Hannah Arendt Center for Politics and Humanities
24Nov/140

Amor Mundi 11/23/14

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.

amor_mundi_sign-up
On Loneliness

lonelinessIn The New Republic, Judith Shulevitz writes about the deadening impact of loneliness and how it can ravage our body and our brain. She traces modern interest in loneliness to Frieda Fromm-Reichmann, a psychoanalyst whose "1959 essay, 'On Loneliness,' is considered a founding document in a fast-growing area of scientific research you might call loneliness studies. Over the past half-century, academic psychologists have largely abandoned psychoanalysis and made themselves over as biologists. And as they delve deeper into the workings of cells and nerves, they are confirming that loneliness is as monstrous as Fromm-Reichmann said it was. It has now been linked with a wide array of bodily ailments as well as the old mental ones. In a way, these discoveries are as consequential as the germ theory of disease. Just as we once knew that infectious diseases killed, but didn't know that germs spread them, we've known intuitively that loneliness hastens death, but haven't been able to explain how. Psychobiologists can now show that loneliness sends misleading hormonal signals, rejiggers the molecules on genes that govern behavior, and wrenches a slew of other systems out of whack. They have proved that long-lasting loneliness not only makes you sick; it can kill you. Emotional isolation is ranked as high a risk factor for mortality as smoking. A partial list of the physical diseases thought to be caused or exacerbated by loneliness would include Alzheimer's, obesity, diabetes, high blood pressure, heart disease, neurodegenerative diseases, and even cancer - tumors can metastasize faster in lonely people." The turn toward biology situates loneliness as a mental and a physical illness, one to be combated with public health programs. Shulevitz traces the efforts to medicalize loneliness, as well as programs to treat loneliness as a problem of inequality. And yet, in the end, she suggests that humans have incredible resources to fend off loneliness: "[T]here's something awe-inspiring about our resilience, too. Put an orphan in foster care, and his brain will repair its missing connections. Teach a lonely person to respond to others without fear and paranoia, and over time, her body will make fewer stress hormones and get less sick from them. Care for a pet or start believing in a supernatural being, and your score on the UCLA Loneliness Scale will go down. Even an act as simple as joining an athletic team or a church can lead to what Cole calls 'molecular remodeling.' 'One message I take away from this is, "Hey, it's not just early life that counts,"' he says. 'We have to choose our life well.'"

Arendt and the "Mass Man"

arendt lonelinessLoneliness was a constant theme in Hannah Arendt's work. In her most pregnant attempt at a definition of totalitarianism, published in 1950, 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." Stripped of the political, social, and intellectual traditions that historically bound people together in publically meaningful institutions and networks, mass men turn to racism or consumerism to give their lives meaning. Both are dangerous in different ways. As Paul Morrow writes, "Loneliness can result from formal prohibitions on expression or action, as seen in totalitarian societies; but it can also result from informal standards and patterns of life which disvalue political - and overvalue social or commercial - interactions." And Bill Dixon adds: "To be lonely is to be deprived of both the public and the private realms and therefore to feel utterly abandoned by other human beings, to finally lose one's place in the world completely. The mass production of loneliness is closely linked to the experiences of 'uprootedness' and 'superfluousness' that have unevenly afflicted peoples across the earth since the industrial revolution and European imperialism. Pervasive loneliness as a modern way of life therefore amorphously anticipates the emergence of the totalitarian form, but it also serves to structure and vivify its psychic violence once underway. Loneliness perversely tends to intensify when felt in the presence of others, that is, when one is not strictly speaking alone."  

Integrity and Privacy

snowdenDavid Bromwich reviews Laura Poitras' Citizenfour and argues that it shows Edward Snowden to be a modern hero, a courageous conscientious objector in the war on privacy: "An incidental strength of Citizenfour is that it will make such casual slanders harder to repeat. Nevertheless, they are likely to be repeated or anyway muttered in semiprivate by otherwise judicious persons who want to go on with their business head-down and not be bothered. It must be added that our past politics give no help in arriving at an apt description of Snowden and his action. The reason is that the world in which he worked is new. Perhaps one should think of him as a conscientious objector to the war on privacy - a respectful dissident who, having observed the repressive treatment endured by William Binney, Thomas Drake, and other recent whistle-blowers, does not recognize the constitutional right of the government to put him in prison indefinitely and bring him to trial for treason. His action constitutes a reproach to the many good citizens who have learned what is happening and done nothing about it. That, too, is surely a cause of the resentment that has a hard time finding the appropriate adjectives for Snowden." Bromwich is right that listening to Snowden in the movie is to be in the presence of someone of integrity: "The undeclared subject of Citizenfour is integrity - the insistence by an individual that his life and the principle he lives by should be all of a piece. Something resembling an aesthetic correlative of that integrity can be found in the documentary style of Laura Poitras." What Snowden, Poitras, and Bromwich show is that the core of privacy is integrity. It is thus the integrity of the person that is under attack in the age of surveillance.

Learning and Teaching

teachingIn an essay about how it is for teachers, both now and in the past, Jonathan Zimmerman says he thinks he's figured out what's happened to teaching in America: "the federal Race to the Top program sponsored by the Obama administration encouraged schools to use students' test scores in evaluating individual teachers. The primary responsibility of teachers is no longer to encourage good behavior in future citizens, as Horace Mann insisted. Instead, it's to ensure that they get the right answers on a high-stakes test. The shift in goals has unfortunately done nothing to alter the tedious, anti-intellectual practices of American teaching. If anything, the strong commitment to 'academic' goals has probably made teaching less academic - so far as the quality of learning is concerned - and more routinized than it was before. When teachers were hired for their inborn ability to 'nurture' schoolchildren, many derided or disregarded their intellectual capacities. Now we've created a system that is so firmly tied to scholastic achievement - as narrowly defined by standardized tests - that no serious scholar would want to teach in it."

amor_mundi_sign-up
Rereading Without Revising

readingIn the New York Times, seven writers reread some of their old work and write about how they feel about it all this time later. Marilynne Robinson, for example, tries to recall what it was like to write Housekeeping: "In writing 'Housekeeping' I was trying to recover the appearance and the atmosphere of a very particular place, northern Idaho. When I wrote it, I had not spent much time there for almost 20 years. So it was very much an exploration of memory that I was engaged in. I thought I was writing an unpublishable book, so I was undistracted by other considerations than my own interest in the workings of memory and the ability of language to evoke what I 'saw' in memory. I found that the common old question 'What was it like?' stimulated recollection and recruited words and images that made my sense of the thing remembered, a place or a smell or the glint of light on water, much more accessible to me than I could have anticipated. It became a discipline for me, always to keep a scene before my eyes and to be ready to value and explore any detail that presented itself to me with an especially pungent or plangent specificity. I wrote much of the book in a darkened room. This was not intended as part of the experiment, but it may have contributed to it. My memories were often as bright as dreams and often as highly detailed. Only the place is actually remembered in the book. None of the characters or events are real. The point was to let my imagination take on the colorations of memory and interpret the place, as music might do."

Not The Absence of Fear

cornel westIn an interview with Questlove Thompson, an interview that's as much about music as anything else, Cornel West defines courage: "But we all live in fear. Courage is not the absence of fear. It is the working through and overcoming of fear. Brother Martin had fear. He just wouldn't allow fear to determine his behavior. As human beings, everyone has stuff coming at them, and a certain kind of fear. But courage is being true to yourself, true to a sense of integrity. And that's what is more and more difficult."

At the Intersection of Art and Commerce

ursula le guinIn her National Book Awards acceptance speech, Ursula K. Lu Guin explains why she loves, and fears for, literature: "Books aren't just commodities; the profit motive is often in conflict with the aims of art. We live in capitalism, its power seems inescapable - but then, so did the divine right of kings. Any human power can be resisted and changed by human beings. Resistance and change often begin in art. Very often in our art, the art of words. I've had a long career as a writer, and a good one, in good company. Here at the end of it, I don't want to watch American literature get sold down the river. We who live by writing and publishing want and should demand our fair share of the proceeds; but the name of our beautiful reward isn't profit. Its name is freedom."

On Ethics and Reporting

bill cosbyIn a piece about the resurfaced allegations of rape against Bill Cosby, Ta-Nehisi Coates reminds us that he, like all writers, lives in history, with his own context and biography. Knowing that is a kindness - one, he suggests, that an ethical journalist must transcend: "The Bill Cosby piece was my first shot writing for a big national magazine. I had been writing for 12 financially insecure years. By 2007, when I finished my first draft, I had lost three jobs in seven years. I had just been laid-off by Time magazine. My kid was getting older. I was subsisting off unemployment checks and someone else's salary. A voice in my head was, indeed, pushing me to do something more expansive and broader in its implication, something that did not just question Cosby's moralizing, but weighed it against the acts which I believed he committed. But Cosby was such a big target that I thought it was only a matter of time before someone published a hard-hitting, investigative piece. And besides, I had in my hand the longest, best, and most personally challenging piece I'd ever written. It was not enough. I have often thought about how those women would have felt had they read my piece. The subject was morality - and yet one of the biggest accusations of immorality was left for a few sentences, was rendered invisible. I don't have many writing regrets. But this is one of them. I regret not saying what I thought of the accusations, and then pursuing those thoughts. I regret it because the lack of pursuit puts me in league with people who either looked away, or did not look hard enough. I take it as a personal admonition to always go there, to never flinch, to never look away."

amor_mundi_sign-up
Featured Events

Film Screening & Director's Discussion: Killing Kasztner: The Jew Who Dealt with Nazis

Thursday, December 4, 2014

Reem-Kayden Center Laszlo Z. Bito '60 Auditorium, 5:00 - 8:00 pm


Roundtable on Academic Freedom

Tuesday, December 9, 2014

Bard College Campus Center, Multipurpose Room, 7:00 pm

 


From the Arendt Center Blog

This week on the Blog, Johannes Lang discusses Arendt's critique of obedience in political and moral matters in the Quote of the Week. Carl Sagan provides this week's Thoughts on Thinking. In our Video Archives, we remember a talk George Kateb gave at our 2011 annual fall conference on the ideal of governmental transparency. And we appreciate Arendt's impressive collection of Goethe's works in our Library feature.

