"The end of the old is not necessarily the beginning of the new."
Hannah Arendt, The Life of the Mind
This is a simple enough statement, and yet it masks a profound truth, one that we often overlook out of the very human tendency to seek consistency and connection, to make order out of the chaos of reality, and to ignore the anomalous nature of that which lies in between whatever phenomena we are attending to.
Perhaps the clearest example of this has been what proved to be the unfounded optimism that greeted the overthrow of autocratic regimes through American intervention in Afghanistan and Iraq, and the native-born movements known collectively as the Arab Spring. It is one thing to disrupt the status quo, to overthrow an unpopular and undemocratic regime. But that end does not necessarily lead to the establishment of a new, beneficent and participatory political structure. We see this time and time again, now in Putin's Russia, a century ago with the Russian Revolution, and over two centuries ago with the French Revolution.
Of course, it has long been understood that oftentimes, to begin something new, we first have to put an end to something old. The popular saying that you can't make an omelet without breaking a few eggs reflects this understanding, although it is certainly not the case that breaking eggs will inevitably and automatically lead to the creation of an omelet. Breaking eggs is a necessary but not sufficient cause of omelets, and while this is not an example of the classic chicken and egg problem, I think we can imagine that the chicken might have something to say on the matter of breaking eggs. Certainly, the chicken would have a different view on what is signified or ought to be signified by the end of the old, meaning the end of the egg shell, insofar as you can't make a chicken without it first breaking out of the egg that it took form within.
So, whether you take the chicken's point of view, or adopt the perspective of the omelet, looking backwards, reverse engineering the current situation, it is only natural to view the beginning of the new as an effect brought into being by the end of the old, to assume or make an inference based on sequencing in time, to posit a causal relationship and commit the logical fallacy of post hoc ergo propter hoc, if for no other reason that by force of narrative logic that compels us to create a coherent storyline. In this respect, Arendt points to the foundation tales of ancient Israel and Rome:
We have the Biblical story of the exodus of Israeli tribes from Egypt, which preceded the Mosaic legislation constituting the Hebrew people, and Virgil's story of the wanderings of Aeneas, which led to the foundation of Rome—"dum conderet urbem," as Virgil defines the content of his great poem even in its first lines. Both legends begin with an act of liberation, the flight from oppression and slavery in Egypt and the flight from burning Troy (that is, from annihilation); and in both instances this act is told from the perspective of a new freedom, the conquest of a new "promised land" that offers more than Egypt's fleshpots and the foundation of a new City that is prepared for by a war destined to undo the Trojan war, so that the order of events as laid down by Homer could be reversed.
Fast forward to the American Revolution, and we find that the founders of the republic, mindful of the uniqueness of their undertaking, searched for archetypes in the ancient world. And what they found in the narratives of Exodus and the Aeneid was that the act of liberation, and the establishment of a new freedom are two events, not one, and in effect subject to Alfred Korzybski's non-Aristotelian Principle of Non-Identity. The success of the formation of the American republic can be attributed to the awareness on their part of the chasm that exists between the closing of one era and the opening of a new age, of their separation in time and space:
No doubt if we read these legends as tales, there is a world of difference between the aimless desperate wanderings of the Israeli tribes in the desert after the Exodus and the marvelously colorful tales of the adventures of Aeneas and his fellow Trojans; but to the men of action of later generations who ransacked the archives of antiquity for paradigms to guide their own intentions, this was not decisive. What was decisive was that there was a hiatus between disaster and salvation, between liberation from the old order and the new freedom, embodied in a novus ordo saeclorum, a "new world order of the ages" with whose rise the world had structurally changed.
