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.
Rachel Aviv tells the heartrending and maddening story of the rise and fall of Damany Lewis, a dedicated and innovative teacher who helped teachers correct wrong answers on standardized test scores. One of the arguments for the Common Core and other data-driven educational reforms is that it has the dignity to hold students in poor districts to the same standards as students in wealthier districts. Lewis sees this demand as simply unrealistic: "He felt as if he and his colleagues were part of a nationwide 'biological experiment' in which the variables-the fact that so many children were hungry and transient, and witnessing violence-hadn't been controlled. David Berliner, the former dean of the school of education at Arizona State University, told me that, with the passage of the law, teachers were asked to compensate for factors outside their control. He said, 'The people who say poverty is no excuse for low performance are now using teacher accountability as an excuse for doing nothing about poverty.' Confronted with the need to reach impossible goals, Lewis and his fellow teachers took the easy way out: they cheated. The choice was made easy for them because 'they viewed the cheating as a door they had to pass through in order to focus on issues that seemed more relevant to their students' lives.'" In telling a compelling and devastating story, Aviv raises fundamental questions about the over-reliance on data in education: "John Ewing, who served as the executive director of the American Mathematical Society for fifteen years, told me that he is perplexed by educators' 'infatuation with data,' their faith that it is more authoritative than using their own judgment. He explains the problem in terms of Campbell's law, a principle that describes the risks of using a single indicator to measure complex social phenomena: the greater the value placed on a quantitative measure, like test scores, the more likely it is that the people using it and the process it measures will be corrupted. 'The end goal of education isn't to get students to answer the right number of questions,' he said. 'The goal is to have curious and creative students who can function in life.' In a 2011 paper in Notices of the American Mathematical Society, he warned that policymakers were using mathematics 'to intimidate-to preëmpt debate about the goals of education and measures of success.'"
In the Atlantic, Matt Ford looks at the United States' obsession with incarceration. "Mass incarceration on a scale almost unexampled in human history is a fundamental fact of our country today-perhaps the fundamental fact, as slavery was the fundamental fact of 1850. In truth, there are more black men in the grip of the criminal-justice system-in prison, on probation, or on parole-than were in slavery then. Over all, there are now more people under 'correctional supervision' in America-more than six million-than were in the Gulag Archipelago under Stalin at its height.... The common retort is that people of color statistically commit more crimes, although criminologists and scholars like Michelle Alexander have consistently found no correlation between the incarceration rate and the crime rate. Claims about a 'black pathology' also fall short. But police scrutiny often falls most heavily on people of color nonetheless. In New York City alone, officers carried out nearly 700,000 stop-and-frisk searches in 2011. Eighty-five percent of those stops targeted black and Hispanic individuals, although they constitute only half the city's population. Overall, NYPD officers stopped and frisked more young black men in New York than actually live there. Similar patterns of discrimination can be found nationwide, especially on drug-related charges. Black and white Americans use marijuana at an almost-equal rate, but blacks are 3.7 times more likely to be arrested for possession nationally. In Pennsylvania, Illinois, and other Midwestern states, that arrest disparity jumps to a factor of five."
Brian Cremins takes on the relationship between the mundane and the transcendental both in comics and in art more broadly: "the transcendental artist is not bound by rationalism, but, then again, doesn't work in the realm of the irrational or of the uncanny either. The transcendental artist weaves together the rational with the irrational, the real with the imagined, and the material with the spiritual. To borrow a phrase from Benjamin, the artist doesn't differentiate between the 'major and minor,' but sees all of history's actors-from the enslaved and the martyred to the kings and queens-as playing roles of equal weight and significance."
Kaya Genç notes the way that Turkey's secular nationalists have taken on characteristics of the religious, while its competing group of Muslim nationalists have taken to certain secular aspects. The result makes the country's politics unusual: "Religion in Turkey has become secularized and the secular sphere sacralized, resulting in a struggle over the definition of what is sacred, accompanied by accusations of blasphemy (phrased as disloyalty to the nation and even treason). Individual choice - the choice to be suurlu, a 'consciously' believing Muslim, as opposed to blindly following tradition - has become highly valued as a sign of Muslim modernity. Islamic practice increasingly has come to be expressed as participation in economic networks and through a commodified lifestyle of self-consciously Muslim fashion and leisure. Meanwhile, Kemalist secularism has taken on aspects of the sacred. To discuss this reversal of cultural values and show how religion could have a Weberian association with a certain entrepreneurial mood, [writer Jenny] White paints a picture of the complexities behind Turkey's competing political discourses. The camps described above may have different approaches to nationalism, but they also have many things in common. The motif of the flag, for example, symbolizes both 'secular nationalism' and what White refers to as 'Muslim nationalism.' But beyond the flag, particularly when it comes to race and religion, Turkey's competing nationalisms have a number of not very easily reconcilable differences."
