn the New York Times, Roger Berkowitz takes on what he calls the new consensus emerging in responses to the new "Hannah Arendt" movie, that seems to be resolving the vitriolic debates over Arendt's characterization of Adolf Eichmann over the last 50 years. This new consensus holds that Arendt was right in her general claim that many evildoers are normal people, but was wrong about Eichmann in particular. As Christopher Browning summed it up recently in the New York Review of Books, "Arendt grasped an important concept but not the right example." As Berkowitz writes, this new consensus is founded upon "new scholarship on Eichmann's writings and reflections from the 1950's, when he was living amongst a fraternity of former Nazis in Argentina, before Israeli agents captured him and spirited him out of the country and to Israel. Eichmann's writings include an unpublished memoir, "The Others Spoke, Now Will I Speak," and an interview conducted over many months with a Nazi journalist and war criminal, Willem Sassen, which were not released until long after the trial. Eichmann's justification of his actions to Sassen is considered more genuine than his testimony before judges in Jerusalem. In recent decades, scholars have argued that the Sassen interviews show that Arendt was simply wrong in her judgment of Eichmann because she did not have all the facts." As tempting as this new consensus is, it is wrong, Berkowitz argues. Read his full argument here.

A Challenging World View

garyGeoff Dyer, flipping through the catalogue of a recent Gary Winograd retrospective at SFMoMA, considers the way that the street photographer presented what he saw: "the pictures didn't look right, they were all skewed and lurchy, random-seeming and wrong. They were, it was felt, an unprovoked assault on the eye... We were accustomed to viewing the world through a set of conventional lenses that Winograd wrenched from our face, making us conscious of how short-sighted we had been." Winograd's still pictures, in other words, act on their viewers, betraying our sense of the world, shifting it out of focus, and therefore revealing it for what it is.

The Meaning of Gettysburg

gettyTony Horwitz uses the upcoming 150th anniversary of Gettysburg to zoom out and consider the changing historical narrative about the American Civil War, in the process offering up an important reminder that history is a living, changing thing: "the 150th anniversary of the Civil War is too narrow a lens through which to view the conflict. We are commemorating the four years of combat that began in 1861 and ended with Union victory in 1865. But Iraq and Afghanistan remind us, yet again, that the aftermath of war matters as much as its initial outcome. Though Confederate armies surrendered in 1865, white Southerners fought on by other means, wearing down a war-weary North that was ambivalent about if not hostile to black equality. Looking backwards, and hitting the pause button at the Gettysburg Address or the passage of the 13th amendment, we see a "good" and successful war for freedom. If we focus instead on the run-up to war, when Lincoln pledged to not interfere with slavery in the South, or pan out to include the 1870s, when the nation abandoned Reconstruction, the story of the Civil War isn't quite so uplifting. "

Fixing the Digital Economy

digitalComputer scientist and writer Jaron Lanier critiques the present digital economy with a close look at the evolving relationship between technology and power. To make his argument for change, he insightfully reinterprets what many consider to be a paradox - that the pairing of technology and power at once enriches and erodes the agency of individual actors. Companies like Google are so valuable, he argues, because they control enormously powerful and expensive servers-he calls them Siren Servers to emphasize their irresistible allure-that allow it to manipulate aggregate activity over time. "While people are rarely forced to accept the influence of Siren Servers in any particular case, on a broad statistical basis it becomes impossible for a population to do anything but acquiesce over time....While no particular Google ad is guaranteed to work, the overall Google ad scheme by definition must work, because of the laws of statistics. Superior computation lets a Siren Server enjoy the magical benefits of reliably manipulating others even though no hand is forced ... We need to experiment; to learn how to nurture a middle class that can thrive even in a highly automated society."

Reconciling Experience with History

treeDiscussing her recent essay in Harper's, writer Rebecca Makkai talks about her experience of her grandfather, whom she knew as a yoga instructor who lived in Hawaii, who was also the principal author of Hungary's Second Jewish Law, which passed in 1939. At one point, she strikes a particularly Arendtian note: "There's also the fact that it's just very difficult, psychologically, to reconcile the face of a real person with one of the darkest moments of the twentieth century. It's not the same as looking at someone who's personally violent, likely to reach out and hit you. This guy is chopping up papaya on his balcony, telling jokes, and I think we have an instinct to forgive, to see just the best in that person, to see him at just that moment. (The irony being that this is what he and his colleagues failed to do - to see humans in front of them.)"