The Hannah Arendt Center
The Hannah Arendt Center at Bard is a unique institution, offering a marriage of non-partisan politics and the humanities. It serves as an intellectual incubator for engaged thinking and public discussion of the nation's most pressing political and ethical challenges.
27Oct/141

Amor Mundi 10/26/14

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.

amor_mundi_sign-up
The Making of a Hero

Laura PoitrasIn a revelatory and subtle profile of Laura Poitras and her experience making "Citizenfour," her new documentary about Edward Snowden, George Packer raises questions about how close Poitras comes to Snowden's true story, and how uncritically Snowden's own narrative of his actions have become entrenched in the public consciousness: "The heart of the film is the hotel room in Hong Kong, where Poitras finds emotion in the small moments that give 'Citizenfour' the human truth she's always after. Even when the pace slows to the verge of boredom, the footage is mesmerizing, because we are watching a private encounter of great political significance unfold. For Poitras, the film is all about Snowden's decision. But, in this case, ... Snowden had already made his decision to go public, long before he got in touch with Poitras, so by the time we meet him it's a fait accompli. By e-mail and in Hong Kong, he presents his motives as so high-minded and public-spirited that they never become interesting. In Poitras's terms, he has already created a narrative of himself-it's a "locked path." He has stopped being a complicated character, and Poitras doesn't look for ways to complicate him. ... Snowden describes himself as an ordinary government employee who was going about his business until he could no longer ignore the wrongdoing he observed. This self-portrait doesn't completely square with others' accounts or with the historical record. Snowden was not as deeply embedded in the N.S.A.'s institutional culture as were previous agency whistle-blowers, like Binney, who arrived at their breaking points after sustained bureaucratic struggles. Snowden was more alienated and self-isolated, more radical, than that. His biographical trail reveals a young man who becomes most passionate when promoting the importance of maintaining absolute privacy on the Internet-he wore an Electronic Frontier Foundation hoodie to work-and who seems less eager to acknowledge how difficult the trade-off between liberty and security can be in a democratic society. Before the meeting in Hong Kong, he wrote a letter to Poitras and Greenwald that said, in part, "While I pray that public awareness and debate will lead to reform, bear in mind that the policies of men change in time, and even the Constitution is subverted when the appetites of power demand it. In words from history: Let us speak no more of faith in man, but bind him down from mischief by the chains of cryptography." Snowden went to great trouble over a long period to amass the astonishing quantity of secrets that he passed on to Poitras and Greenwald-including taking a private-contractor position solely with the aim of downloading N.S.A. files. None of this is revealed under Greenwald's questioning."

The Phantom in the Opera

death of klinghofferAlex Ross on why the response to the Metropolitan Opera's staging of composer John Adams and librettist Alice Goodman's The Death of Klinghoffer has been so vitriolic: "Adams and his librettist...do not advertise their intentions in neon. The story of the Achille Lauro hijacking is told in oblique, circuitous monologues, delivered by a variety of self-involved narrators, with interpolated choruses in rich, dense poetic language. The terrorists are allowed ecstatic flights, private musings, self-justifications. But none of this should surprise a public accustomed to dark, ambiguous TV shows like 'Homeland.' The most specious arguments against 'Klinghoffer' elide the terrorists' bigotry with the attitudes of the creators. By the same logic, one could call Steven Spielberg an anti-Semite because the commandant in 'Schindler's List' compares Jewish women to a virus. In the opera, the opposed groups follow divergent trajectories. The terrorists tend to lapse from poetry into brutality, whereas Leon Klinghoffer and his wife, Marilyn, remain robustly earthbound, caught up in the pleasures and pains of daily life, hopeful even as death hovers. Those trajectories are already implicit in the paired opening numbers, the Chorus of Exiled Palestinians and the Chorus of Exiled Jews. The former splinters into polyrhythmic violence, ending on the words 'break his teeth'; the latter keeps shifting from plaintive minor to sumptuous major, ending on the words 'stories of our love.' The scholar Robert Fink, in a 2005 essay, convincingly argues that the opera 'attempts to counterpoise to terror's deadly glamour the life-affirming virtues of the ordinary, of the decent man, of small things.' Moreover, subtle references to the Holocaust suggest that a familiar horror is recurring. 'At least we are not Jews,' an old Swiss woman says. 'I kept my distance,' an Austrian frigidly intones. The mellifluous, ineffectual Captain indulges in fantasies of appeasement, conversing under the stars with a silver-tongued terrorist named Mamoud."

Moral Equivalence

death of klinghoffer(2)Alan Dershowitz argues that The Death of Klinghoffer is an affront, first because it establishes a false moral equivalence between Jewish Zionism and Palestinian terrorism and second between the Holocaust and the Occupation. He also faults the music: "By any standard, The Death of Klinghoffer is anything but the 'masterpiece' its proponents are claiming it is. The music is uneven, with some lovely choruses-more on that coming-one decent aria, and lots of turgid recitatives. The libretto is awful. The drama is confused and rigid, especially the weak device of the captain looking back at the events several years later with the help of several silent passengers. There are silly and distracting arias from a British show girl who seems to have had a crush on one of the terrorists, as well as from a woman who hid in her cabin eating grapes and chocolate. They added neither to the drama nor the music of the opera. Then there were the choruses. The two that open the opera are supposed to demonstrate the comparative suffering of the displaced Palestinians and the displaced Jews. The Palestinian chorus is beautifully composed musically, with some compelling words, sung rhythmically and sympathetically. The Jewish chorus is a mishmash of whining about money, sex, betrayal and assorted 'Hasidism' protesting in front of movie theaters. It never mentions the six million Jews who were murdered in the Holocaust, though the chorus is supposed to be sung by its survivors. The goal of that narrative chorus is to compare the displacement of 700,000 Palestinians-some of which was caused by Arab leaders urging them to leave and return victoriously after the Arabs murdered the Jews of Israel-with the systematic genocide of six million Jews. It was a moral abomination.... At bottom The Death of Klinghoffer-a title deliberately selected to sanitize his brutal murder-is more propaganda than art. It has some artistic moments, but the dominant theme is to create a false moral equivalence between terrorism and its victims, between Israel and Palestinian terrorist groups, and between the Holocaust and the self-inflicted Nakba."

Don't Give Up the Fight

Hong Kong protestsKeane Shum on why he won't give up on change in Hong Kong: "So many voices-our own government, the central government, foreign governments, much of the international media, and even some of the protesters themselves-say there is no chance of any concession by the authorities, that this is a futile battle against an intransigent force and can yield only moral victories. It is all just the dreams of naive students, they say, a fantasy. But so is Hong Kong. On that recent Sunday morning in Victoria Harbour, when I had swum to roughly the midpoint between Hong Kong Island and the mainland, I took a moment to drift on my back and let the city wash over me. The harbor and the skyline, the hills and the bays, the food, the movies, the money, and, of course, these protests-politically engaged teenagers doing homework on the streets, collecting garbage, singing songs-all these are unreal. Our city is a dream, a place where umbrellas float through tear gas, schoolchildren lead civic debates instead of virtual lives, and 999 of every 1,000 trains run on time. On that ship in Nanjing 172 years ago where China signed us away, after the British surrendered us on Christmas Day, 1941, when the tanks plowed into Tiananmen Square on the morning of June 4, 1989, we were never supposed to exist, not like this."

amor_mundi_sign-up
Now and Then

Daniel MendelsohnDaniel Mendelsohn, suggests that books, even ones we love, should change as we do: " I teach Sophocles' 'Antigone.' My students, who are in their late teens and early 20s, tend to identify with the fiercely idealistic young heroine, who stands up for family and religion - for freedom of conscience, as we often see it today - against the decrees of her uncle, the autocratic new ruler of the state. But over the past quarter-century I have increasingly appreciated the validity of the uncle's claims: the necessity for order, the incoherence of a state that consists of individuals who cannot recognize the views of others. However much Holden Caulfield's helplessness and sensitivity may move us, it's important to remember that what is problematic in 'The Catcher in the Rye' is its hero's aversion to negotiation and compromise - not the negotiations and compromises themselves, which are simply part of adult life. Whatever else it may mean, the Museum of Natural History scene in Salinger's beloved classic can be read as a powerful allegory of how not to read beloved classics. Like Holden, we can and do keep revisiting them; but when we do, we should always be seeing something new, because the eyes with which we read should have changed."

To Grieve or Not to Grieve?

Colm ToibinIn a comprehensive essay on grief in literature, Colm Toibin points to Hamlet as a model: "I remember in school sitting at the back of the class soon after my father had died and listening to a discussion about Hamlet's madness and Hamlet's character and everyone wondering why Hamlet could in one second be in love, and the next out of love, and then angry and ready for revenge and then ready to procrastinate, the next minute melancholy and the next putting an antic disposition on, and why his tone could be so wise and then also so bitter and sharply sarcastic and rude. How could he be so many things, and how could we define his character? I wish I had put up my hand to say that I thought I understood what was at the root of all his antics. His father had died not long before. That was all. He had been unmoored. While those around him were trying to explain that what had happened was normal, a part of nature, and were trying to get on with things, Hamlet had become wayward and, luckily, Shakespeare had seen the dramatic possibilities of this."

A Lost Generation

South Boston busMichael Patrick MacDonald has a vivid essay-part investigative journalism, part personal recollection of his time growing up in South Boston-about the forced busing that integrated South Boston High School in 1974: "Among the rarely discussed facts about my neighborhood was that white South Boston High School had the highest number of students on welfare in any school, citywide. The school mostly served the population of Southie's three large housing projects and the 'Lower End,' three contiguous census tracts that collectively held the highest concentration of white poverty in the United States, with 73 percent single-parent female-headed households and upwards of 40 percent unemployment rate among adult men. In the years before busing, only 16 percent of students at white South Boston High school went on to college, and when they did, they were usually the first in their families to do so. Former Boston NAACP President Ken Guskett has recently said that, during the battle for desegregation, while white students citywide received more funding per student ($450) than black students ($250 at the black schools in Roxbury)-'the South Boston kids got less than Roxbury.' This is the problem with looking at statistics only by race, rather than also looking at economics." MacDonald brings a panoramic lens to the busing history, exploring how it happened that black children were integrated into the only Boston schools worse than their own, how South Boston united against that integration and lost its soul, and how the Boston elite stood apart from the fray. Above all it is a riveting tale of the personal toll of a well-meaning but poorly instituted government policy. 