I find Arendt's use of the term hiatus interesting, given that in contemporary American culture it has largely been appropriated by the television industry to refer to a series that has been taken off the air for a period of time, but not cancelled. The typical phrase is on hiatus, meaning on a break or on vacation. But Arendt reminds us that such connotations only scratch the surface of the word's broader meanings. The Latin word hiatus refers to an opening or rupture, a physical break or missing part or link in a concrete material object. As such, it becomes a spatial metaphor when applied to an interruption or break in time, a usage introduced in the 17th century. Interestingly, this coincides with the period in English history known as the Interregnum, which began in 1649 with the execution of King Charles I, led to Oliver Cromwell's installation as Lord Protector, and ended after Cromwell's death with the Restoration of the monarchy under Charles II, son of Charles I. While in some ways anticipating the American Revolution, the English Civil War followed an older pattern, one that Mircea Eliade referred to as the myth of eternal return, a circular movement rather than the linear progression of history and cause-effect relations.
The idea of moving forward, of progress, requires a future-orientation that only comes into being in the modern age, by which I mean the era that followed the printing revolution associated with Johannes Gutenberg (I discuss this in my book, On the Binding Biases of Time and Other Essays on General Semantics and Media Ecology). But that same print culture also gave rise to modern science, and with it the monopoly granted to efficient causality, cause-effect relations, to the exclusion in particular of final and formal cause (see Marshall and Eric McLuhan's Media and Formal Cause). This is the basis of the Newtonian universe in which every action has an equal and opposite reaction, and every effect can be linked back in a causal chain to another event that preceded it and brought it into being. The view of time as continuous and connected can be traced back to the introduction of the mechanical clock in the 13th century, but was solidified through the printing of calendars and time lines, and the same effect was created in spatial terms by the reproduction of maps, and the use of spatial grids, e.g., the Mercator projection.
And while the invention of history, as a written narrative concerning the linear progression over time can be traced back to the ancient Israelites, and the story of the exodus, the story incorporates the idea of a hiatus in overlapping structures:
A1. Joseph is the golden boy, the son favored by his father Jacob, earning him the enmity of his brothers
A2. he is sold into slavery by them, winds up in Egypt as a slave and then is falsely accused and imprisoned
A3. by virtue of his ability to interpret dreams he gains his freedom and rises to the position of Pharaoh's prime minister
B1. Joseph welcomes his brothers and father, and the House of Israel goes down to Egypt to sojourn due to famine in the land of Canaan
B2. their descendants are enslaved, oppressed, and persecuted
B3. Moses is chosen to confront Pharaoh, liberate the Israelites, and lead them on their journey through the desert
C1. the Israelites are freed from bondage and escape from Egypt
C2. the revelation at Sinai fully establishes their covenant with God
C3. after many trials, they return to the Promised Land
It can be clearly seen in these narrative structures that the role of the hiatus, in ritual terms, is that of the rite of passage, the initiation period that marks, in symbolic fashion, the change in status, the transformation from one social role or state of being to another (e.g., child to adult, outsider to member of the group). This is not to discount the role that actual trials, tests, and other hardships may play in the transition, as they serve to establish or reinforce, psychologically and sometimes physically, the value and reality of the transformation.
In mythic terms, this structure has become known as the hero's journey or hero's adventure, made famous by Joseph Campbell in The Hero with a Thousand Faces, and also known as the monomyth, because he claimed that the same basic structure is universal to all cultures. The basis structure he identified consists of three main elements: separation (e.g., the hero leaves home), initiation (e.g., the hero enters another realm, experiences tests and trials, leading to the bestowing of gifts, abilities, and/or a new status), and return (the hero returns to utilize what he has gained from the initiation and save the day, restoring the status quo or establishing a new status quo).
Understanding the mythic, non-rational element of initiation is the key to recognizing the role of the hiatus, and in the modern era this meant using rationality to realize the limits of rationality. With this in mind, let me return to the quote I began this essay with, but now provide the larger context of the entire paragraph:
The legendary hiatus between a no-more and a not-yet clearly indicated that freedom would not be the automatic result of liberation, that the end of the old is not necessarily the beginning of the new, that the notion of an all-powerful time continuum is an illusion. Tales of a transitory period—from bondage to freedom, from disaster to salvation—were all the more appealing because the legends chiefly concerned the deeds of great leaders, persons of world-historic significance who appeared on the stage of history precisely during such gaps of historical time. All those who pressed by exterior circumstances or motivated by radical utopian thought-trains, were not satisfied to change the world by the gradual reform of an old order (and this rejection of the gradual was precisely what transformed the men of action of the eighteenth century, the first century of a fully secularized intellectual elite, into the men of the revolutions) were almost logically forced to accept the possibility of a hiatus in the continuous flow of temporal sequence.