William Deresiewicz' new book Excellent Sheep takes on the academic-industrial complex. In an essay in the New Republic he argues that the Ivy League is ruining the best and the brightest: "These enviable youngsters appear to be the winners in the race we have made of childhood. But the reality is very different, as I have witnessed in many of my own students and heard from the hundreds of young people whom I have spoken with on campuses or who have written to me over the last few years. Our system of elite education manufactures young people who are smart and talented and driven, yes, but also anxious, timid, and lost, with little intellectual curiosity and a stunted sense of purpose: trapped in a bubble of privilege, heading meekly in the same direction, great at what they're doing but with no idea why they're doing it. When I speak of elite education, I mean prestigious institutions like Harvard or Stanford or Williams as well as the larger universe of second-tier selective schools, but I also mean everything that leads up to and away from them-the private and affluent public high schools; the ever-growing industry of tutors and consultants and test-prep courses; the admissions process itself, squatting like a dragon at the entrance to adulthood; the brand-name graduate schools and employment opportunities that come after the B.A.; and the parents and communities, largely upper-middle class, who push their children into the maw of this machine. In short, our entire system of elite education.... So extreme are the admission standards now that kids who manage to get into elite colleges have, by definition, never experienced anything but success. The prospect of not being successful terrifies them, disorients them. The cost of falling short, even temporarily, becomes not merely practical, but existential. The result is a violent aversion to risk."
Jim Sleeper responds to Deresiewicz' in an essay in Bookforum and argues that there is a lost tradition in the liberal arts university itself that Deresiewicz ignores but that needs to be reawakened. "[W]hat's most consequentially wrong with Deresiewicz's jeremiad is his selective history of the old colleges: 'We need to go back before the start, to the Gilded Age, the last decades of the nineteenth century,' a period he knows well as a scholar of its fiction. He dismisses the colleges' founding missions as too little, too early; like the sociologist Jerome Karabel in The Chosen, he doesn't quite know what to make of the fact that, as late as the 1960s, the Ivy WASPs mobilized their oldest, toughest Protestant and civic-republican virtues to prepare 'the ground for their own supersession' by retiring age-old quotas based on ethnicity and race (though, significantly, not the ones based on economic clout) and to 'put the interests of the nation as a whole above their own.' I witnessed that firsthand as an undergraduate at Yale, whose president Kingman Brewster Jr., a descendant of the minister on the Mayflower, gave an honorary doctorate to Martin Luther King Jr. in 1964, when some alumni still considered King a rabble-rouser. Brewster understood that the civil rights movement was renewing the Exodus myth that had moved his Puritan ancestors (and my own Jewish ones) to make history. Yale's radically Calvinist chaplain William Sloane Coffin Jr., leading resistance to the Vietnam War, defied the state in the name of a higher power that, for some of us, was the living American republic itself. So have Howard Dean, Jonathan Schell, Ned Lamont, and other Ivy graduates in our time.That mystic chord of memory seems broken now, as do the colleges that honored it. Deresiewicz tells them to stop cooperating with commercial college-ranking systems; to base affirmative action on class, not race; to discard preferences for legacies and athletes; to weight SAT scores for socioeconomic factors; to discourage résumé stuffing by curbing extracurriculars and by counting financial-aid service jobs as service. And he makes his grand, sweeping calls for change. But how to summon the will to fight for these worthy goals? Beyond his exhortations and potted invocations of George Eliot, Thomas Hardy, and Joseph Conrad, the preacher hasn't a clue."
This past week, The New Yorker put its whole archive online for free, for a limited time (of course). Over the next few weeks, we'll be combing the archives, finding articles worth your attention. In the meantime, it seems like there are two good places to start. The first, of course, is Hannah Arendt's dispatch from the trial of Adolf Eichmann, published in the magazine in five parts and then published separately as the book Eichmann in Jerusalem, a piece of journalism and philosophy that remains important and controversial. There are a lot of rumors about what Arendt said and about what she didn't say-- this is an opportunity to read the work and then judge for yourself as it first appeared.
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This week on the Blog, Arie Amaya-Akkermans explores the sources of Arendt's indebtedness to storytelling in the Quote of the Week. French biologist and philosopher Jean Rostand provides this week's Thought on Thinking. We look back on a racism lecture Robert Bernasconi delivered in 2011 in our Video Archives. As a special treat, we learn about a National Endowment for the Humanities Summer Seminar that was taught on Arendt at Bard this summer. And Roger Berkowitz celebrates the memory of author Nadine Gordimer and recognizes mankind's ability to change the world in the Weekend Read.