Featured Upcoming Events

minimovieJuly 13, 2013

Roger Berkowitz will be in attendance at the Moviehouse in Millerton for a discussion after the 4:00 pm screening of "Hannah Arendt" and before the 7:00 pm screening.

July 16, 2013

Following the 7:40 pm showing of "Hannah Arendt" at the Quad Cinema on 13th St. in N.Y.C., there will be a Q&A with Roger Berkowitz about the film.

July 21, 2013

Following the 6:00 pm showing of "Hannah Arendt" at Symphony Space on Broadway and 95th St. in N.Y.C., there will be a Q&A with Roger Berkowitz about the film.

October 3-4, 2013

The sixth annual fall conference, "Failing Fast" The Educated Citizen in Crisis"

Olin Hall, Bard College
Learn more here.

From the Hannah Arendt Center Blog

This week on the blog, Ian Storey in the Quote of the Week looks at the implications of the recent Supreme Court same sex marriage rulings. Jeff Champlin considers Arendt's reading of Kant, offering a new way to think about judgment. Hannah Arendt's thinking is brought to bear on the Paula Deen scandal. And, for your weekend read, Roger Berkowitz looks at the moral implications of financial inequality.

5Jul/130

The Moral Roots of Income Inequality

ArendtWeekendReading

Inequality is not simply a matter of numbers and economics. Thomas Edsall explores at the moral and cultural roots of income inequality last week in the New York Times. His essay takes as its basis a recent speech by Alan B. Krueger, President Obama’s Chairman of the Council of Economic Advisers, entitled “Fairness as an Economic Force.” Here is one excerpt from Krueger’s speech:

In considering reasons for the growing wage gap between the top and everyone else, economists have tended to shy away from considerations of fairness and instead focus on market forces, mainly technological change and globalization. But given the compelling evidence that considerations of fairness matter for wage setting, I would argue that we need to devote more attention to the erosion of the norms, institutions and practices that maintain fairness in the job market. We also need to focus on the policies that can lead to more widely shared – and stronger – economic growth. It is natural to expect that market forces such as globalization would weaken norms and institutions that support fairness in wage setting. Yet I would argue that the erosion of the institutions and practices that support fairness has gone beyond market forces.

While globalization, outsourcing, and the rise of robots certainly are part of the reduction of wages and the hollowing out of the middle class, they do not tell the whole story.

peanuts

At a time when real wages are stagnant, CEO pay is skyrocketing, income at the highest levels of society is increasing disproportionately, and corporate profits as a share of Gross Domestic Product have reached record levels.

Importantly, Edsall notes that conservatives and liberals both have focused a light on this disintegration of the moral fabric of our society, though they often do so in very different ways. He begins his essay with a discussion of Charles Murray and David Brooks, each of whom argue that the economic and political problems we face have their roots in “disintegrating moral norms.”

While Krueger’s analysis is very different from Charles Murray’s or from David Brooks', all three share an interest in what they see as disintegrating moral norms. And there is something else that binds them: the trends that Murray, Brooks and Krueger deplore continue with unrelenting force. From Murray’s perspective, social decay and irresponsible behavior have spread into the broad working and lower middle class.

Liberals and conservatives often reject alliances on moral questions, and their analyses of the moral decay are meaningfully different. And yet, Edsall does well to bring them together and to remind us that radical inequality and political paralysis may have cultural and moral valences that transcend political affiliation.  His essay on “Our Broken Social Contract” is your weekend read.

You might also look at Alan Krueger’s speech, “Fairness as an Economic Force.” originally given at Oberlin College. I have written about Murray’s book Coming Apart, here and here.

-RB

10Jun/130

Labor and Summer Vacation

Arendtquote

"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.

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.”

farmers

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.

-Steven Tatum

3May/132

MOOCs: The Debate Continues

ArendtWeekendReading

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.

moocs

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.

edx

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.

classroom

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.

