Hannah Arendt Center for Politics and Humanities
16Aug/150

Amor Mundi 8/16/15

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-upRevolution and Education

neoliberalBill Deresiewicz in Harpers develops a must-read account of the perils and pitfalls of the corporatization of modern education. He begins with a truly insightful close reading of one college's mission statement and corporate branding. But Deresiewicz's analysis goes deeper, setting the contemporary college within an ongoing cultural movement in which the line dividing youth from adult is increasingly blurred if not eliminated. "Modernity is a condition of ever-increasing acceleration, but only, until recently, for adults. For the young, modernity means--or meant--something different. The modern age, in fact, invented the notion of youth as an interval between childhood and adulthood, and it invented it as a time of unique privileges and obligations. From the Romantics, at the dawn of modernity, all the way through the 1970s, youth was understood to have a special role: to step outside the world and question it. To change it, with whatever opposition from adults. (Hence the association of youth and revolution, another modern institution.) As college became common as a stage of life--one that coincides with the beginning of youth--it naturally incorporated that idea. It was the time to think about the world as it existed, and the world that you wanted to make. But we no longer have youth as it was imagined by modernity. Now we have youth as it was imagined by postmodernity--in other words, by neoliberalism. Students rarely get the chance to question and reflect anymore--not about their own lives, and certainly not about the world. Modernity understood itself as a condition of constant flux, which is why the historical mission of youth in every generation was to imagine a way forward to a different state. But moving forward to a different state is a possibility that neoliberalism excludes. Neoliberalism believes that we have reached the end of history, a steady-state condition of free-market capitalism that will go on replicating itself forever. The historical mission of youth is no longer desirable or even conceivable. The world is not going to change, so we don't need young people to imagine how it might. All we need them to do, as Rothman rightly suggests, is to run faster and faster, so that by the time they finish college, they can make the leap into the rat race." Hannah Arendt also understood education as that path from youth to adulthood, one that depended upon a clear understanding of the boundaries separating the immature from the mature. Education is conservative, at least at first in Arendt's telling. It introduces them to the world into which they are born--the literal meaning of "to educate" is "to lead in." Education is non-political. It is the way in which responsible adults teach young students to love the world into which they are born. There is, however, a second aspect of education for Arendt: it is revolutionary. By leading young people into the world, educators embrace the new and the possibility of revolutionary change because the world is always made anew by future generations. A liberal arts education, therefore, ought to teach students about the world as it is and prepare them to judge and act to conserve, improve, and re-imagine that world. Deresiewicz offers a similar account that is well worth reading. It is also worth noting that he will be a NEH/Hannah Arendt Center Distinguished Lecturer at Bard in October 2016.

Pouring Sugar in the Government's Gas Tank

regulatory stateCharles Murray has a new book calling for massive civil disobedience against the expansion of the regulatory state. In an interview with Jonah Goldberg, he explains how he came to write the book. "Let me tell you how the book came to be written because it's a good illustration of what animated me. My wife and I have a friend who runs a business--I'm not going to go into any more detail than that. The point is he was being harassed by the regulatory state and fined large amounts of money because he was not complying with the various regulations that it was impossible for him to comply with. He was being given competing instructions from the government. And he finally said, I'm going to fight this in court. And the bureaucrat to whom he was talking said, try that and we will put you out of business. Well, when I heard that, as my wife will testify, I was so angry that I actually told her, I don't want to hear any more of this because I just can't stand it. And then, all at once, I had, first, an image in my mind. I'm not making this up. This is what really happened. I had an image--I think it was on a horse in my original image. A guy in pinstripe suit on a horse comes out of nowhere, taps the bureaucrat on the shoulder, and says, we are taking this man's case. We are going to litigate it to the max, even though he's technically guilty of the violation. But in the course of you having to demonstrate that, you're going to wish you'd never taken this on because we're also going to publicize it in ways which will embarrass your superiors and you. And at the end of the whole thing, when you finally levy a fine on him, we're going to reimburse it. This satisfied me a great deal, just thinking of this. (Laughter.) And then I said, then I said, you can write a book. And so ultimately, I end up writing this book as a way of saying we could systematically do this. If you had a foundation with a couple of hundred million dollars--I'm not talking a little foundation--a place like Institute for Justice or the Pacific Legal Foundation or Competitive Enterprise Institute do wonderful work in litigation, but they are doing selective cases, where they are trying to have precedents that affect whole classes of cases. I'm talking about pouring sugar into the government's gas tank." Murray spoke of his Civil Disobedience Project during his talk at the 2014 Arendt Center Conference "The Unmaking of Americans," which will be published in the forthcoming Volume III of HA: The Journal of the Hannah Arendt Center at Bard College. You can become a member and receive the Hannah Arendt Center Journal by joining here.