How to Read a "Politically Charged Sentence"

heideggerJulia Ireland has published a long essay that centers upon one of those rare genuine scholarly discoveries. Reviewing original manuscripts of Martin Heidegger's lecture courses, she discovered that the published versions of the texts mistakenly read Heidegger's notation for "National Socialism" as "The Natural Sciences." Ireland argues that restoring Heidegger's original words actually helps make sense of his controversial claims in another essay written in the same year in which he speaks of the "inner truth of National Socialism." In doing so, Ireland offers an extraordinary example of how to treat controversial philosophical texts. As she explains in a footnote that should be read more widely: "I am deeply opposed to that style of scholarship whose tendentious use of quotations preempts genuine philosophical analysis in a manner I understand to actively mislead. It remains true that substandard scholarship continues to determine the wider debate surrounding Heidegger's politics and that in the United States such scholarship has received the imprimatur of a university press. (Emmanuel Faye's division of his 'Bibliography' into categories such as 'Works by Other National Socialist and Völkisch Authors,' 'Apologetic and Revisionist Studies,' and 'Works Critical of Heidegger,' in Heidegger: The Introduction of Nazism into Philosophy in Light of the Unpublished Seminars of 1933-35, is blatantly ideological; and his representation of student Protokolle as Heidegger's own words is specious; both should have been challenged by reviewers as violating the most basic principles of scholarship.) By contrast, I intend my analysis here as an alternative for what it means to read a single, politically charged sentence when interpretation has been constrained by the necessity of a philological reconstruction and the willingness to affirm the often surprising layers of complication that have accompanied it."

amor_mundi_sign-up
Featured Events

Yasemin SariLunchtime Talk with Yasemin Sari

An Arendtian Recognitive Politics: "The Right to Have Rights" as a Performance of Visibility

Tuesday, October 28, 2014

The Hannah Arendt Center, 1:30 pm

 

 


humanitiesRediscovering the Humanities: Humanities Advocacy in the Digital Age

The Fall Experimental Humanities Mellon Lecture

Thursday, November 6, 2014

Jim Ottaway Jr. Film Center, 5:00 pm - 7:00 pm


Alexei GloukhovLunchtime Talk with Alexei Gloukhov

Arendt and the Question of Positive Freedom

Tuesday, November 18, 2014

The Hannah Arendt Center, 12:30 pm - 2:00 pm

 

 


From the Arendt Center Blog

This week on the Blog, Andrew T. Dilts reflects on forgiveness, punishment, and vengeance with respect to George Zimmerman's slaying of Trayvon Martin in the Quote of the Week. C. G. Jung provides this week's Thoughts on Thinking. In our Video Archives, we look back at a talk Bard College President Leon Botstein gave on the state of American education at the Hannah Arendt Center's seventh annual fall conference. And we appreciate a small yet powerful personal library of Arendt's works in our Library feature.

The Hannah Arendt Center
The Hannah Arendt Center at Bard is a unique institution, offering a marriage of non-partisan politics and the humanities. It serves as an intellectual incubator for engaged thinking and public discussion of the nation's most pressing political and ethical challenges.
14Jun/141

Who Does Tenure Help?

1

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.”

Roger Berkowitz
Roger Berkowitz is Associate Professor of Political Studies and Human Rights at Bard College, and Academic Director of the Hannah Arendt Center for Politics and the Humanities. He is also the author of "Gift of Science: Leibiniz and the Modern Legal Tradition", as well as co-editor of "Thinking in Dark Times: Hannah Arendt on Ethics and Politics".
12May/1490

Violence, Hypocrisy, and Scientific-Administrative “Laws”

Arendtquote

“Moreover, if we inquire historically into the causes likely to transform engagés into enragés, it is not injustice that ranks first, but hypocrisy. … To tear the mask of hypocrisy from the face of the enemy, to unmask him and the devious machinations and manipulations that permit him to rule without using violent means, that is, to provoke action even at the risk of annihilation so that the truth may come out—these are still among the strongest motives in today’s violence on the campuses and in the streets.  And this violence again is not irrational.  Since men live in a world of appearances and, in their dealing with it, depend on manifestation, hypocrisy’s conceits—as distinguished from expedient ruses, followed by disclosure in due time—cannot be met by so-called reasonable behavior.  Words can be relied on only if one is sure that their function is to reveal and not to conceal.  It is the semblance of rationality, much more than the interests behind it, that provokes rage.”

--On Violence (65-66)

In On Violence (1970), Arendt argues for political action and power as opposed to violence.  According to her conception, power is political, and it is an end in itself.  It is brought into being through the political and public “acting in concert” of a plurality of human beings.  Violence, on the other hand, is instrumental in two senses of the word:  it can only be carried out through the use of external instruments, and it is a means that cannot supply its own end.   Rule by violence becomes a possibility wherever real power is being lost, and while violence may destroy power, it can never produce it.  Violence relies on goals external to itself for its justification, yet it is also a means that can devour its own ends.

More particularly, and to place the passage in the proper late-1960s context, she is interested, on the one hand, in the extreme potential for violence produced through twentieth century technological developments and, on the other, the question of violence perpetrated by and against oppositional student groups in the western world.  The two are, of course, related in complex ways.  Arendt is worried about the unleashing of a vicious cycle of violence, in which students actively seek to provoke the police with the express purpose of bringing an underlying “fascism” or naked state violence to the fore.  Similarly, she writes, in the 1930s, fascism’s opponents had at times even celebrated its victory because it would reveal the internal contradictions of a “civilized society” that held violence and repression at its core.  “We saw how that turned out,” is the implied conclusion.

What is at the root of this cycle of violence?  From the outset, Arendt rejects biological explanations based on some innate human aggressiveness emerging from our animal selves.  According to the bio-psychological line of analysis, human impulses towards violence can be so dangerous because they have been blocked and severed from their original “natural” purpose of species preservation.  They have become redirected in a way that makes them irrational.  Arendt rejects this characterization and instead seeks to identify the rationale behind violence.  She finds it partially by examining rage against injustice, which arises “only where there is reason to suspect that conditions could be changed and are not…” (63).  She goes so far as to recognize that “… under certain circumstances violence—acting without argument or speech and without counting the consequences—is the only way to set the scales of justice right again.” (64)

That rage and violence against injustice can be rational, though, in no way makes them political.  Indeed, they are “without argument or speech,” and she explicitly characterizes them as “antipolitical.”  What Arendt describes, then, is an unpolitical cycle of violence, which forms a synthetic dialectic.  She additionally reveals that, despite themselves, the two parties to the dialectic are, by essence, largely the same.  The students rebel against the Establishment and the System, but they fail to recognize what these have become or their own role in their operation.  They romantically cling to the Marxist notion of a bourgeois-proletarian dialectic of class conflict when 1) the embourgeoisement of the post-war working class had stymied its revolutionary potential, and 2) this was in no small part due to scientific advances that made the intellectuals and the scientists the new mandarins, over and above the class warriors of the bourgeoisie.  And who are the future intellectuals and scientists if not the students, themselves?  The students are raging against the machine of technical conquest that produced the bomb and napalm, but they are simultaneously reproducing the machine, through their very being.

Karl Marx

Karl Marx

Violence emerges when political power is lost, and political power dissipates when there is no space for human action in which power can be renewed.  Arendt writes:

I am inclined to think that much of the present glorification of violence is caused by severe frustration of the faculty of action in the modern world.  It is simply true that riots in the ghettos and rebellions on the campuses make ‘people feel like they are acting together in a way that they rarely can.’ (83)

Violence is, then, a false politics that serves to placate the frustrated political actor.  It becomes an outlet for a political impulse that has been blocked, according to Arendt, especially by our belief in modern progress.  Progress as “growth, the relentless process of more and more, of bigger and bigger” increases demand for administration.  Bureaucratization, in turn, increases the appeal of violence precisely because it is unpolitical:

In a fully developed bureaucracy there is nobody left with whom one can argue, to whom one can present grievances, on whom the pressures of power can be exerted.  Bureaucracy is the form of government in which everybody is deprived of political freedom, of the power to act; for the rule by Nobody is not no-rule, and where all are equally powerless we have a tyranny without a tyrant.  The crucial feature in the student rebellions around the world is that they are directed everywhere against the ruling bureaucracy.

Bureaucratization and the ideal of progress block politics because the idea of politics, the notion that human beings might initiate the radically new and unexpected in the world, is fundamentally alien to them.  They are, instead, built upon the idea that everything can be accounted for and made predictable through the universal dictates of objective science and technique.

Bureaucracy is also a key source of the very hypocrisy Arendt identifies above as a catalyst of rage and violence.  It presents itself as the impartial bearer of technical truths, but bureaucracy is instrumental just like violence, which means it relies on external, political ends to provide its operating justification.  Despite claims to neutrality, it must, by definition, serve political ends.   Though also like violence, it constantly threatens to overflow its own bounds, overwhelming the ends with meaningless means.

Bureaucracy

The current dialectic in Europe, between a sometimes-violent populist revival and a technocracy claiming only to implement neutral economic truths, illustrates anew the dynamic Arendt identified in 1969-1970.  The populist aims to reveal the hypocrisy of the technocrat by existing as the technocrat’s opposite, by declaring himself the true representative of the people’s good.  But in being his opposite, he reproduces the same problem in mirror image.  Both deny politics and attempt to substitute some form of absolute reason in its place.  Thus, we ‘deal with’ our freedom by simultaneously declaring absolute control—via either technique or rule by populist incarnation—and giving up control absolutely—to the self-contained system of scientific principles or the populist leader.  In Arendt’s examples, the enraged reaction against hypocrisy ends up producing the very violence against which it fights, most obviously when students force the government to react with open violence in order to prove that the violence had been there all along.  Similarly, contemporary populism produces the negation of politics while fighting against the same negation of politics in another form.  Technocracy completes and perpetuates the cycle as it explicitly aims to combat populism and discipline the popular will in favor of "impartial truths."

In this context, the popular explosion of Thomas Piketty’s Capital in the Twenty-First Century is interesting in (at least) two ways: 1) Piketty justifies and provides fuel for populist rage against inequality.  He demonstrates the magnitude of current gross disparities in wealth and shows them to be the result of policies that have been presented as the only sound technical reactions to contemporary economic truths.  2) He also dethrones the notion of the economic law.  He reveals the fallacies of the postwar technocrats who believed their economic situation had been the natural result of the unfolding of “natural” economic developmental laws.  Instead, we now know that their unprecedented situation, characterized by high levels of growth and employment along with historically low levels of inequality, came as a result of historical contingency mixed with deliberate and free political action.  Their mistake was to reify their circumstances and then try and understand this “given” and “natural” phenomenon via scientific theory.

442

Thomas Piketty

Arendt’s analysis of this very same time period, however, suggests that the human activity Piketty highlights was anything but “political action.”  To caricature and simplify, efforts directed towards material well-being cannot constitute politically free action, according to her, because they are determined by the objective circumstance of human need.  One could argue, though, that, in this, she may have fallen for the technocrats’ reification of political choices about material well-being into deterministic laws—even while she denounced their attempts to collapse human experience into behaviorist systems.  The question then becomes whether an Arendtian politics is possible that is nevertheless directed towards the maintenance of the living organism in some way.  In fact, both Arendt and Marx condemned inequality reduction as strictly unpolitical.  Despite extreme differences in their notions of politics, for both of them politics is about human freedom, not life or living.  It is a common misconception that Marx was arguing for the elimination of inequality.  In fact, he denounced all attempts to do so as weakly reformist.  The root of the problem was, rather, lack of freedom in a republican sense:  It does not matter how well or equally you are treated if you are nevertheless a slave.