Tuesday, February 1st, 2011: Race, Slavery, and the Philosophers of the Enlightenment
Lecturer: Robert Bernasconi, Edwin Erle Sparks Professor of Philosophy at Penn State.
Robert Bernasconi challenges the defense of enlightenment philosophers who supported or defended race based slavery in their writings and raises questions about how racism infects their philosophy. In this lecture, he aims to implicate John Locke and Immanuel Kant in the development and propagation of an idea of race as an absolutizing, essentializing concept that motivates racism and racial slavery.
A judge in California has ruled that the state’s method of granting tenure to teachers is unconstitutional under California’s guarantee of equal protection. At the heart of the ruling is a finding that between one and three percent of teachers in California are “grossly ineffective.” That amounts to between 3,000 and 9,000 thousand teachers, most of whom are gathered together in many of the poorest and worst school districts in the state. Evidence shows that one year of instruction by a “grossly ineffective” teacher can significantly retard a child’s progress. Multiple years of such teaching is dangerous and patently unfair. Because these teachers cannot be fired and because they end up teaching the poorest Californians, the judge found that tenure “impose[s] a disproportionate burden on poor and minority students.”
"Education is the point at which we decide whether we love the world enough to assume responsibility for it and by the same token save it from that ruin which, except for renewal, except for the coming of the new and young, would be inevitable."
—Hannah Arendt, The Crisis in Education
Hannah Arendt writes that the fact that we are born into the world—the fact of natality—is the essence of education. She means that every newborn baby comes into the world both free and yet also constrained. Newcomers are free insofar as there is no way of knowing in advance what a young person will become or who she will be. The newcomer is constrained, however, because he is always born into an already-existing world, one with particular customs, limitations, and opportunities. To educate that newcomer is to respond both to the freedom and constraint into which he is thrown. As free, the child must be taught to act courageously in new and surprising ways. As constrained, the newcomer must accept the responsibility as a member of an already existing world, one he must somehow make his own.
From the Latin educare, to educate means to lead into or draw out. Education is the activity of leading a child into the world, of drawing her into the world. Parents educate their children by drawing them out of their private selves and into the world of the family, their community, and their society.
Schools educate, in turn, by drawing students out of the confines of their families and into the wider political and social world. Education is always an entry into an old world. And yet, it is always a new experience with infinite possibilities for every new initiate.
Education, Hannah Arendt tells us in the quotation above, is about the love for the world. To have children, something she did not do, and to educate young people, something she did brilliantly, is to bring new young people into an old and existing world. To make that choice is to "assume responsibility" for that world, to love it enough—in spite of all of the evil and ugliness—to welcome the innocent. Only when we decide to assume such an awesome responsibility for the world as it is and to love that world, can we begin the activity of education.
Education is also a process of saving the world from ruin—a ruin that is inevitable for all mortal and human endeavors. Made by humans acting together, the world will disappear if we do not care for it and refresh it. The world is not a physical entity but is the "in-between" that connects us all. Like a "table that is located between those who sit around it," the world is the world of things, actions, stories, and events that connect and divide all persons living together in a common world. Without newcomers who are introduced into the world and taught to love it as their own, the world will die out.
There are of course some who reject the love for the world that makes education possible. There are always reasons to do so, ranging from poverty and racism to war and famine. Rebellion is, of course, sometimes justified. There are times, as with Arendt's judgment of Adolf Eichmann, where one must say simply: A world with such people as Eichmann in it is not a world I can love. That is why Arendt argues that Eichmann must be killed. But such judgments of non-reconciliation are, for Arendt, inappropriate in the act of educating young people.
To love the world enough to lead students into it means also that we love our children enough to both bring them into the world and leave to them the chance of changing it. Arendt writes:
And education, too, is where we decide whether we love our children enough not to expel them from our world and leave them to their own devices, nor to strike from their hands their chance of undertaking something new, something unforeseen by us, but to prepare them in advance for the task of renewing the common world.
If we love our children, and our world enough, then we do not make the decision to expel the children from that world. We don't make the decision of rebellion or non-reconciliation for them. The point is that education of the young must leave to the young the right of "undertaking something new, something unforeseen by us."
A teacher must not cross the line and tell the student what to do about the world, for that is the right of the student himself. All the teacher can and should do is prepare students for such a decision, by leading them into an existing world and offering them examples of those who, through freedom and constraint, have throughout history worked to renew and re-inspire our common world.