Note that concept of gaps in historical time, which brings to mind Eliade's distinction between the sacred and the profane. Historical time is a form of profane time, and sacred time represents a gap or break in that linear progression, one that takes us outside of history, connecting us instead in an eternal return to the time associated with a moment of creation or foundation. The revelation in Sinai is an example of such a time, and accordingly Deuteronomy states that all of the members of the House of Israel were present at that event, not just those alive at that time, but those not present, the generations of the future. This statement is included in the liturgy of the Passover Seder, which is a ritual reenactment of the exodus and revelation, which in turn becomes part of the reenactment of the Passion in Christianity, one of the primary examples of Campbell's monomyth.
Arendt's hiatus, then represents a rupture between two different states or stages, an interruption, a disruption linked to an eruption. In the parlance of chaos and complexity theory, it is a bifurcation point. Arendt's contemporary, Peter Drucker, a philosopher who pioneered the scholarly study of business and management, characterized the contemporary zeitgeist in the title of his 1969 book: The Age of Discontinuity. It is an age in which Newtonian physics was replaced by Einstein's relativity and Heisenberg's uncertainty, the phrase quantum leap becoming a metaphor drawn from subatomic physics for all forms of discontinuity. It is an age in which the fixed point of view that yielded perspective in art and the essay and novel in literature yielded to Cubism and subsequent forms of modern art, and stream of consciousness in writing.
Beginning in the 19th century, photography gave us the frozen, discontinuous moment, and the technique of montage in the motion picture gave us a series of shots and scenes whose connections have to be filled in by the audience. Telegraphy gave us the instantaneous transmission of messages that took them out of their natural context, the subject of the famous comment by Henry David Thoreau that connecting Maine and Texas to one another will not guarantee that they have anything sensible to share with each other. The wire services gave us the nonlinear, inverted pyramid style of newspaper reporting, which also was associated with the nonlinear look of the newspaper front page, a form that Marshall McLuhan referred to as a mosaic. Neil Postman criticized television's role in decontextualizing public discourse in Amusing Ourselves to Death, where he used the phrase, "in the context of no context," and I discuss this as well in my recently published follow-up to his work, Amazing Ourselves to Death.
The concept of the hiatus comes naturally to the premodern mind, schooled by myth and ritual within the context of oral culture. That same concept is repressed, in turn, by the modern mind, shaped by the linearity and rationality of literacy and typography. As the modern mind yields to a new, postmodern alternative, one that emerges out of the electronic media environment, we see the return of the repressed in the idea of the jump cut writ large.
There is psychological satisfaction in the deterministic view of history as the inevitable result of cause-effect relations in the Newtonian sense, as this provides a sense of closure and coherence consistent with the typographic mindset. And there is similar satisfaction in the view of history as entirely consisting of human decisions that are the product of free will, of human agency unfettered by outside constraints, which is also consistent with the individualism that emerges out of the literate mindset and print culture, and with a social rather that physical version of efficient causality. What we are only beginning to come to terms with is the understanding of formal causality, as discussed by Marshall and Eric McLuhan in Media and Formal Cause. What formal causality suggests is that history has a tendency to follow certain patterns, patterns that connect one state or stage to another, patterns that repeat again and again over time. This is the notion that history repeats itself, meaning that historical events tend to fall into certain patterns (repetition being the precondition for the existence of patterns), and that the goal, as McLuhan articulated in Understanding Media, is pattern recognition. This helps to clarify the famous remark by George Santayana, "those who cannot remember the past are condemned to repeat it." In other words, those who are blind to patterns will find it difficult to break out of them.