The characterization of inequality concerns as “unpolitical” seems to go too far, though, if we consider the idea that people cannot act politically and freely if they lack basic security and trust in the world.  This is a point that Arendt makes in On Revolution, among other works, in which she writes that desperation can only produce violence and not politics.  (This point could also work towards providing an Arendtian explanation for populist violence à la Golden Dawn, etc.)  With this in mind, our fight against inequality could actually be understood as political action in the service of political action as an end in itself.

What Piketty has in common with Arendt is the condemnation of social “science” masquerading as natural science.  Arendt shows how this can be a hindrance to freedom, and she understands it as something that is also fundamentally unworkable.  The belief in its predictive power can only exist in denial of the unpredictable results of human action that will always undo the projected image of organized harmony.  Piketty is criticizing the economic establishment on these same grounds, which is why his crusade against inequality challenges Arendt’s sharp dividing line between politics and mere life.  While his data analysis shows that our world will tend towards more and more extreme inequality, Piketty emphasizes the fact that this tendency has been undone before, which implies that we can politically undo it again.  Insofar as they both believe in and endorse the possibility and power of political action, it seems reasonable to assume that Piketty would also endorse Arendt’s important claim that,

If we look on history in terms of a continuous chronological process, whose progress, moreover, is inevitable, violence in the shape of war and revolution may appear to constitute the only possible interruption.  If this were true, if only the practice of violence would make it possible to interrupt automatic processes in the realm of human affairs, the preachers of violence would have won an important point. … It is the function, however, of all action, as distinguished from mere behavior, to interrupt what otherwise would have proceeded automatically and therefore predictably. (30-31)

--Jennifer M. Hudson

The Hannah Arendt Center
The Hannah Arendt Center at Bard is a unique institution, offering a marriage of non-partisan politics and the humanities. It serves as an intellectual incubator for engaged thinking and public discussion of the nation's most pressing political and ethical challenges.
31Mar/140

Amor Mundi 3/30/14

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.

Jonathan Schell

schellJonathan Schell has died. I first read "The Fate of the Earth" as a college freshman in Introduction to Political Theory and it was and is one of those books that forever impacts the young mind. Jim Sleeper, writing in the Yale Daily News, gets to the heart of Schell’s power: “From his work as a correspondent for The New Yorker in the Vietnam War through his rigorous manifesto for nuclear disarmament in "The Fate of the Earth", his magisterial re-thinking of state power and people’s power in “The Unconquerable World: Power, Nonviolence, and the Will of the People,” and his wry, rigorous assessments of politics for The Nation, Jonathan showed how varied peoples’ democratic aspirations might lead them to address shared global challenges.” The Obituary in the New York Times adds: “With “The Fate of the Earth” Mr. Schell was widely credited with helping rally ordinary citizens around the world to the cause of nuclear disarmament. The book, based on his extensive interviews with members of the scientific community, outlines the likely aftermath of a nuclear war and deconstructs the United States’ long-held rationale for nuclear buildup as a deterrent. “Usually, people wait for things to occur before trying to describe them,” Mr. Schell wrote in the book’s opening section. “But since we cannot afford under any circumstances to let a holocaust occur, we are forced in this one case to become the historians of the future — to chronicle and commit to memory an event that we have never experienced and must never experience.””

Standing on Someone Else's Soil

suareIn an interview, Simon Schama, author of the forthcoming book and public television miniseries "The Story of the Jews," uses early Jewish settlement in America as a way into why he thinks that Jews have often been cast as outsiders: "You know, Jews come to Newport, they come to New Amsterdam, where they run into Dutch anti-Semites immediately. One of them, at least — Peter Stuyvesant, the governor. But they also come to Newport in the middle of the 17th century. And Newport is significant in Rhode Island because Providence colony is founded by Roger Williams. And Roger Williams is a kind of fierce Christian of the kind of radical — in 17th-century terms — left. But his view is that there is no church that is not corrupt and imperfect. Therefore, no good Christian is ever entitled to form a government [or] entitled to bar anybody else’s worship. That includes American Indians, and it certainly includes the Jews. And there’s an incredible spark of fire of toleration that begins in New England. And Roger Williams is himself a refugee from persecution, from Puritan Massachusetts. But the crucial big point to make is that Jews have had a hard time when nations and nation-states have founded themselves on myths about soil, blood and tribe."

Don't Get Older: or Don't Show It

techNoam Scheiber describes the “wakeful nightmare for the lower-middle-aged” that has taken over the world of technology. The desire for the new, new thing has led to disdain for age; “famed V.C. Vinod Khosla told a conference that “people over forty-five basically die in terms of new ideas.” The value of experience and the wisdom of age or even of middle are scorned when everyone walks around with encyclopedias and instruction manuals in our pockets. The result: “Silicon Valley has become one of the most ageist places in America. Tech luminaries who otherwise pride themselves on their dedication to meritocracy don’t think twice about deriding the not-actually-old. “Young people are just smarter,” Facebook CEO Mark Zuckerberg told an audience at Stanford back in 2007. As I write, the website of ServiceNow, a large Santa Clara–based I.T. services company, features the following advisory in large letters atop its “careers” page: “We Want People Who Have Their Best Work Ahead of Them, Not Behind Them.””

You and I Will Die Unbelievers, Tied to the Tracks of the Train

artKenan Malik wonders how non-believers can appreciate sacred art. Perhaps, he says, the godless can understand it as "an exploration of what it means to be human; what it is to be human not in the here and now, not in our immediacy, nor merely in our physicality, but in a more transcendental sense. It is a sense that is often difficult to capture in a purely propositional form, but one that we seek to grasp through art or music or poetry. Transcendence does not, however, necessarily have to be understood in a religious fashion, solely in relation to some concept of the divine. It is rather a recognition that our humanness is invested not simply in our existence as individuals or as physical beings but also in our collective existence as social beings and in our ability, as social beings, to rise above our individual physical selves and to see ourselves as part of a larger project, to project onto the world, and onto human life, a meaning or purpose that exists only because we as human beings create it."

The Singularity is the News

algoThe Niemen Journalism lab has the straight scoop about the algorithm, written by Ken Scwhenke, that wrote the first story about last week's West Coast earthquake. Although computer programs like Schwenke's may be able to take over journalism's function as a source of initial news (that is, a notice that something is happening,) it seems unlikely that they will be able to take over one of its more sophisticated functions, which is to help people situate themselves in the world rather than merely know what's going on in it.

Laughing at the Past

comicIn an interview, Kate Beaton, the cartoonist responsible for the history and literature web comic Hark A Vagrant!, talks about how her comics, perhaps best described as academic parody, can be useful for teachers and students: "Oh yes, all the time! That’s the best! It’s so flattering—but I get it, the comics are a good icebreaker. If you are laughing at something, you already like it, and want to know more. If they’re laughing, they’re learning, who doesn’t want to be in on the joke? You can’t take my comics at face value, but you can ask, ‘What’s going on here? What’s this all about?’ Then your teacher gets down to brass tacks."

From the Hannah Arendt Center Blog

This week on the blog, our Quote of the Week comes from Arendt Center Research Associate, Thomas Wild, who looks at the close friendship between Hannah Arendt and Alfred Kazin who bonded over literature, writers, and the power of the written word.

The Hannah Arendt Center
The Hannah Arendt Center at Bard is a unique institution, offering a marriage of non-partisan politics and the humanities. It serves as an intellectual incubator for engaged thinking and public discussion of the nation's most pressing political and ethical challenges.
10Mar/146

Amor Mundi Newsletter 3/9/14

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.

Why the Jews?

antiAnthony Grafton calls David Nirenberg’s Anti-Judaism “one of the saddest stories, and one of the most learned, I have ever read.” Grafton knows that Anti-Judaism “is certainly not the first effort to survey the long grim history of the charges that have been brought against the Jews by their long gray line of self-appointed prosecutors.” What makes this account of the long history of Jewish hatred so compelling is that Nirenberg asks the big question: Why the Jews? “[Nirenberg] wants to know why: why have so many cultures and so many intellectuals had so much to say about the Jews? More particularly, he wants to know why so many of them generated their descriptions and explanations of Jewishness not out of personal knowledge or scholarly research, but out of thin air—and from assumptions, some inherited and others newly minted, that the Jews could be wholly known even to those who knew no Jews.” The question recalls the famous joke told during the Holocaust, especially amongst Jews in concentration camps. Here is one formulation of the joke from Antisemitism, the first book in the trilogy that comprises Hannah Arendt’s magnum opus, The Origins of Totalitarianism: “An antisemite claimed that the Jews had caused the war; the reply was: Yes, the Jews and the bicyclists. Why the bicyclists? Asks the one? Why the Jews? asks the other.” Read more on the Arendt Center blog.

The SAT is Part Hoax, Part Fraud

satNews that the SAT is about to undergo a makeover leaves Bard College President Leon Botstein unimpressed: “The changes recently announced by the College Board to its SAT college entrance exam bring to mind the familiar phrase “too little, too late.” The alleged improvements are motivated not by any serious soul searching about the SAT but by the competition the College Board has experienced from its arch rival, the ACT, the other major purveyor of standardized college entrance exams. But the problems that plague the SAT also plague the ACT. The SAT needs to be abandoned and replaced. The SAT has a status as a reliable measure of college readiness it does not deserve. The College Board has successfully marketed its exams to parents, students, colleges and universities as arbiters of educational standards. The nation actually needs fewer such exam schemes; they damage the high school curriculum and terrify both students and parents. The blunt fact is that the SAT has never been a good predictor of academic achievement in college. High school grades adjusted to account for the curriculum and academic programs in the high school from which a student graduates are. The essential mechanism of the SAT, the multiple choice test question, is a bizarre relic of long outdated twentieth century social scientific assumptions and strategies. As every adult recognizes, knowing something or how to do something in real life is never defined by being able to choose a “right” answer from a set of possible answers (some of them intentionally misleading) put forward by faceless test designers who are rarely eminent experts. No scientist, engineer, writer, psychologist, artist, or physician— and certainly no scholar, and therefore no serious university faculty member—pursues his or her vocation by getting right answers from a set of prescribed alternatives that trivialize complexity and ambiguity.”

