In the most recent NY Review of Books, David Cole wonders if we've reached the point of no return on the issue of privacy:
“Reviewing seven years of the NSA amassing comprehensive records on every American’s every phone call, the board identified only one case in which the program actually identified an unknown terrorist suspect. And that case involved not an act or even an attempted act of terrorism, but merely a young man who was trying to send money to Al-Shabaab, an organization in Somalia. If that’s all the NSA can show for a program that requires all of us to turn over to the government the records of our every phone call, is it really worth it?”
Cole is beyond convincing in listing the dangers to privacy in the new national security state. Like many others in the media, he speaks the language of necessary trade-offs involved in living in a dangerous world, but suggests we are trading away too much and getting back too little in return. He warns that if we are not careful, privacy will disappear. He is right.
What is often forgotten and is absent in Cole’s narrative is that most people—at least in practice—simply don’t care that much about privacy. Whether snoopers promise security or better-targeted advertisements, we are willing to open up our inner worlds for the price of convenience. If we are to save privacy, the first step is articulating what it is about privacy that makes it worth saving.
Cole simply assumes the value of privacy and doesn’t address the benefits of privacy until his final paragraph. When he does come to explaining why privacy is important, he invokes popular culture dystopias to suggest the horror of a world without privacy:
More broadly, all three branches of government—and the American public—need to take up the challenge of how to preserve privacy in the information age. George Orwell’s 1984, Ray Bradbury’s Fahrenheit 451, and Philip K. Dick’s The Minority Report all vividly portrayed worlds without privacy. They are not worlds in which any of us would want to live. The threat is no longer a matter of science fiction. It’s here. And as both reports eloquently attest, unless we adapt our laws to address the ever-advancing technology that increasingly consumes us, it will consume our privacy, too.
There are two problems with such fear mongering in defense of privacy. The first is that these dystopias seem too distant. Most of us don’t experience the violations of our privacy by the government or by Facebook as intrusions. The second is that on a daily basis the fact that my phone knows where I am and that in a pinch the government could locate me is pretty convenient. These dystopian visions can appear not so dystopian.
Most writing about privacy simply assume that privacy is important. We are treated to myriad descriptions of the way privacy is violated. The intent is to shock us. But rarely are people shocked enough to actually respond in ways that protect the privacy they often say that they cherish. We have collectively come to see privacy as a romantic notion, a long-forgotten idle, exotic and even titillating in its possibilities, but ultimately irrelevant in our lives.
There is, of course, a reason why so many advocates of privacy don’t articulate a meaningful defense of privacy: It is because to defend privacy means to defend a rich and varied sphere of difference and plurality, the right and importance of people actually holding opinions divergent from one’s own. In an age of political correctness and ideological conformism, privacy sounds good in principle but is less welcome in practice when those we disagree with assert privacy rights. Thus many who defend privacy do so only in the abstract.
When it comes to actually allowing individuals to raise their children according to their religious or racial beliefs or when the question is whether people can marry whomever they want, defenders of privacy often turn tail and insist that some opinions and some practices must be prohibited. Over and over today, advocates of privacy show that they value an orderly, safe, and respectful public realm and that they are willing to abandon privacy in the name of security and a broad conception of civility according to which no one should have to encounter opinions and acts that give them offense.
The only major thinker of the last 100 years who insisted fully and consistently on the crucial importance of a rich and vibrant private realm is Hannah Arendt. Privacy, Arendt argues, is essential because it is what allows individuals to emerge as unique persons in the world. The private realm is the realm of “exclusiveness,” it is that realm in which we “choose those with whom we wish to spend our lives, personal friends and those we love.” The private choices we make are guided by nothing objective or knowable, “but strikes, inexplicably and unerringly, at one person in his uniqueness, his unlikeness to all other people we know.” Privacy is controversial because the “rules of uniqueness and exclusiveness are, and always will be, in conflict with the standards of society.” Arendt’s defense of mixed marriages (and by extension gay marriages) proceeds—no less than her defense of the right of parents to educate their children in single-sex or segregated schools—from her conviction that the uniqueness and distinction of private lives need to be respected and protected.
Privacy, for Arendt, is connected to the “sanctity of the hearth” and thus to the idea of private property. Indeed, property itself is respected not on economic grounds, but because “without owning a house a man could not participate in the affairs of the world because he had no location in it which was properly his own.” Property guarantees privacy because it enforces a boundary line, “ kind of no man’s land between the private and the public, sheltering and protecting both.” In private, behind the four walls of house and heath, the “sacredness of the hidden” protects men from the conformist expectations of the social and political worlds.
In private, shaded from the conformity of societal opinions as well from the demands of the public world, we can grow in our own way and develop our own idiosyncratic character. Because we are hidden, “man does not know where he comes from when he is born and where he goes when he dies.” This essential darkness of privacy gives flight to our uniqueness, our freedom to be different. It is privacy, in other words, that we become who we are. What this means is that without privacy there can be no meaningful difference. The political importance of privacy is that privacy is what guarantees difference and thus plurality in the public world.