Campbell engages in pattern recognition in his identification of the heroic monomyth, as Arendt does in her discussion of the historical hiatus. Recognizing the patterns are the first step in escaping them, and may even allow for the possibility of taking control and influencing them. This also means understanding that the tendency for phenomena to fall into patterns is a powerful one. It is a force akin to entropy, and perhaps a result of that very statistical tendency that is expressed by the Second Law of Thermodynamics, as Terrence Deacon argues in Incomplete Nature. It follows that there are only certain points in history, certain moments, certain bifurcation points, when it is possible to make a difference, or to make a difference that makes a difference, to use Gregory Bateson's formulation, and change the course of history. The moment of transition, of initiation, the hiatus, represents such a moment.
McLuhan's concept of medium goes far beyond the ordinary sense of the word, as he relates it to the idea of gaps and intervals, the ground that surrounds the figure, and explains that his philosophy of media is not about transportation (of information), but transformation. The medium is the hiatus.
The particular pattern that has come to the fore in our time is that of the network, whether it's the decentralized computer network and the internet as the network of networks, or the highly centralized and hierarchical broadcast network, or the interpersonal network associated with Stanley Milgram's research (popularly known as six degrees of separation), or the neural networks that define brain structure and function, or social networking sites such as Facebook and Twitter, etc. And it is not the nodes, which may be considered the content of the network, that defines the network, but the links that connect them, which function as the network medium, and which, in the systems view favored by Bateson, provide the structure for the network system, the interaction or relationship between the nodes. What matters is not the nodes, it's the modes.
Hiatus and link may seem like polar opposites, the break and the bridge, but they are two sides of the same coin, the medium that goes between, simultaneously separating and connecting. The boundary divides the system from its environment, allowing the system to maintain its identity as separate and distinct from the environment, keeping it from being absorbed by the environment. But the membrane also serves as a filter, engaged in the process of abstracting, to use Korzybski's favored term, letting through or bringing material, energy, and information from the environment into the system so that the system can maintain itself and survive. The boundary keeps the system in touch with its situation, keeps it contextualized within its environment.
The systems view emphasizes space over time, as does ecology, but the concept of the hiatus as a temporal interruption suggests an association with evolution as well. Darwin's view of evolution as continuous was consistent with Newtonian physics. The more recent modification of evolutionary theory put forth by Stephen Jay Gould, known as punctuated equilibrium, suggests that evolution occurs in fits and starts, in relatively rare and isolated periods of major change, surrounded by long periods of relative stability and stasis. Not surprisingly, this particular conception of discontinuity was introduced during the television era, in the early 1970s, just a few years after the publication of Peter Drucker's The Age of Discontinuity.
When you consider the extraordinary changes that we are experiencing in our time, technologically and ecologically, the latter underlined by the recent news concerning the United Nations' latest report on global warming, what we need is an understanding of the concept of change, a way to study the patterns of change, patterns that exist and persist across different levels, the micro and the macro, the physical, chemical, biological, psychological, and social, what Bateson referred to as metapatterns, the subject of further elaboration by biologist Tyler Volk in his book on the subject. Paul Watzlawick argued for the need to study change in and of itself in a little book co-authored by John H. Weakland and Richard Fisch, entitled Change: Principles of Problem Formation and Problem Resolution, which considers the problem from the point of view of psychotherapy. Arendt gives us a philosophical entrée into the problem by introducing the pattern of the hiatus, the moment of discontinuity that leads to change, and possibly a moment in which we, as human agents, can have an influence on the direction of that change.