Emotional Incontinence

death publicBrendan O'Neill in The Spectator takes on the ever-present literature of dying, the "pornography of death." O'Neill discusses memoirs, blogs, and films that turn death into public and literary spectacles. "To draw back the curtain on a woman's death scene and watch her skin turn 'deep red with flaky patches'--shouldn't that be for friends and family, not for strangers? Even Diski seems to have doubts. 'Another fucking cancer column' is how she refers to it. She follows on from Christopher Hitchens, usually the scourge of fashionable hoohah, and Iain Banks, who set up a website where fans could read updates on his cancer and even sign a guestbook: a kind of pre-death condolence book which soon filled up with mawkish expressions of sorrow. On the site, Banks's wife was referred to as his 'widow-in-waiting'.... I don't buy it. These are fancy terms for emotional incontinence. Some things are taboo for a reason. Our forebears kept quiet about the details of their decay not because they were scared or stupid, but because they recognised that something sacred is lost if we make them public. Death is a time for saying goodbye to those you truly love, for settling your affairs. Death requires quiet, contemplation, distance from the fussy, nosy world of public life. Invite strangers into this moment and you change it utterly."

amor_mundi_sign-upDo What You Don't Love

steve jobsMiya Tokumitsu takes on the rhetoric of passion in the workplace: "Although simple Excel charts may present the flimsiest guise of empirical, objective data about workers' supposed passion, the truth is that passion doesn't equal hours spent in the office, nor does it necessitate burning oneself out. Passion is all too often a cover for overwork cloaked in the rhetoric of self-fulfillment. The falsity of passion-as-hours logic is that, quite simply, it produces shoddy work, which is not what someone who is ostensibly passionate about his or her work would allow. Emphasizing passion as a value in employees diminishes other potential--seemingly obvious--attitudes toward work that have more to bear on the quality of the work itself, things like competence and good faith. Passion, overwork, and 24/7 temporality are linked together by much more than the need for simple managerial metrics. Carl Cederström and Peter Fleming argue that work today is of such a nature that it exploits workers not only during their time in the workplace, but also in their very act of living." Maybe we have much to learn from insurance officer Franz Kafka and the librarian Jorge Luis Borges.

Nom de Plume

elena ferranteIn a 1991 letter, the pseudonymous Italian writer Elena Ferrante explains why she wishes to keep herself hidden. The cause is not privacy but is something else entirely: "I will only tell you that it's a small bet with myself, with my convictions. I believe that books, once they are written, have no need of their authors. If they have something to say, they will sooner or later find readers; if not, they won't. There are plenty of examples. I very much love those mysterious volumes, both ancient and modern, that have no definite author but have had and continue to have an intense life of their own. They seem to me a sort of nighttime miracle, like the gifts of the Befana, which I waited for as a child. I went to bed in great excitement and in the morning I woke up and the gifts were there, but no one had seen the Befana. True miracles are the ones whose makers will never be known; they are the very small miracles of the secret spirits of the home or the great miracles that leave us truly astonished. I still have this childish wish for marvels, large or small, I still believe in them."