Arendt develops her thinking on privacy most explicitly in her essays on education. Education must perform two seemingly contradictory functions. First, education leads a young person into the public world, introducing them and acclimating them to the traditions, public language, and common sense that precede him. Second, education must also guard the child against the world, care for the child so that “nothing destructive may happen to him from the world.” The child, to be protected against the destructive onslaught of the world, needs the privacy that has its “traditional place” in the family.
Because the child must be protected against the world, his traditional place is in the family, whose adult members return back from the outside world and withdraw into the security of private life within four walls. These four walls, within which people’s private family life is lived, constitute a shield against the world and specifically against the public aspect of the world. This holds good not only for the life of childhood but for human life in general…Everything that lives, not vegetative life alone, emerges from darkness and, however, strong its natural tendency to thrust itself into the light, it nevertheless needs the security of darkness to grow at all.
The public world is unforgiving. It can be cold and hard. All persons count equally in public, and little if any allowance is made for individual hardships or the bonds of friendship and love. Only in privacy, Arendt argues, can individuals emerge as unique individuals who can then leave the private realm to engage the political sphere as confident, self-thinking, and independent citizens.
The political import of Arendt’s defense of privacy is that privacy is what allows for meaningful plurality and differences that prevent one mass movement, one idea, or one opinion from imposing itself throughout society. Just as Arendt valued the constitutional federalism in the American Constitution because it multiplied power sources through the many state and local governments in the United States, so did she too value privacy because it nurtures meaningfully different and even opposed opinions, customs, and faiths. She defends the regional differences in the United States as important and even necessary to preserve the constitutional structure of dispersed power that she saw as the great bulwark of freedom against the tyranny of the majority. In other words, Arendt saw privacy as the foundation not only of private eccentricity, but also of political freedom.
Cole offers a clear-sighted account of the ways that government is impinging on privacy. It is essential reading and it is your weekend read.
San Jose State University is experimenting with a program where students pay a reduced fee for online courses run by the private firm Udacity. Teachers and their unions are in retreat across the nation. And groups like Uncollege insist that schools and universities are unnecessary. At a time when teachers are everywhere on the defensive, it is great to read this opening salvo from Leon Wieseltier:
When I look back at my education, I am struck not by how much I learned but by how much I was taught. I am the progeny of teachers; I swoon over teachers. Even what I learned on my own I owed to them, because they guided me in my sense of what is significant.
I share Wieseltier’s reverence for educators. Eric Rothschild and Werner Feig lit fires in my brain while I was in high school. Austin Sarat taught me to teach myself in college. Laurent Mayali introduced me to the wonders of history. Marianne Constable pushed me to be a rigorous reader. Drucilla Cornell fired my idealism for justice. And Philippe Nonet showed me how much I still had to know and inspired me to read and think ruthlessly in graduate school. Like Wieseltier, I can trace my life’s path through the lens of my teachers.
The occasion for such a welcome love letter to teachers is Wieseltier’s rapacious rejection of homeschooling and unschooling, two movements that he argues denigrate teachers. As sympathetic as I am to his paean to pedagogues, Wieseltier’s rejection of all alternatives to conventional education today is overly defensive.
For all their many ills, homeschooling and unschooling are two movements that seek to personalize and intensify the often conventional and factory-like educational experience of our nation’s high schools and colleges. According to Wieseltier, these alternatives are possessed of the “demented idea that children can be competently taught by people whose only qualifications for teaching them are love and a desire to keep them from the world.” These movements believe that young people can “reject college and become “self-directed learners.”” For Wieseltier, the claim that people can teach themselves is both an “insult to the great profession of pedagogy” and a romantic over-estimation of “untutored ‘self’.”
The romance of the untutored self is strong, but hardly dangerous. While today educators like Will Richardson and entrepreneurs like Dale Stephens celebrate the abundance of the internet and argue that anyone can teach themselves with simply an internet connection, that dream has a history. Consider this endorsement of autodidactic learning from Ray Bradbury from long before the internet:
Yes, I am. I’m completely library educated. I’ve never been to college. I went down to the library when I was in grade school in Waukegan, and in high school in Los Angeles, and spent long days every summer in the library. I used to steal magazines from a store on Genesee Street, in Waukegan, and read them and then steal them back on the racks again. That way I took the print off with my eyeballs and stayed honest. I didn’t want to be a permanent thief, and I was very careful to wash my hands before I read them. But with the library, it’s like catnip, I suppose: you begin to run in circles because there’s so much to look at and read. And it’s far more fun than going to school, simply because you make up your own list and you don’t have to listen to anyone. When I would see some of the books my kids were forced to bring home and read by some of their teachers, and were graded on—well, what if you don’t like those books?