While teaching is never easy, it is particularly difficult in the 21st century, at a time when the "common world," the world of things that unite us, is changing at such a pace that that teachers and students increasingly live in very different worlds. It's one thing for teachers to not be up on the latest fashions or music; but when teachers and students increasingly get their news from different media, live in different virtual realities, and communicate differently about the worlds they inhabit, the challenges grow. Teaching is of course still possible, but it takes significantly more effort and reflection to think about what that common world is into which we are leading our students. The love of the world has never been so difficult or so necessary.
There is probably no question more debated in the course of Middle Eastern uprisings than that of the status of human rights. Anyone familiar with the region knows that the status of human rights in the Middle East is at best obscure. The question of why there was not a “revolution” in Lebanon is a very complex one, tied with the fate of Syria and with the turbulent Lebanese politics since the end of the civil war, and hence cannot be fully answered. In a vague sense it can be said of course that Lebanon is the freest Arab country and that as such it bears a distinctively different character.
While at face value, the statement is true, being “more free than” in the Middle East is simply understating a problem. Just to outline the basic issues, Lebanon’s record on human rights has been a matter of concern for international watchdogs on the following counts:
Security forces arbitrarily detain and torture political opponents and dissidents without charge, different groups (political, criminal, terrorist and often a combination of the three) intimidate civilians throughout the country in which the presence of the state is at best weak, freedom of speech and press is severely limited by the government, Palestinian refugees are systematically discriminated and homosexual intercourse is still considered a crime.
While these issues remain at the level of the state, in society a number of other issues are prominent: Abuse of domestic workers, racism (for example excluding people from color and maids from the beaches) violence against women and homophobia that even included recently a homophobic rant on a newspaper of the prestigious American University in Beirut. The list could go on forever.
The question of gay rights in Lebanon remains somewhat paradoxical. On the one hand, article 534 of the Lebanese Penal Code prohibits explicitly homosexual intercourse since it “contradicts the laws of nature”, and makes it punishable with prison. On the other hand, Beirut – and Lebanon – remains against all odds a safe haven, for centuries, for many people in the Middle East fleeing persecution or looking for a more tolerant lifestyle.
That of course includes gays and lesbians and it is not uncommon to hear of gay parties held from time to time in Beirut’s celebrated clubs. At the same time, enforcement of the law is sporadic and like everything in Lebanon, it might happen and it might not; best is to read the horoscope in the morning and pray for good luck. A few NGO pro-LGBT have been created in the country since the inception of “Hurriyyat Khassa” (Private Liberties) in 2002.
In 2009 Lebanese LGBT-organization Helem launched a ground-breaking report about the legal status of homosexuals in the entire region, in which a Lebanese judge ruled against the use of article 534 to prosecute homosexuals.
It is against the background of this turbulent scenario that Samer Daboul’s film “Out Loud” (2011) came to life, putting together an unusual tale about friendship and love set in postwar Lebanon in which five friends and a girl set on a perilous journey in order to find their place in the world.
Though the plot of the film seems simple, underneath the surface lurks a challenge to the traditional morals and taboos of Lebanese society – homosexuality, the role of women, the troubled past of the war, delinquency, crime, honor – which for Lebanese cinema, on the other hand, marks a turning point.
This wouldn’t be so important in addressing the question of rights and freedoms in Lebanon were it not for a documentary, “Out Loud – The Documentary”, released together with the film that documents in detail the ordeal through which the director, actors and crew had to go through in order to complete this film.
Shot in Zahlé, in mountainous heartland of Lebanon and what the director called “a city and a nation of conservatism and intolerance”, it is widely reported in the documentary that from the very beginning the cast and crew were met with the same angry mobs, insults, and physical injuries that their film in itself so vehemently tried to overcome; a commercial film about family violence, gay lovers, and the boundaries of relationships between men and women. A film not about Lebanon fifteen or twenty years ago, but about Lebanon of here and today.
Daboul writes: “Although I grew up in the city in which “Out Loud” was filmed, even I had no idea how difficult it would be to make a movie in a nation plagued by violence, racism, sexism, corruption and a lack of respect for art and human rights.” The purpose of “Out Loud” of course wasn’t only to make a movie but a school of life, in which the maker, the actors and the audience could all have a peaceful chance to re-examine their own history and future.
Until very recently in lieu of a public space, in Lebanon, any conflict was solved by means of shooting, kidnapping and blackmailing by armed militias spread throughout the country and acting in the name of the nation.
The wounds have been very slow to heal as is no doubt visible from the contemporary political panorama. Recently, a conversation with an addiction counselor in Beirut revealed the alarming statistics of youth mental illness, alcoholism and drug addiction across all social classes in Lebanon, to which I will devote a different article.