What Does the West Have to Prove?

ukForeign policy types are up in arms—not over Russia’s pending annexation of Crimea, but over the response in the West. By yelling loudly but doing nothing in Syria and now in the Ukraine, America and Europe are losing all credibility. The insinuation is clear. If we don’t draw the line at Crimea, we will embolden Putin in Poland. Much as in the 1930s, the current NATO alliance seems unwilling to stand up for anything on principle if the costs are more than a few photo opportunities and some angry tweets. According to The American Interest, “Putin believes the West is decadent, weak, and divided. The West needs to prove him wrong.” And in Politico, Ben Judah writes: “Russia’s rulers have been buying up Europe for years. They have mansions and luxury flats from London’s West End to France’s Cote d’Azure. Their children are safe at British boarding and Swiss finishing schools. And their money is squirrelled away in Austrian banks and British tax havens.Putin’s inner circle no longer fear the European establishment. They once imagined them all in MI6. Now they know better. They have seen firsthand how obsequious Western aristocrats and corporate tycoons suddenly turn when their billions come into play. They now view them as hypocrites—the same European elites who help them hide their fortunes.”

Fiction is Not a Means

royIn The New York Times Magazine, Siddhartha Deb profiles Arundhati Roy, the Indian writer best known in the West for her 1997 novel The God of Small Things. Though the book made Roy into a national icon, her political essays – in which she has addressed, among other issues, India’s occupation of Kashmir, the “lunacy” of India’s nuclear programme, and the paramilitary operations in central India against the ultraleft guerillas and indigenous populations – have angered many nationalist and upper-class Indians for their fierce critiques. Roy’s most recent work, The Doctor and the Saint, is an introduction to Dr. B.R. Ambedkar’s famous 1936 essay “The Annihilation of Caste” that is likely to spark controversy over her rebuke of Ghandi, who wanted to abolish untouchability but not caste. How does Roy see her fiction in relation to her politics? “I’m not a person who likes to use fiction as a means,” she says. “I think it’s an irreducible thing, fiction. It’s itself. It’s not a movie, it’s not a political tract, it’s not a slogan. The ways in which I have thought politically, the proteins of that have to be broken down and forgotten about, until it comes out as the sweat on your skin.” You can read Deb’s profile of Roy here, and an excerpt from The Doctor and the Saint here.

Whither the MOOC Participant

moocComparing the MOOC and the GED, Michael Guerreiro wonders whether participants approach both programs with the same sense of purpose. The answer, he suspects, is no: "The data tells us that very few of the students who enroll in a MOOC will ever reach its end. In the ivy, brick, and mortar world from which MOOCs were spun, that would be damning enough. Sticking around is important there; credentials and connections reign, starting with the high-school transcript and continuing through graduate degrees. But students may go into an online course knowing that a completion certificate, even offered under the imprimatur of Harvard or UPenn, doesn’t have the same worth. A recent study by a team of researchers from Coursera found that, for many MOOC students, the credential isn’t the goal at all. Students may treat the MOOC as a resource or a text rather than as a course, jumping in to learn new code or view an enticing lecture and back out whenever they want, just as they would while skimming the wider Web. For many, MOOCs may be just one more Internet tool or diversion; in the Coursera study, the retention rate among committed students for a typical class was shown to be roughly on par with that of a mobile app. And the London Times reported last week that, when given the option to get course credit for their MOOC (for a fee), none of the thousand, or so students who enrolled in a British online class did.” A potent reminder that while MOOCs may indeed succeed and may even replace university education for many people, they are not so much about education as a combination of entertainment, credential, and manual. These are important activities each, but they are not what liberal arts colleges should be about. The hope in the rise of MOOCs, as we’ve written before, is that they help return college to its mission: to teach critical thinking and expose students to the life of the mind.

The Afterlife of the American University

ameNoam Chomsky, speaking to the Adjunct Faculty Association of the United Steelworkers, takes issue with the idea that the American university was once living and is now undead, and seeks a way forward: "First of all, we should put aside any idea that there was once a “golden age.” Things were different and in some ways better in the past, but far from perfect. The traditional universities were, for example, extremely hierarchical, with very little democratic participation in decision-making. One part of the activism of the 1960s was to try to democratize the universities, to bring in, say, student representatives to faculty committees, to bring in staff to participate. These efforts were carried forward under student initiatives, with some degree of success. Most universities now have some degree of student participation in faculty decisions. And I think those are the kinds of things we should be moving towards: a democratic institution, in which the people involved in the institution, whoever they may be (faculty, students, staff), participate in determining the nature of the institution and how it runs; and the same should go for a factory. These are not radical ideas."

From the Hannah Arendt Center Blog

This week on the blog Anna Metcalfe examines the multi-dimensional idea of action which Arendt discusses in The Human Condition. And in the Weekend Read, entitled 'Why the Jews?', Roger Berkowitz delves into anti-Judaism and its deeply seated roots in Western civilization.

Featured Events

 

hireshousekeepingcoverBard Big Read

Featuring Housekeeping by Marilynne Robinson.

Bard College partners with five local libraries for six weeks of activities, performances, and discussions scheduled throughout the Hudson Valley.

Learn more here.

 

 

 

'What Europe? Ideals to Fight for Today'

The HAC co-sponsors the second annual conference with Bard College in Berlin

March 27-28, 2014

ICI Berlin

 

Learn more here.

The Hannah Arendt Center
The Hannah Arendt Center at Bard is a unique institution, offering a marriage of non-partisan politics and the humanities. It serves as an intellectual incubator for engaged thinking and public discussion of the nation's most pressing political and ethical challenges.
11Nov/131

Amor Mundi 11/10/13

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.

Skills and the Humanities

univThe Nobel Laureate J.M. Coetzee has published an open letter on the recent threats to universities and to the humanities in particular. He warns against the idea that the humanities should be thought of as teaching basic literacy or “skills”, in the parlance of recent jargon that dominates committees discussing educational reform. “There is nothing wrong with arguing that a good humanistic education will produce graduates who are critically literate, by some definition of critical literacy. However, the claim that only the full apparatus of a humanistic education can produce critical literacy seems to me hard to sustain, since it is always open to the objection: if critical literacy is just a skill or set of skills, why not just teach the skill itself? Would that not be simpler, and cheaper too?... I believe, you will have to make a stand. You will have to say: we need free enquiry because freedom of thought is good in itself. We need institutions where teachers and students can pursue unconstrained the life of the mind because such institutions are, in ways that are difficult to pin down, good for all of us: good for the individual and good for society.”

Subjective Revolution

revoRecently, the New Statesman asked several prominent artists and scholars what revolution means to them. Some, like filmmaker Judd Apatow, poet Fatima Bhutto, and cartoonist Molly Crabapple, give long answers. Others keep it short; Chinese artist Ai Weiwei answered, simply "The revolution is a bridge that connects the past and the future. It is necessary, unpredictable and inevitable." The revolutions of the modern era were central to Arendt’s writing and thinking and she held up the American Revolution in particular as the great example of a liberation movement that succeeded in founding a free body politic. It is helpful to recall her own definition of revolution, if there is one: “The modern idea of revolution, inextricably bound up with the notion that the course of history suddenly begins anew, an entirely new story, a story never known or told before, is about to unfold, was unknown prior to the two great revolutions at the end of the eighteenth century…. Crucial, then, to any understanding of revolutions in the modern age is that the idea of freedom and the experience of a new beginning should coincide.”

The Trouble With Heroes

ianIn an interview about his new book Year Zero: A History of 1945, Ian Buruma describes his ambivalence about heroes: "You need heroes sometimes in periods of crisis. You need them when you’re being occupied by the Nazis and in similar situations. But heroes tend not to be very nice people. They can be. There are of course heroic resistors who do it out of sheer decency but there are a lot of adventurers. To be a hero, especially when it involves violence, means you have to be pretty ruthless. Churchill was a hero but he was absolutely ruthless. The British people were absolutely right to cast him out in 1945. Clement Attlee was the man you needed then just as Churchill was the man you needed instead of Chamberlain and Halifax."

Iago's Empathy: On Fiction and Usefulness

fictionLee Siegel looks at two new studies arguing that reading fiction promotes empathy. “The results were heartening to every person who has ever found herself, throughout her freshman year of college, passionately quoting to anyone within earshot Kafka’s remark that great literature is “an axe to break the frozen sea inside us.” The subjects who had read literary fiction either reported heightened emotional intelligence or demonstrated, in the various tests administered to them, that their empathy levels had soared beyond their popular- and non-fiction-reading counterparts.” But Siegel wonders whether we should promote literature on the practical ground that it fosters empathy: “Though empathy has become something like the celebrity trait of emotional intelligence, it doesn’t necessarily have anything to do with the sensitivity and gentleness popularly attributed to it. … There is, for example, no more empathetic character in the novel or on the stage than Iago, who is able to detect the slightest fluctuation in Othello’s emotional state. Othello, on the other hand, is a noble and magnanimous creature—if vain and bombastic as well—who is absolutely devoid of the gift of being able to apprehend another’s emotional states. If he were half as empathetic as Iago, he would be able to recognize the jealousy that is consuming his treacherous lieutenant. The entire play is an object lesson in the emotional equipment required to vanquish other people, or to protect yourself from other people’s machinations. But no one—and no study—can say for sure whether the play produces more sympathetic people, or more Iagos.”

Featured Events

November 20, 2013

The Letters Between Hannah Arendt and Alfred Kazin

A Lunchtime Talk with Thomas Wild and Matthius Bormuth

The Hannah Arendt Center

Learn more here.

 

November 26, 2013

Spaces of “Politics” - Aspects of Transnationality in Arendt's Thinking

A Lunchtime Talk with Stefania Maffeis

The Hannah Arendt Center

Learn more here.

 

This Week on the Blog 

This week on the Blog, Jeff Champlin revisits Bonnie Honig’s classic article on Arendt and Derrida on the question of constitutions. We look again at Roger Berkowitz's essay on Arendt's understanding of the difference between thought and action. Elsewhere, Arendt Center Visiting Scholar Cristiana Grigore appeared on Al Jazeera.

The Hannah Arendt Center
The Hannah Arendt Center at Bard is a unique institution, offering a marriage of non-partisan politics and the humanities. It serves as an intellectual incubator for engaged thinking and public discussion of the nation's most pressing political and ethical challenges.
30Sep/1315

Hannah Arendt on Education and Excellence

Arendtquote 

Neither education nor ingenuity nor talent can replace the constituent elements of the public realm, which make it the proper place for human excellence.”

-Hannah Arendt, The Human Condition

I am proud to attend a college that envisions education as a life devoted to intellectual excellence. I am also proud of the fact that the school promotes a genuine love for knowledge and ideas and not simply what is practical and useful. It is easy to believe that education represents the peak of human excellence. And I have experienced few joys in my education as deeply as that of reading Hannah Arendt.