To have such an influence, we do need to have that break, to find a space and more importantly a time to pause and reflect, to evaluate and formulate. Arendt famously emphasizes the importance of thinking in and of itself, the importance not of the content of thought alone, but of the act of thinking, the medium of thinking, which requires an opening, a time out, a respite from the onslaught of 24/7/365. This underscores the value of sacred time, and it follows that it is no accident that during that period of initiation in the story of the exodus, there is the revelation at Sinai and the gift of divine law, the Torah or Law, and chief among them the Ten Commandments, which includes the fourth of the commandments, and the one presented in greatest detail, to observe the Sabbath day. This premodern ritual requires us to make the hiatus a regular part of our lives, to break the continuity of profane time on a weekly basis. From that foundation, other commandments establish the idea of the sabbatical year, and the sabbatical of sabbaticals, or jubilee year. Whether it's a Sabbath mandated by religious observance, or a new movement to engage in a Technology Sabbath, the hiatus functions as the response to the homogenization of time that was associated with efficient causality and literate linearity, and that continues to intensify in conjunction with the technological imperative of efficiency über alles.
To return one last time to the quote that I began with, the end of the old is not necessarily the beginning of the new because there may not be a new beginning at all, there may not be anything new to take the place of the old. The end of the old may be just that, the end, period, the end of it all. The presence of a hiatus to follow the end of the old serves as a promise that something new will begin to take its place after the hiatus is over. And the presence of a hiatus in our lives, individually and collectively, may also serve as a promise that we will not inevitably rush towards an end of the old that will also be an end of it all, that we will be able to find the opening to begin something new, that we will be able to make the transition to something better, that both survival and progress are possible, through an understanding of the processes of continuity and change.
Until now the totalitarian belief that everything is possible seems to have proved only that everything can be destroyed. Yet, in their effort to prove that everything is possible, totalitarian regimes have discovered without knowing it that there are crimes which men can neither punish nor forgive. When the impossible was made possible it became the unpunishable, unforgivable absolute evil which could no longer be understood and explained by the evil motives of self-interest, greed, covetousness, resentment, lust for power, and cowardice; and which therefore anger could not revenge, love could not endure, friendship could not forgive. Just as the victims in the death factories or the holes of oblivion are no longer "human" in the eyes of their executioners, so this newest species of criminals is beyond the pale even of solidarity in human sinfulness.
-Hannah Arendt, The Origins of Totalitarianism
Although Hannah Arendt never dedicated an entire chapter or essay to the emotion, she was nonetheless well aware of the insidious pull of resentment. In The Origins of Totalitarianism resentment is mentioned 16 times.
Early in the Origins, Arendt writes, "The social resentment of the lower middle classes against the Jews turned into a highly explosive political element, because these bitterly hated Jews were thought to be well on their way to political power." Here resentment refers to the mobilization of mass antisemitism and the driving force behind the scapegoating of Jews.
By the end of Origins of Totalitarianism, in the lengthy passage quoted above, Arendt refers to resentment as one of many "evil motives" that had in the past made crimes understandable. With the advent of radical evil typical of the Third Reich, however, crimes against human plurality that could neither be punished nor forgiven could also not be explained away by unsavory human emotions and intentions. Here we can see a shift in meaning: in the beginning stages of Nazi occupation, resentment is an emotion that helps to make sense of antisemitic attitudes. With the advent of the death factories we find that evil human motives of self-interest, lust for power and resentment are no longer able to make sense of the world.
I find the ambiguity of the meaning of resentment in Arendt's work fascinating. Origins begins with a fairly common understanding of the emotion as a kind of envious grudge that seeks revenge. But it would be a mistake to understand resentment as the psychological essence of totalitarian rule. For although Arendt acknowledges the role resentment played in the mobilization of social attitudes of antisemitism, she also reveals the limits of human emotions within the Nazi program of destruction. Resentment is not the cause of human destruction. Rather she says,
Propaganda and organization no longer suffice to assert that the impossible is possible, that the incredible is true, that an insane consistency rules the world; the chief psychological support of totalitarian fiction—the active resentment of the status quo, which the masses refused to accept as the only possible world—is no longer there.
But where does resentment go, and what replaces it? Ironically, Arendt saw resentment as the last remnant of humanly recognizable relations—relations that were quashed as a requirement of totalitarian destruction.