-RB

19Feb/130

Avoiding the Catch-22

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.

-RB

To read more on the idea of shifting funds from college to high school education, click here. To read more from the Hannah Arendt Center blog about online education, click here  and here.

19Feb/130

The Great Divide

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.

-RB

 

15Feb/130

Borrowing from Peter to Pay Paul

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.

-RB

25Jan/130

Labor of Love

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.

Forbes Conrad for the New York Times

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.

-RB

22Jan/130

Reflections on an Inaugural Address

I watched President Obama’s second Inaugural Address with my seven-year-old daughter. She had just completed a letter to the President—something she had been composing all week. She was glued to the TV. I found myself tearing up at times, as I do and should do at all such events. “The Star Spangled Banner” by Beyonce was… well, my daughter stood up right there in the living room, so I followed suit. The Inaugural Poem by Richard Blanco began strong—I found the first two stanzas powerful and lyrical.

The invocation of “One sun rose on us today,” is Whitmanesque, as is: “My face, your face, millions of faces in morning’s mirrors.” That second verse really grabbed me:

My face, your face, millions of faces in morning’s mirrors,
each one yearning to life, crescendoing into our day,
pencil-yellow school buses, the rhythm of traffic lights,
fruit stands: apples, limes, and oranges arrayed like rainbows
begging our praise. Silver trucks heavy with oil or paper—
bricks or milk, teeming over highways alongside us,
on our way to clean tables, read ledgers, or save lives—
to teach geometry, or ring-up groceries as my mother did
for twenty years, so I could write this poem.

I was hooked here, with Blanco’s rendition of a motley American life guided by a rising sun. But the poem dragged for me. I lost the thread. Still, I am so grateful for the continued presence of poetry at inaugural events. They remind us that the Presidency and the country is more than policy and prose.

In the President’s speech itself, there was too much politics, some prose, and a bit of poetry. There were a few stirring lines affirming the grand dreams of the United States. His opening was pitch perfect:

 Each time we gather to inaugurate a President we bear witness to the enduring strength of our Constitution.  We affirm the promise of our democracy.  We recall that what binds this nation together is not the colors of our skin or the tenets of our faith or the origins of our names.  What makes us exceptional -- what makes us American -- is our allegiance to an idea articulated in a declaration made more than two centuries ago:

“We hold these truths to be self-evident, that all men are created equal; that they are endowed by their Creator with certain unalienable rights; that among these are life, liberty, and the pursuit of happiness.”

Storytelling, Hannah Arendt knew, was at the essence of politics. The President understands the importance and power of a story and the story of America is one of the dream of democracy and freedom. He tells it well. Some will balk at his full embrace of American exceptionalism. They are right to when such a stand leads to arrogance. But American exceptionalism is also, and more importantly, a tale of the dream of the Promised Land. It is an ever-receding dream, as all such dreams are. But that means only that the dream must be kept alive. That is one of the purposes of Presidential Inaugurations, and President Obama did that beautifully.

Another stirring section invoked the freedom struggles of the past struggles for equality.

We, the people, declare today that the most evident of truths –- that all of us are created equal –- is the star that guides us still; just as it guided our forebears through Seneca Falls, and Selma, and Stonewall; just as it guided all those men and women, sung and unsung, who left footprints along this great Mall, to hear a preacher say that we cannot walk alone; to hear a King proclaim that our individual freedom is inextricably bound to the freedom of every soul on Earth.

The President, our nation’s first black President now elected for a second term, sought to raise the aspiration for racial and sexual equality to the pantheon of our Constitutional truths. Including the struggles of gay Americans—he mentioned gay rights for the first time in an inaugural address—the President powerfully rooted the inclusivity of the American dream in the sacred words of the Declaration of Independence and set them in the hallowed grounds of constitutional ideals.

When later I saw the headlines and the blogs, it was as if I had watched a different speech. Supposedly the President offered an “aggressive” speech. And he came out as unabashedly liberal.  This is because he mentioned climate change (saying nothing about how he will approach it) and gay rights. Oh, and many saw it as unabashedly liberal when the President said:

For we, the people, understand that our country cannot succeed when a shrinking few do very well and a growing many barely make it. We believe that America’s prosperity must rest upon the broad shoulders of a rising middle class.  We know that America thrives when every person can find independence and pride in their work; when the wages of honest labor liberate families from the brink of hardship.  We are true to our creed when a little girl born into the bleakest poverty knows that she has the same chance to succeed as anybody else, because she is an American; she is free, and she is equal, not just in the eyes of God but also in our own.