What a surprise, therefore, to see that Hannah Arendt writes that education and ingenuity are not and have never been the proper place for the display of human excellence. Arendt writes that excellence is found only in the public realm, that space to which “excellence has always been assigned.” Educational achievements—for example learnedness and scholarship—are important for students, but have nothing to do with excellence. But what does Arendt mean by human excellence? And why does it require a public realm? More to the point of modern debates, why is education not the proper locus of excellence?

boarddesk

Education is one of the elementary and necessary human activities. The word education comes from the Latin verbs educare (to mold) and educere (to lead out). To teach and educate is to take a human being in the process of becoming and lead him or her out of the confines of the home into the world, into his or her community. Formal education, Arendt argues in The Crisis in Education, is the time when schools and teachers assume the responsibility for “what we generally call the free development of characteristic qualities and talents.” This is the stage in the educational development of the student in which he or she is not only introduced to the world, but when he or she becomes freely and spontaneously acquainted with those qualities that make one unique and further refined as a person.

It is also in school that we learn what human excellence is and the conditions in which human excellence is properly displayed. Human excellence, Arendt argues, is what the ancient Greeks called arête and the Roman virtus. The concepts of arete and virtus were always used by the ancients to denote the good and distinctive qualities embodied by those who performed in public. Drawing upon these concepts, Arendt argues that human excellence is a public act that manifests what she calls “inspiring principles,” e.g, prudence, justice, and courage, qualities of conduct that allow one to excel and distinguish oneself from all others.

Unlike the realm of the school, where one is expected only to learn and develop the characteristics used to make these principles manifest, the public realm demands that one act and embody excellence. It is our capacities for speech and action that allows for this display of excellence to be distinctively human. Arendt argues that only “in acting and speaking, [do] men show who they are, reveal actively their unique personal identity and thus make their appearance in the human world.” In contrast to education, which is concerned with the development of talents and virtues of the developing human being, in the political realm, these talents and virtues are fully developed and displayed.

Schools for Arendt are neither public nor private but “the institutions that we interpose between the private domain of home and the world in order to make the transition from the family to the world.” Schools are hidden from the world, as are the activities through which the student first displays his or her qualities and talents. Schools offer the student “the security of concealment in order to mature undisturbed.” But in order to achieve excellence, action needs an audience, a stage, a public realm where these characteristics can be properly manifested and properly received. Activities completed in school hide these characteristics and nurture the creative process, in contrast to those performed public, which always display the virtuosity, the excellence inherent in action.

The public realm is also the space of equality, which is alien to schools. In schools, the teacher is the authoritative figure, the one who knows the world, and in order to teach it, deference to authority is required. Arendt argues that this responsibility of authority is given to the educator because the educator not only knows the world but also belongs and acts in it. In the school, the educator acts as a representative of that world by “pointing out the details and saying to the child: this is our world.” Once the student knows the world and assumes responsibility for it, he or she can go into the world and act virtuously, display human excellence and start something new, which could potentially change it. This is why Arendt argues that school is not the “proper place” to display excellence, to act, and create something new. The ability to be excellent—to act, and to start something new—demands responsibility for the world. In education, this responsibility takes the form of authority, which is why it is given to the educator, and not to the student.

This does not mean, however, that Arendt is against changing the world; she is against changing it by disturbing the activity of education. Change, the new, is a phenomenon of the political realm, an activity performed among equal and fully-grown human beings. For Arendt, the “conservative function” that preserves traditions and the status quo in education comes to an end in the political realm. This conservative attitude in politics, she says, can only lead to destruction. As she explains: “because the world is made by mortals it wears out; and because it continuously changes its inhabitants it runs the risk of becoming as mortal as they. To preserve the world from the mortality of its creators and inhabitants it must be constantly set right anew.” Arendt maintains that to act and to change the world is expected of those who get educated and enter the community of adults and the political world.

As an immigrant student, I was surprised by the extraordinary commitment of my peers to be excellent. The dream of greatness and the desire for changing the world is also common among armchair “politicians” in academia. This ever-present enthusiasm for changing the world in academia is natural, especially if one believes to be living the true life of excellence. This desire, at times overconfident or even arrogant, is particular to Americans, not only in academia but also in every other sphere of life, and arises from what Arendt calls the “indefinite perfectibility” spirit that characterizes Americans.

bard

At a place like Bard College, most students I come in contact with trade insights and debate about what has to be changed on a daily basis. This constant craving for the new and their commitment to excellence uplifts my spirit and has stirred in me the desire to do great things as well; this is very inspiring. Yet, we are still students and Bard or any other educational institution is not the public world, and, as Arendt argues, “it must not pretend to be.” Bard represents the sphere where we are welcomed to and learn about the world from educators, so that one day we can change it, hopefully through human acts that embody excellence.

School for Arendt is where we learn and decide whether we love the world enough to assume responsibility for it and renew it or watch it fall as a victim of our very own condition of mortality. In order to change the world, one has to love and understand it. For Arendt, one has to learn to love the world, whether ones wishes to propagate and preserve it or to set it entirely anew; love of the world for her is what constitutes the world because it “fits me into it,” it allows one to ‘under-stand,’ to grasp while being in the midst of things. The world has to be constantly renewed but this can only happen once we leave the concealment of the classroom and acquire the courage to enter the political realm.

-Angel Arias

The Hannah Arendt Center
The Hannah Arendt Center at Bard is a unique institution, offering a marriage of non-partisan politics and the humanities. It serves as an intellectual incubator for engaged thinking and public discussion of the nation's most pressing political and ethical challenges.
27Sep/130

Failing Fast: The Educated Citizen in Crisis

ArendtWeekendReading

On Thursday and Friday Oct. 3-4, the Hannah Arendt Center will host its 6th Annual International Conference, “Failing Fast: The Educated Citizen in Crisis.”

At a time of blistering technological and cultural change, reformers want schools to prepare students for the future—but which future? And despite the polarizing polemics over curricular change and the learned arguments mounted by the most earnest reformers whatever their politics, we must admit that we have no idea where our increasingly virtual reality will take us next month, let alone in a decade. Which skills and knowledge will be needed? What brain enhancements will be available? Handwringing in the public square over whether children should still be taught cursive is much ado about nothing when, if futurists are correct, we soon may no longer need to learn how to die.

If we can no longer count on the ways of the past to guide us in a brave—or terrifying—new world, education must evolve with it. As such, thinking people must ask themselves how that evolution should be handled, considered, and undertaken.

In “The Crisis in Education," Hannah Arendt writes: "education can play no part in politics, because in politics we always have to deal with those who are already educated.” Arendt worried that when politicians talk about educating voters, they are really seeking unanimity. Political education sounds like indoctrination, which threatens the plurality of opinion at the core of intellectual life and the politics that protects it.

Against politics in its basest form, 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 is to introduce young people to a world worthy of respect. In this sense, education is conservative—it conserves the world as it has been given. But education is also revolutionary, insofar as teachers must realize that the young people they nurture are newcomers whose fate is to change the world. Arendt argued that teachers must humbly teach what is; in this way they prepare students to transform what is into what might be.

smallfailing

Arendt shares Ralph Waldo Emerson's view that “He only who is able to stand alone is qualified for society.” Emerson’s imperative of self-reliance resonates with Arendt’s imperative to think for oneself. Education, Arendt insists, must risk allowing people their unique and even unpopular viewpoints, eschewing even well intentioned conformism and seeking, instead, to nurture independent minds. Education prepares the youth for politics by bringing them into a common world as courageous, independent, and unique individuals.

In the early years of our republican experiment, the American yeoman farmer participated in Town Hall meetings. Today, few of us have the experience or the desire to govern. Are we suffering an institutional failure to make clear to graduates that participation in governance is a personal responsibility? Or is our withdrawal from politics the conscious result of modern individualism now liberated from the demands of politics by a virtual technological reality? Whatever the cause, elites imagine that the common people are no longer qualified for self-government; and the people increasingly distrust the educated elite that has consistently failed to deliver the dream of a well-managed technocratic welfare state.

In the most literate and technologically advanced society in all history, we have produced citizens who are politically sterile. If it’s true that we learn by doing, most Americans have little experience with politics. With the exception of serving on juries, few engage in civic service. Voting is the only public activity demanded of citizens in our democracy. It takes little effort; and still, few vote. The old ideal of the citizen democracy is in crisis.

“Failing Fast: The Educated Citizen in Crisis” asks how we can re-invigorate the cultural and educational institutions that have nurtured public-spiritedness that is the bedrock virtue of American constitutional democracy. In an increasingly global world, do we need a common public language? Is college education necessary for engaged citizenship? Should politically involved citizens have knowledge of the arts and practical skills like building and fixing things? What, in the 21st century, is an educated citizen?

We invite you to join us for the Conference. You can register here.

If you can’t make it to Bard in person, you can watch the conference via live webcast here.

And to prepare for the conference, here are a series of essays and blog posts from the last 12 months on the topic of education. These essays are your weekend reads.

-RB

Roger Berkowitz
Roger Berkowitz is Associate Professor of Political Studies and Human Rights at Bard College, and Academic Director of the Hannah Arendt Center for Politics and the Humanities. He is also the author of "Gift of Science: Leibiniz and the Modern Legal Tradition", as well as co-editor of "Thinking in Dark Times: Hannah Arendt on Ethics and Politics".
16Sep/130

Amor Mundi 9/15/13

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.

Juvenile U

moocsquareIn the Weekend Read on Friday, Roger Berkowitz shows how Arendt’s essay "The Crisis in Education" can help make sense of the debate about MOOCs. While MOOCs can be valuable, we need to distinguish the practice of education from the business of knowledge dissemination. “At the same time, however, there is a second aspect of education that seeks to afford the child “special protection and care so that nothing destructive may happen to him from the world.” The teacher must nurture the independence and newness of each child, what “we generally call the free development of characteristic qualities and talents… the uniqueness that distinguishes every human being from every other.” The teacher must not simply love the world, but as part of the world in which we live, the teacher must also love the fact—and it is a fact—that the world will change and be transformed by new ideas and new people. Education must love this transformative nature of children, and we must “love our children enough” so that we do not “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 a common world.” Alongside its conservationist role, education also must be revolutionary in the sense that it prepares students to strike out and create something altogether new.”

The Public Need Strong Private Lives

votingEmma Green considers a recent study that suggests that widows and widowers are less likely to vote than others in their respective demographics. In so doing, she provokes us to reflect on Hannah Arendt’s insistence that an engaged public sphere depends upon a vibrant private realm. Green concludes: If “public life seems less important when private life collapses, then it's also worth looking at the inverse: Do strong relationships and stable private lives make people better citizens? It's well established that people who are married vote more than those who are not, said the authors, and this study provides evidence that this isn't a coincidence of age or stage of life -- influence from a spouse is part of the reason people vote." Green shows that the crisis of the educated citizen—which is the topic of the Hannah Arendt Center’s Oct. 3-4 Conference at Bard College—flows at least in part from a related diminishment of private life.