Making films in Lebanon is an arduous process that not only does not receive support from the state but is also subject to an enormous censorship bureaucracy that wants to make sure that the content of the films do not run counter to the religious and political sensibilities of the state. In the absence of strong state powers, the regulations are often malleable and rather look after the sensibilities of political blocs and religious leaders rather than state security, if any such exists.
The whole idea of censorship of ideas is intimately intertwined with the reality of freedom and rights and with the severe limitations – both physical and intellectual – placed upon the public space.
In the Middle East, censorship of a gay relationship is an established practice in order to protect public morality; however what we hear on the news daily that goes from theft to murder to kidnap to abuse to rape to racism, does not require much censorship and is usually consumed by the very same public.
If there is one thing here that one can learn from Hannah Arendt about freedom of speech is that as Roger Berkowitz writes in “Hannah Arendt and Human Rights”:
The only truly human rights, for Arendt, are the rights to act and speak in public. The roots for this Arendtian claim are only fully developed five years later with the publication of The Human Condition. Acting and speaking, she argues, are essential attributes of being human. The human right to speak has, since Aristotle defined man as a being with the capacity to speak and think, been seen to be a “general characteristic of the human condition which no tyrant could take away.”
Similarly, the human right to act in public has been at the essence of human being since Aristotle defined man as a political animal who lives, by definition, in a community with others. It is these rights to speak and act –to be effectual and meaningful in a public world – that, when taken away, threaten the humanity of persons.
While these ideas might seem oversimplified and rather vague in a region “thirsty” for politics, they establish a number of crucial distinctions that must be taken into account in any discussion about human rights. Namely:
1) The failure of human rights is a fundamental fact of the modern age
2) There is a distinction between civil rights and human rights, the latter being what people resort to when the former have failed them
3) It is the fact that we appear in public and speak our minds to our fellowmen that ensures that we live our lives in a plurality of opinions and perspectives and the ultimate indicator of a life being lived with dignity.
Even if we have a “right” to a house, to an education and to a citizenship (that is, belonging to a community) if we do not have the right to speak and act in public and express ourselves (as homosexual, woman, dissident and what not) we are not being permitted to become fully human. Regardless of the stability of political institutions, provision of basic needs and security, there is no such a thing as a human world – a human community – in the absence of the possibility of appearing in the world as what we truly are.
“Out Loud” – both the film and the documentary – are a testimony of the degree to which the many elements composing the multi-layered landscape of Lebanese society are at a tremendous risk of worldlessness by being subject to an authority that relies on violence in lieu of power. Power and violence couldn’t be any more opposite.
Hannah Arendt writes in her journals:
Violence is measurable and calculable and, on the other hand, power is imponderable and incalculable. This is what makes power such a terrible force, but it is there precisely that its eminently human character lies. Power always grows in between men, whereas violence can be possessed by one man alone. If power is seized, power itself is destroyed and only violence is left.
It is always the case in dark times that peoples – and also the intellectuals among them – put their entire faith in politics to solve the conflicts that emerge in the absence of plurality and of the right to have rights, but nothing could be more mistaken. Politics cannot save, cannot redeem, cannot change the world. Just like the human community, it is something entirely contingent, fragile and temporary.
That is why no decisions made on the level of government and policies are a replacement for the spontaneity of human action and appearance. It is here that the immense worth of “Out Loud” lies; in enabling a generation that is no longer afraid of hell – for whatever reason – to have a conversation, and it is there where the rehabilitation of the public space is at stake and not in building empty parks to museumficate a troubled past, as has been often the case in Beirut. In an open conversation, people will continue contesting the legacy and appropriating the memory not as a distant past, but as their own.
The case of Lebanon remains precarious: Lebanon’s clergy has recently united in a call for more censorship; and today it was revealed that the security services summon people for interrogation over what they have posted on their Facebook accounts; HRW condemned the performance of homosexuality tests on detainees in Lebanon, even though this sparked a debate and a discussion on the topic ensued at the seminar “Test of Shame” held at Université Saint-Joseph in Beirut and the Lebanese Medical Society held a discussion in which they concluded those tests are of no scientific value.
In a country like Lebanon, plagued by decades of war and violence, as Samer Daboul has said in his film, people are more than often engaged at survival and just at that – surviving from one war to another, from one ruler to another, from one abuse to another, and as such, the responses of society to the challenges of the times are of an entirely secondary order. But what he has done in his films is what we, those who still have a little faith in Lebanon, should have as a principle: “It’s time to live. Not to survive”.