How is it “liberal” to value the middle-class and pride in work? There was nearly nothing in this talk about the poor or welfare. It was about working Americans, the people whose labor builds the bridges and protects are people. And it was about the American dream of income and class mobility. How is that liberal? Is it liberal to insist on a progressive income tax? Granted, it is liberal to insist that we raise revenue without cutting expenses. But where was that said?

And then there are the swarm of comments and critiques about the President’s defense of entitlements.  Well here is what he said:

We understand that outworn programs are inadequate to the needs of our time.  So we must harness new ideas and technology to remake our government, revamp our tax code, reform our schools, and empower our citizens with the skills they need to work harder, learn more, reach higher.  But while the means will change, our purpose endures:  a nation that rewards the effort and determination of every single American.  That is what this moment requires.  That is what will give real meaning to our creed.   We, the people, still believe that every citizen deserves a basic measure of security and dignity.  We must make the hard choices to reduce the cost of health care and the size of our deficit.  But we reject the belief that America must choose between caring for the generation that built this country and investing in the generation that will build its future.  (Applause.)  For we remember the lessons of our past, when twilight years were spent in poverty and parents of a child with a disability had nowhere to turn.

If I read this correctly, the President is here saying: We spend too much on health care and we need to cut our deficit. Outworn programs must change and we need innovation and technology to improve our schools even as we reduce the cost of education. We must, he says, “make the hard choices to reduce the cost of health care and the size of our deficit.”  Yet we must do so without abandoning the nation’s creed: the every American has equal worth and dignity. This is a call for changing and rethinking entitlements while cutting their cost. It is pragmatic and yet sensible. How is it liberal? Is it now liberal to believe in social security and Medicare? Show me any nationally influential conservative who will do away with these programs? Reform them, yes. But abandon them?

More than a liberal, the President sounded like a constitutional law professor. He laid out broad principles. We must care for our fellow citizens. But he left open the way that we might do so.

Perhaps the most problematic section of the President’s speech is this one:

We do not believe that in this country freedom is reserved for the lucky, or happiness for the few.  We recognize that no matter how responsibly we live our lives, any one of us at any time may face a job loss, or a sudden illness, or a home swept away in a terrible storm.  The commitments we make to each other through Medicare and Medicaid and Social Security, these things do not sap our initiative, they strengthen us.  They do not make us a nation of takers; they free us to take the risks that make this country great.

Here the President might sound liberal. But what is he saying? He is raising the entitlement programs of the New Deal to Constitutional status, saying that these programs are part of the American way of life. He is not wrong. No Republican—not Reagan, not Romney, not Paul Ryan—proposes getting rid of these programs. They have become part of the American way of life.

That said, these programs are not unproblematic. The President might say that “these things do not sap our initiative, they strengthen us. They do not make us a nation of takers; they free us to take the risks that make this country great.” But saying it does not make it true. There are times when these programs care for the sick and unfortunate. And yet there are no doubt times and places where the social safety net leads to taking and weakness. It is also true that these programs are taking up ever more of our national budget, as this chart from the Government Accounting Office makes clear.

The President knows we need to cut entitlements. He has said so repeatedly. His greatest liability now is not that he can’t control opposition Republicans. It is that he doesn’t seem able or willing to exert leadership over the members of his own party in coming up with a meaningful approach to bring our entitlement spending—spending that is necessary and rightly part of our constitutional DNA—into the modern era. That is the President’s challenge.

The problem with President Obama’s speech was not that it was liberal. Rather, what the President failed to offer was a meaningful example of leadership in doing what he knows we must do: Rethinking, re-imagining, and re-forming our entitlement programs to bring them into the modern era.

-RB

3Jan/130

Shadow Dance of the Fiscal Cliff

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.

-RB

5Dec/120

The “E” Word

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.

-RB