Crimes and Translations

catcher“Over the Abyss in Rye.” That is the traditional title of The Catcher in the Rye in Russian. Reed Johnson writes that the Communist “Party authorized the novel’s translation believing that it exposed the rotting core of American capitalism.” In the New Yorker, Johnson explores the outrage caused by Max Nemtsov’s new translation of The Catcher in the Rye into Russian. Nemstov’s title, “Catcher on a Grain Field” begins with this first paragraph: “If you’re truly up for listening, for starters you’ll probably want me to dish up where I was born and what sort of crap went down in my childhood, what the ’rents did and some such stuff before they had me, and other David Copperfield bullshit, except blabbing about all that doesn’t get me stoked, to tell you the truth.” According to Johnson, “Nemtsov employs a mélange of English-language calques, Russian provincial speech, neologisms, slang originating in Soviet prison camps, and contemporary hipsterish lingo. The mixture of unconventional speech is deliberate: advocates of foreignizing like to claim that such “marginalized” language, through a bizarre sort of syllogism, best represents the absolute difference of the foreign original. In other words, the Soviet prison slang in Nemtsov’s translation is actually meant to stand in for the original’s foreignness—its Americanness—for the Russian reader."

Bring on the Adjuncts?

teacherThe rise of the MOOC has forced college Professors to defend themselves against the charge that computers can do their jobs better than they can. Now, on the other side, a study at Northwestern concludes that lowly-paid adjuncts are more effective teachers than their highly-paid senior colleagues with tenure. "There are many aspects relating to changes in the tenure status of faculty – from the impact on research productivity to the protection of academic freedom," the study says. "But certainly learning outcomes are an important consideration in evaluating whether the observed trend away from tenure track/tenured towards non-tenure line faculty is good or bad. Our results provide evidence that the rise of full-time designated teachers at U.S. colleges and universities may be less of a cause for alarm than some people think, and indeed, may actually be educationally beneficial. Perhaps the growing practice of hiring a combination of research-intensive tenure track faculty members and teaching-intensive lecturers may be an efficient and educationally positive solution to a research university’s multi-tasking problem," says the paper.” The trend to “full-time designated teachers,” in the turgid prose of this study, furthers the overarching trend of turning college education into high school education, with standardized tests, learning goals, and unending assessments. Anyone who cares about the life of the mind should be worried; but the culprit is the professoriate themselves, who continues to defend the status quo of jargon-filled research and overly-specialized teaching. If we don’t return universities to sites of intellectual fervent, the bureaucratic reformers will turn them into glorified high schools.

Featured Events

annaliaSeptember 18-20, 2013

Annalia 1933

A Three Day Festival at FDR Library & Bard College

Learn more here.

 

smallfailingOctober 3-4, 2013

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

Olin Hall, Bard College

Learn more here.

 

 

 

minimovieOctober 13, 2013

Hannah Arendt: A Film Screening, Lecture, and Discussion with Roger Berkowitz

One Day University

Learn more here.

 

From the Arendt Center Blog

John LeJeune gives us the Arendt quote of the week and considers the place of language education in the education of the citizen. Roger Berkowitz shows how Arendt’s essay  "The Crisis in Education" can help make sense of the debate about MOOCs.

The Hannah Arendt Center
The Hannah Arendt Center at Bard is a unique institution, offering a marriage of non-partisan politics and the humanities. It serves as an intellectual incubator for engaged thinking and public discussion of the nation's most pressing political and ethical challenges.
9Sep/136

Amor Mundi 9/8/13

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.

Balancing Solitude and Society

Illustration by Dan Williams

Illustration by Dan Williams

It is a new year, not only for Jews celebrating Rosh Hashanah but also for hundreds of thousands of college and university students around the world. Over at Harvard, they invited Nannerl O. Keohane—past President of Wellesley College—to give the new students some advice on how to reflect upon and imagine the years of education that lay before them. Above all, Keohane urges students to take time to think about what they want from their education: “You now have this incredible opportunity to shape who you are as a person, what you are like, and what you seek for the future. You have both the time and the materials to do this. You may think you’ve never been busier in your life, and that’s probably true; but most of you have “time” in the sense of no other duties that require your attention and energy. Shaping your character is what you are supposed to do with your education; it’s not competing with something else. You won’t have many other periods in your life that will be this way until you retire when, if you are fortunate, you’ll have another chance; but then you will be more set in your ways, and may find it harder to change.”

The March, Fifty Years On

mlkRobin Kelly, writing on the 1963 March on Washington and the March's recent fiftieth anniversary celebrations, zooms out a little bit on the original event. It has, he says, taken on the characteristics of a big, feel good event focused on Civil Rights and directly responsible for the passage of the Civil Rights Act, when, in fact, all those people also came to Washington in support of economic equality and the gritty work of passing laws was accomplished later, with additional momentum and constraints. It's important to remember, he says, that "big glitzy marches do not make a movement; the organizations and activists who came to Washington, D. C., will continue to do their work, fight their fights, and make connections between disparate struggles, no matter what happens in the limelight."

Famous Last Words

textRobinson Meyer investigates what, exactly, poet Seamus Heaney's last words were. Just before he passed away last week at 74, Heaney, an Irish Nobel Laureate, texted the Latin phrase noli timere, don't be afraid, to his wife. Heaney's son Michael mentioned this in his eulogy for his father, and it was written down and reported as, variously, the correct phrase or the incorrect nolle timore. For Meyer, this mis-recording of the poet's last words is emblematic of some of the transcriptions and translations he did in his work, and the further translations and transcriptions we will now engage in because he is gone. "We die" Meyer writes, "and the language gets away from us, in little ways, like a dropped vowel sound, a change in prepositions, a mistaken transcription. Errors in transfer make a literature."

We're All Billy Pilgrim Now

gearsJay Rosen, who will be speaking at the Hannah Arendt Center’s NYC Lecture Series on Sunday, Oct. 27th at 5pm, has recently suggested that journalism solves the problem of awayness - “Journalism enters the picture when human settlement, daily economy, and political organization grow beyond the scale of the self-informing populace.” C.W. Anderson adds that "awayness" should include alienation from a moment in time as well as from a particular place: "Think about how we get our news today: We dive in and out of Twitter, with its short bursts of immediate information. We click over to a rapidly updating New York Times Lede blog post, with it's rolling updates and on the ground reports, complete with YouTube videos and embedded tweets. Eventually, that blog post becomes a full-fledged article, usually written by someone else. And finally, at another end of the spectrum, we peruse infographics that can sum up decades of data into a single image. All of these are journalism, in some fashion. But the kind of journalisms they are - what they are for - is arguably very different. They each deal with the problem of context in different ways."

...Because I Like it

readingAdam Gopnik makes a case for the study of English, and of the humanities more broadly. His defense is striking because it rejects a recent turn towards their supposed use value, instead emphasizing such study for its own sake: "No sane person proposes or has ever proposed an entirely utilitarian, production-oriented view of human purpose. We cannot merely produce goods and services as efficiently as we can, sell them to each other as cheaply as possible, and die. Some idea of symbolic purpose, of pleasure seeking rather than rent seeking, of Doing Something Else, is essential to human existence. That’s why we pass out tax breaks to churches, zoning remissions to parks, subsidize new ballparks and point to the density of theatres and galleries as signs of urban life, to be encouraged if at all possible. When a man makes a few billion dollars, he still starts looking around for a museum to build a gallery for or a newspaper to buy. No civilization we think worth studying, or whose relics we think worth visiting, existed without what amounts to an English department—texts that mattered, people who argued about them as if they mattered, and a sense of shame among the wealthy if they couldn’t talk about them, at least a little, too. It’s what we call civilization."

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.
The Hannah Arendt Center
The Hannah Arendt Center at Bard is a unique institution, offering a marriage of non-partisan politics and the humanities. It serves as an intellectual incubator for engaged thinking and public discussion of the nation's most pressing political and ethical challenges.
6Sep/134

A Reflective Education

ArendtWeekendReading

It is a new year, not only for Jews celebrating Rosh Hashanah but also for hundreds of thousands of college and university students around the world. As with all new things, there are surprises in store, some glorious and others traumatic. Over at Harvard, they invited Nannerl O. Keohane —past President of Wellesley College—to give the new students some advice on how to reflect upon and imagine the years of education that lay before them. Keohane refashioned some words she had given previously to students at Stanford and called them: “Self-Fashioning in Society and Solitude.”

welcomeback

Above all, Keohane urges students to take time to think about what they want from their education:

You now have this incredible opportunity to shape who you are as a person, what you are like, and what you seek for the future. You have both the time and the materials to do this. You may think you’ve never been busier in your life, and that’s probably true; but most of you have “time” in the sense of no other duties that require your attention and energy. Shaping your character is what you are supposed to do with your education; it’s not competing with something else. You won’t have many other periods in your life that will be this way until you retire when, if you are fortunate, you’ll have another chance; but then you will be more set in your ways, and may find it harder to change.

Keohane also turns to Hannah Arendt for advice. She writes:

In the fifth chapter of her powerful work of political philosophy, The Human Condition, Hannah Arendt discusses the connections between individuals and political communities. She notes that each human being is “distinguished from any other who is, was, and ever will be”—which is a vivid way of thinking about selfhood. Yet precisely because each of us is a distinct individual, we need speech and action to communicate; I cannot just sense instinctively what somewhat else is thinking. In speaking and acting, we “disclose ourselves” and thus expose ourselves to possible misunderstanding or exploitation by others, but also to the rich possibilities of communication.

Speech and action, in Arendt’s sense, cannot exist in isolation; they are meaningful only within human relationships. By the same token, “human nature”—as distinct from our more animal qualities—depends precisely on our capacity for speech and action: it is in fact through speech and action that each of us constitutes our self. This is Arendt’s distinctive contribution to our discussion of self-fashioning: the self is created not by each of us as individuals in isolation, but through the activities we share with other human beings—language, creativity, striving, politics. If your goal is to fashion a worthwhile self, you should be mindful of your surroundings and choose companions and activities that will give you opportunities to develop your language, creativity, striving, and politics in more depth.

Keohane is right that Arendt understands the fashioning of our public selves to take place through speech and action with others. The self that is created as a public self—the self that is spoken of in the public sphere—is created through the activities we share with other human beings.