Is It Better To Be Feared or Loved?

machiavelliM. G. Zimeta finds Google's recent announcement that it will undergo a radical restructuring and come under the umbrella of a parent company called Alphabet to be downright Machiavellian: "It may seem to some that the creation of Alphabet releases Page and Brin from their 2004 promise. This, too, would be shrewd statecraft. 'A wise lord cannot, nor ought he to, keep faith when such observance may be turned against him, and when the reasons that caused him to pledge it exist no longer,' advised Machiavelli. 'It is unnecessary for a prince to have all the good qualities I have enumerated, but it is very necessary to appear to have them. And I shall dare to say this also, that to have them and always to observe them is injurious, and that to appear to have them is useful.' Page didn't take the opportunity, this week, to reiterate 'don't be evil' as the new company's unofficial slogan. But that promise hadn't been repeated by Page or Brin in their annual founders' letters after 2004 anyway. It's as strong--or as weak--now as it's been in the last eleven years, and its nature is unclear. 'Don't be evil,' Google instructs its staff in its Code of Conduct--guidelines for professional ethics in the workplace. 'You can make money without doing evil,' Google asserts in its company philosophy--an edict that outlines its guiding principles for its advertising programs. If these are the only commitments that 'don't be evil' entails, then there's no reason to think the advent of Alphabet changes anything. The virtues required in statecraft are different than the virtues required of a private citizen--something Machiavelli was keen to impress upon his readers: 'A prince, especially a new one, cannot observe all those things for which men are esteemed, being often forced, in order to maintain the state, to act contrary to fidelity, friendship, humanity, and religion.' But Machiavelli saw unethical acts by the prince as a legitimate last resort, rather than the core values on which the state should be built and maintained. For Machiavelli, the wisest course of action for a prince was to ensure that his people were happy and safe under his rule. In this way they would not be tempted to conspire against him or support rebellions; his reign would be able to withstand domestic stressors such as famine and external stressors such as war or the threat of invasion. The greatest rulers, in Machiavelli's eyes, were those who won and maintained their kingdoms through strategic and diplomatic prowess--not through the good luck of a powerful family name or governing in prosperous times; not through relying on military force and violent intimidation; and not through relying on bribery or unsustainable gift-giving to try to earn respect. Seen in this light, Machiavelli doesn't expect people to serve an unworthy ruler. Challenges from the population help a wise prince to get better."

Why Not Food?

foodJill Neimark suggests that we establish a canon for a kind of art that doesn't seem to have one: "Even the briefest musical passage can become canonical: four notes--three Gs and a long E-flat--constitute the opening of Beethoven's Fifth Symphony, a triumphant affirmation of life from a man nearly deaf at the time. And yet, history has never offered up corresponding touchstones for cuisine, nor formally measured human greatness by a good meal. We have traditionally regarded cuisines as pop or folk art at best--cherished but ephemeral, beginning as peasant food forged from the local landscape and naturally disappearing as people emigrated and landscapes changed. A single taste can resonate down an entire lifetime like Marcel Proust's peerless madeleine. A taste can be so revered that we try to freeze it in time: the grape that is distilled into Cabernet Sauvignon wine is universally praised, and its taste has become inviolate. No new grape can supplant it. Similarly, Shanghai once staked its reputation on the white-fleshed peaches grown in its walled gardens, and to this day the delicate peaches are wrapped individually in newspaper and consumed within hours or days of picking. They are a distant relative of the famous Georgia peach, which comes from a pollinated seedling of the Chinese clingstone peach near Shanghai."

amor_mundi_sign-upFeatured Events

human conditionHAC Virtual Reading Group - Session #12

HAC members at all levels are eligible to participate in a monthly reading group led online via a telecommunication website by Roger Berkowitz, Director of the Hannah Arendt Center.

For questions and to enroll in our virtual reading group, please email David Bisson, our Media Coordinator, at dbisson@bard.edu.

Friday, September 11, 2015

Bluejeans.com, 11:00 am - 12:00 pm

 

 


why privacy matters title cardSAVE THE DATE - 2015 FALL CONFERENCE

The Hannah Arendt Center's eighth annual fall conference, "Why Privacy Matters: What Do We Lose When We Lose Our Privacy?," will be held this year on Thursday and Friday, October 15-16, 2015! We'll see you there!