In this interview in the Paris Review, Bradbury not only celebrates the freedom of the untutored self, but also dismisses college along much the same lines as Dale Stephens of Uncollege does. Here is Bradbury again:
You can’t learn to write in college. It’s a very bad place for writers because the teachers always think they know more than you do—and they don’t. They have prejudices. They may like Henry James, but what if you don’t want to write like Henry James? They may like John Irving, for instance, who’s the bore of all time. A lot of the people whose work they’ve taught in the schools for the last thirty years, I can’t understand why people read them and why they are taught. The library, on the other hand, has no biases. The information is all there for you to interpret. You don’t have someone telling you what to think. You discover it for yourself.
What the library and the internet offer is unfiltered information. For the autodidact, that is all that is needed. Education is a self-driven exploration of the database of the world.
Of course such arguments are elitist. Not everyone is a Ray Bradbury or a Wilhelm Gottfried Leibniz, who taught himself Latin in a few days. Hannah Arendt refused to go to her high school Greek class because it was offered at 8 am—too early an hour for her mind to wake up, she claimed. She learned Greek on her own. For such people self-learning is an option. But even Arendt needed teachers, which is why she went to Freiburg to study with Martin Heidegger. She had heard, she later wrote, that thinking was happening there. And she wanted to learn to think.
What is it that teachers teach when they are teaching? To answer “thinking” or “critical reasoning” or “self-reflection” is simply to open more questions. And yet these are the crucial questions we need to ask. At a period in time when education is increasingly confused with information delivery, we need to articulate and promote the dignity of teaching.
What is most provocative in Wieseltier’s essay is his civic argument for a liberal arts education. Education, he writes, is the salvation of both the person and the citizen. Indeed it is the bulwark of a democratic politics:
Surely the primary objectives of education are the formation of the self and the formation of the citizen. A political order based on the expression of opinion imposes an intellectual obligation upon the individual, who cannot acquit himself of his democratic duty without an ability to reason, a familiarity with argument, a historical memory. An ignorant citizen is a traitor to an open society. The demagoguery of the media, which is covertly structural when it is not overtly ideological, demands a countervailing force of knowledgeable reflection.
That education is the answer to our political ills is an argument heard widely. During the recent presidential election, the candidates frequently appealed to education as the panacea for everything from our flagging economy to our sclerotic political system. Wieseltier trades in a similar argument: A good liberal arts education will yield critical thinkers who will thus be able to parse the obfuscation inherent in the media and vote for responsible and excellent candidates.
I am skeptical of arguments that imagine education as a panacea for politics. Behind such arguments is usually the unspoken assumption: “If X were educated and knew what they were talking about, they would see the truth and agree with me.” There is a confidence here in a kind of rational speech situation (of the kind imagined by Jürgen Habermas) that holds that when the conditions are propitious, everyone will come to agree on a rational solution. But that is not the way human nature or politics works. Politics involves plurality and the amazing thing about human beings is that educated or not, we embrace an extraordinary variety of strongly held, intelligent, and conscientious opinions. I am a firm believer in education. But I hold out little hope that education will make people see eye to eye, end our political paralysis, or usher in a more rational polity.
What then is the value of education? And why is that we so deeply need great teachers? Hannah Arendt saw education as “the point at which we decide whether we love the world enough to assume responsibility for it." The educator must love the world and believe in it if he or she is to introduce young people to that world as something noble and worthy of respect. In this sense education is conservative, insofar as it conserves the world as it has been given. But education is also revolutionary, insofar as the teacher must realize that it is part of that world as it is that young people will change the world. Teachers simply teach what is, Arendt argued; they leave to the students the chance to transform it.
To teach the world as it is, one must love the world—what Arendt comes to call amor mundi. A teacher must not despise the world or see it as oppressive, evil, and deceitful. Yes, the teacher can recognize the limitations of the world and see its faults. But he or she must nevertheless love the world with its faults and thus lead the student into the world as something inspired and beautiful. To teach Plato, you must love Plato. To teach geology, you must love rocks. While critical thinking is an important skill, what teachers teach is rather enthusiasm and love of learning. The great teachers are the lovers of learning. What they teach, above all, is the experience of discovery. And they do so by learning themselves.
Education is to be distinguished from knowledge transmission. It must also be distinguished from credentialing. And finally, education is not the same as indoctrinating students with values or beliefs. Education is about opening students to the fact of what is. Teaching them about the world as it is. It is then up to the student, the young, to judge whether the world that they have inherited is loveable and worthy of retention, or whether it must be changed. The teacher is not responsible for changing the world; rather the teacher nurtures new citizens who are capable of judging the world on their own.
Arendt thus affirms Ralph Waldo Emerson's view that “He only who is able to stand alone is qualified for society.” Emerson’s imperative, to take up the divine idea allotted to each one of us, resonates with Arendt’s Socratic imperative, to be true to oneself. Education, Arendt insists, must risk allowing people their unique and personal viewpoints, eschewing political education and seeking, simply, to nurture independent minds. Education prepares the youth for politics by bringing them into a common world as independent and unique individuals. From this perspective, the progeny of teachers is the educated citizen, someone one who is both self-reliant in an Emersonian sense and also part of a common world.