At the same time, Arendt is clear that the emergence into public life of a unique self must be nurtured in the private realm. This is especially true for children, who must be protected against the public world. Children, she writes, “must be protected against the world,” which is why the child’s “traditional place is in the family, whose adult members daily return back from the outside world and withdraw into the security of private life within four walls.” Education, Arendt insists, is not an activity of the public sphere and the world, but requires a “secure place, without which no living being can thrive.” For Arendt, children must develop outside the “merciless glare of the public realm.” Only then can they develop individually and uniquely into plural and independent persons. In order that there be a public world of plurality, we need a private world of solitude and darkness. “Everything that lives,” Arendt writes, “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.”

refelct

Keohane too embraces the importance of solitude in education, arguing that a reflective education must have a double aspect, looking both inwards in solitude and outwards towards society. She enlists Thoreau and Montaigne in the defense of solitude, even as she insists that a liberal arts education has, in the end, “education for citizenship.”

At a time when democracy is passionately sought by people in countries around the world, and countries that have long enjoyed democracy are struggling to sustain it against multiple pressures, education for citizenship is one of the most powerful arguments for a liberal-arts education.

What Arendt argues, however, is that what makes education supportive of citizenship is precisely its inculcation of the virtues of solitude. Only the person who knows himself and thinks for himself and thus is inured to the sway of society and social pressures is, in Emerson’s words, qualified to enter the public forum.

Precisely this question of what does it mean to educate citizens today, and how we are to respond to the crisis of apathetic yet educated citizens, underlies the upcoming Arendt Center Conference: Failing Fast: The Educated Citizen in Crisis. The Conference takes place Oct. 3-4 at Bard College. And is open to the public. For now, take a look at Keohane’s speech. It is your weekend read.

-RB

Roger Berkowitz
Roger Berkowitz is Associate Professor of Political Studies and Human Rights at Bard College, and Academic Director of the Hannah Arendt Center for Politics and the Humanities. He is also the author of "Gift of Science: Leibiniz and the Modern Legal Tradition", as well as co-editor of "Thinking in Dark Times: Hannah Arendt on Ethics and Politics".
21Jun/132

Defending the Humanities While Trashing Them

ArendtWeekendReading

Leon Wieseltier, the longtime cultural editor of the New Republic, dedicated his commencement address at Brandeis last month to a defense of the humanities. He asks, “Has there ever been a moment in American life when the humanities were cherished less, and has there ever been a moment in American life when the humanities were needed more?” It was a rhetorical question, and Wieseltier offers a full-throttled defense of teaching and studying the humanities. The culprit, he writes, is technology.

For decades now in America we have been witnessing a steady and sickening denigration of humanistic understanding and humanistic method. We live in a society inebriated by technology, and happily, even giddily governed by the values of utility, speed, efficiency, and convenience. The technological mentality that has become the American worldview instructs us to prefer practical questions to questions of meaning – to ask of things not if they are true or false, or good or evil, but how they work. Our reason has become an instrumental reason, and is no longer the reason of the philosophers, with its ancient magnitude of intellectual ambition, its belief that the proper subjects of human thought are the largest subjects, and that the mind, in one way or another, can penetrate to the very principles of natural life and human life. Philosophy itself has shrunk under the influence of our weakness for instrumentality – modern American philosophy was in fact one of the causes of that weakness -- and generally it, too, prefers to tinker and to tweak.

The machines to which we have become enslaved, all of them quite astonishing, represent the greatest assault on human attention ever devised: they are engines of mental and spiritual dispersal, which make us wider only by making us less deep. There are thinkers, reputable ones if you can believe it, who proclaim that the exponential growth in computational ability will soon take us beyond the finitude of our bodies and our minds so that, as one of them puts it, there will no longer be any difference between human and machine. La Mettrie lives in Silicon Valley. This, of course, is not an apotheosis of the human but an abolition of the human; but Google is very excited by it.

I too value the humanities and have dedicated my life to them. I agree with Wieseltier about the distracting influence of technology and also the danger of scientism.

humanities

But I do wonder why it is that Wieseltier did not ask also what the humanities might have contributed to the fact that nationally now only 7% of students choose to study the humanities. Even at Harvard, only 20% of students are majoring in the humanities. Are all these students eschewing the humanities out of evil or ignorance? Or is there something wrong with the way we are teaching the humanities? 

The truth is that too much of what our humanities faculties teach is neither interesting nor wanted by our students and even by our colleagues. It is an amazing truth that much of what academics write and publish is rarely, if ever, read. Even by other academics. 

The standard response to such whispered confessions is that scholarship is timeless. Its value may not be discovered for centuries. Or that it is like basic research, useful in itself. The problem with these arguments is that such really original scholarship is rare and getting ever more rare. The increasing specialization of academic life leads to professors knowing more and more about less and less. This is the source of the irrelevance of much of humanities scholarship today.

As Hannah Arendt wrote 50 years ago in her essay On Violence, humanities scholars today are better served by being learned and erudite than by seeking to do original research by uncovering some new or forgotten scrap. While such finds can be interesting, they are exceedingly rare and largely insignificant.

To say that excessively specialized humanities scholarship today is irrelevant is not to say that the humanities are irrelevant. As I have written elsewhere,

The humanities are that space in the university system where power does not have the last word, where truth and beauty as well as insight and eccentricity reign supreme and where young people come into contact with the great traditions, writing, and thinking that have made us whom we are today. The humanities introduce us to our ancestors and our forebears and acculturate students into their common heritage. It is in the humanities that we learn to judge the good from the bad and thus where we first encounter the basic moral facility for making judgments. It is because the humanities teach taste and judgment that they are absolutely essential to politics. It is even likely that the decline of politics today is profoundly connected to the corruption of the humanities.

One might think that given his concern with technology changing and threatening our humanity, Wieseltier might find an ally in Hannah Arendt.  Hannah Arendt is one of the most articulate defenders of the connection between humanities learning and political and an engaged political life. For her, politics depends upon the stories and actions that preserve the traditions and the institutions that give meaning and sense to our common lives. The crisis in the humanities is, Arendt understood, deeply connected to our political crisis.

arendt

Wieseltier has never been a fan of Arendt’s writing, which of course is fine. But with the opening of the new movie “Hannah Arendt” by Margarethe von Trotta, he seems to have decided to establish the new New Republic as ground zero of irresponsible Arendt bashing. Under his guidance, the New Republic has published not one but two scathingly critical reviews of the film, each riddled with errors. I wrote already about the glaring factual mistakes plaguing Stanley Kaufmann’s review last week, in a post on the Febrile Imagination of Arendt Haters. I only recently became aware of a second attack by Saul Austerlitz.

The Austerlitz review is given the subtle title “A New Movie Perpetuates the Pernicious Myth of Hannah Arendt.” Austerlitz calls Arendt a “threadbare hero,” and complains that the movie eschews “serious consideration of the sustained critical response to Eichmann in Jerusalem.” That is strange given the prominence in the film given to Arendt’s critics, including Kurt Blumenfeld (who also utters damning words written by Gershom Scholem), Charlotte Beradt, Norman Podhoretz, and, most forcefully, Hans Jonas. Undoubtedly the film comes down on Arendt’s side. But when Jonas turns away from Arendt after her lecture, the moral clarity of his accusation of arrogance weighs on through till the credits.

Some of Austerlitz’s criticisms hit home. For example, he worries, as I have, that the encounter between Siegfried Moses and Arendt is too one-sided, even if he does not know that the actual encounter was much different.

But mostly Austerlitz just follows the herd by attacking Arendt not by engaging her work (he never once cites Arendt), but by quoting from others. Mostly Austerlitz chooses to cite Deborah Lipstadt, author of a revisionist account of the Eichmann trial in which suggests without any reason or supporting evidence that Arendt defended Eichmann (something she certainly did not do) in order to excuse or please her former lover Martin Heidegger. Such contentions would be laughable if they weren’t then adopted uncritically by others as fact. In any case, here is what Austerlitz writes about Eichmann in Jerusalem (giving no indication whatsoever whether he has read it):

The book makes for good philosophy, but shoddy history, as many have asserted in the decades since its publication. As historian Deborah Lipstadt observes of Arendt in The Eichmann Trial (2011), “The only way she could have concluded that Eichmann was unaware was to give more credence to his demeanor and testimony at the trial than to what he actually did during the war.” 

One wonders, upon reading such a paragraph, what Lipstadt was saying Arendt was unaware of? Since Austerlitz’s preceding sentence accuses Arendt of believing that Eichmann, “bore the Jews no special animus, intent merely on carrying out his duties to the utmost,” it suggests that Lipstadt is arguing that Arendt is unaware of Eichmann’s anti-Semitism. But if one goes back to Lipstadt’s book itself, she is in fact arguing that Arendt said that Eichmann was unaware that he had committed crimes.

debo

Whether or not Eichmann was aware that he committed crimes is an important question. It certainly cannot be decided as Lipstadt does by appealing to but never citing the memoir Eichmann wrote while in Argentina. Over and over in that memoir, Eichmann asserts his belief that he was justified in doing what he did and that he violated no laws in doing so. Indeed, Arendt herself argued that Eichmann’s pleas of having a “clear conscience” were made questionable by “the fact that the Nazis, and especially the criminal organizations to which Eichmann belonged, had been so very busy destroying evidence of their crimes during the last months of the war.” And yet Arendt, trying to take Eichmann’s statements in Argentina seriously, recognized also that the destruction of evidence 

proved no more than recognition that the law of mass murder, because of its novelty, was not yet accepted by other nations; or, in the language of the Nazis, that they had lost their fight to “liberate” mankind from the “rule of subhumans,” especially from the dominion of the Elders of Zion; or, in ordinary language, it proved no more than the admission of defeat. Would any one of them have suffered from a guilty conscience if they had won? 

Whether or not Eichmann was or was not possessed of a guilty conscience may be open for debate, but the claim that Arendt was unaware of Eichmann’s anti-Semitism is folly.  As is Austerlitz’s also unsupported claim that “Eichmann bore the Jews no special animus.”  I realize others have pedaled such trash before, but repeating falsities does not make them true.

There is irony in Wieseltier’s condemning the decline of the humanities even as he oversees publication of two irresponsible reviews about a movie that, whatever its failings, is the most significant attempt to bring a major humanist to the screen in a thoughtful and respectful way. I am not asking for cheerleading, but serious engagement would be welcomed.   

Ignore the reviews and instead read Wieseltier’s commencement speech celebrating the humanities. It is your weekend read.  And then review my own defense of the humanities here.

-RB

Roger Berkowitz
Roger Berkowitz is Associate Professor of Political Studies and Human Rights at Bard College, and Academic Director of the Hannah Arendt Center for Politics and the Humanities. He is also the author of "Gift of Science: Leibiniz and the Modern Legal Tradition", as well as co-editor of "Thinking in Dark Times: Hannah Arendt on Ethics and Politics".
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

The Hannah Arendt Center
The Hannah Arendt Center at Bard is a unique institution, offering a marriage of non-partisan politics and the humanities. It serves as an intellectual incubator for engaged thinking and public discussion of the nation's most pressing political and ethical challenges.