To illustrate this point, near the end of the book, Arendt makes a distinction in the torture practices first performed by the Nazi Party's "Brown Shirts," the Sturmabteilung (SA) and later by Hitler's paramilitary, the Schutzstaffel (SS).
Whereas torture for the SA officer was provoked by a heated resentment against all those the SA guard perceived to be better than himself, torture of the magnitude required for the annihilation of a people—the kind that was effectively able to exterminate people long before they became biologically dead—was not the result of any human emotion. It was precisely the total lack of human emotion that enabled this atrocity. Arendt contrasts the irrational, sadistic type of torture driven by resentment and carried out by the SA to the rational calculations of the SS:
Behind the blind bestiality of the SA, there often lay a deep hatred and resentment against all those who were socially, intellectually, or physically better off than themselves, and who now, as if in fulfillment of their wildest dreams, were in their power. This resentment, which never died out entirely in the camps, strikes us as a last remnant of humanly understandable feeling (GH emphasis). The real horror began, however, when the SS took over the administration of the camps. The old spontaneous bestiality gave way to an absolutely cold and systematic destruction of human bodies, calculated to destroy human dignity; death was avoided or postponed indefinitely. The camps were no longer amusement parks for beasts in human form, that is, for men who really belonged in mental institutions and prisons; the reverse became true: they were turned into "drill grounds," on which perfectly normal men were trained to be full-fledged members of the SS.
I glean two points from this passage. First, Arendt believed that the human destruction perpetrated by the Third Reich was an exemplification of what she called the "banality of evil." This is to say that it was not pathologically sadistic and neurotically resentful and self-interested men, but rather "perfectly normal men" who, by following the rules, fulfilled the brutal logic of the Third Reich. Second, the annihilation of the Jews required cold calculation that in effect destroyed the very condition of possibility for resentment: human plurality. And this is where the irony of Arendt's thinking shines through: Resentment disappeared in the camps because understandable human sinfulness disappeared. Through this irony Arendt exposes her readers to a provocative ambiguity: Resentment appears in Origins as both the provocation of criminality and a vague remnant of human plurality.
The Wall St. Journal reports that more high school students are taking college courses for credit.
The number of students under age 18 enrolled in community-college courses rose more than 50% in the past 10 years, to about 855,000 for the 2011-2012 academic year, according to the American Association of Community Colleges. The group says most of them are in dual-enrollment programs.
This is a great boon for the students, who get better teachers, more intensive classes, and the experience of college. Not only that. By getting college credits for free while attending high school, these students cut down on the time they will have to spend in college, and thus the cost of college.
As good a deal as taking college courses in high school is, it also is an indictment of our high schools. Once again, instead of actually spending the money and effort to make high schools worthwhile, we are creaming off the best of the students in high school and sending them to courses in colleges, leaving their lower-performing peers to suffer through poor classes without even the benefit of their more ambitious peers. This is, of course, better than the status quo.
One unintended consequence of the migration of high school students to college courses is waste. Because the state pays for these community college courses and counts the high school students in the formula increasing public support for the colleges, taxpayers are double paying, paying both for the high schools and for the community colleges, which are educating an overlapping population. At a time of high desperation in government funding, providing dual systems for educating the same students is poor planning.
There are two obvious answers. Either re-tool high schools to make them more ambitious and better or allow students to simply skip high school and attend community colleges for free in place of high school. Much of what goes by the name of education in high school is a sad waste. We should either radically improve it or simply eliminate it. One idea between these two is the early college model, pioneered by Bard High School Early College, which gives all students 2 years of college credits during the four years that they are in publicly financed high schools. The early-college model has much to recommend it and it is certainly a better solution than sending high school students to attend classes at community colleges. The fact that high school students are looking to take courses outside of their high schools should spur efforts, in many directions, to change those schools. Or maybe we should follow the kids and gradually replace the last two years of high school with publicly funded college?