**UPDATE** Registration for our conference is now open! Save your seat for this exciting two-day event here!

Thursday, October 15 and Friday, October 16, 2015

Olin Hall, Bard College, 10:00 am - 6:00 pm


From the Arendt Center Blog

This week on the Blog, Martin Wagner discusses how what we overlook in the shadow of the humble man are the ways in which humility might threaten our most fundamental notions of justice in the Quote of the Week. Ludvig van Beethoven reflects on carrying and writing down one's thoughts in this week's Thoughts on Thinking. Finally, we come across several copies of "The Pentagon Papers" in Bard College's Hannah Arendt Library in this week's 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.
13Mar/140

Friedrich Nietzsche on Thinking

Arendtthoughts

'The surest way to corrupt a youth is to instruct him to hold in higher esteem those who think alike than those who think differently.'

-Friedrich Nietzsche

nietzsche

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.

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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".
3Jun/130

The Delusion of the Omnipotence

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“There is a difference between a man who sets out to murder his old aunt and people who without considering the economic usefulness of their actions at all (…) build factories to produce corpses. (…) Perhaps what is behind it all is only that individual human beings did not kill other individual human beings for human reasons, but that an organized attempt was made to eradicate the concept of the human being”.  –  “And all this ... arises from – or, better, goes along with – the delusion of the omnipotence (not simply with the lust for power) of an individual man. If an individual man qua man were omnipotent, then there is in fact no reason why men in the plural should exist at all – just as in monotheism it is only God’s omnipotence that made him ONE.”

-Hannah Arendt / Karl Jaspers: Correspondence 1926-1969

Arendt distinguishes two historical boundaries that separated pre-modernity from modernity and liberalism from total domination. In her books The Human Condition and Between Past and Future Arendt discusses the profound changes which modernity brought about through technological progress and simultaneous world alienation, by withdrawal from the common world to self-reflection, by division of the world into subjectivity and objectivity, by substitution of philosophy and politics with an instrumental understanding of theory and praxis, and loss of the interwoven phenomena of authority, tradition and religion as guarantees for the stability of political communities.

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All this opened the way to transgress traditional boundaries and to give in to the temptation to be omnipotent. The totalitarian movements transformed the nihilistic “all is allowed” into “all is possible”.

Is is precisely the same thesis that Freud, Castoriadis and others advanced: the lust for omnipotence is neither an exception nor the experience of a limited number of human beings but the general experience of early childhood. The experience of omnipotence precedes the recognition of otherness. Recognition of the other has to be learned in the course of development from the pre-social to the socially shaped human being. According to philosopher and psychoanalyst Joel Whitebook, we are thus confronted with a constant working of  “the negative” in us.

“The experience of omnipotence is significant for the normal as well as for the abnormal child, for youth and for adulthood. Examples can be found in religious, aesthetic and erotic experiences, in the state of being in love, in mass phenomena and in certain forms of psychosis.”

In this context it is worth analysing the different forms of violence and asking why and how they transgress the boundaries to omnipotence. For example, we can distinguish between hooligan crowd violence, sniper killings in wartime and the mass murder committed by the Norwegian Anders Breivik. Transgressing boundaries in the case of hooligans consists of crossing the boundary from respect for the physical integrity of the other to illegal physical injury, in the case of snipers from a ban on killing to legally controlled or uncontrolled killing of enemy combatants, and in the case of Breivik in the annihilation of all representatives of the enemy. In Eichmann’s case, as we know, the maximum transgression consisted in the endless annihilation of entire peoples and populations.

What we find in the first case, the fierce violence of hooligans, is lust for power and temporary transgression. Here a code of honour prescribes that violence should be fierce and brutal, but not fatal, that those not involved should not be attacked, that the use of weapons is forbidden and that conflicting groups should be similar in number and strength. Hooligans do not intend to destroy their opponents but merely to gain victory over them. Consequently their violence has nothing to do with delusions of omnipotence, but a great deal to do with lust for power. There is, however, an element in their behaviour that could pave the way for omnipotence. They themselves describe this as a kick, a surge of violence that can be produced instantly and only stopped on the threshold of destroying the other. In the interests of journalism, the American journalist Bill Buford socialized with British hooligans for some time and observed in himself the euphoria that accompanied each transgression, a sense of transcendence that rose to ecstasy, where the individual was completely absorbed into the crowd. “Violence is one of the strongest sensations of pleasure." He described the vast majority of hooligans as what we might call ordinary neighbours.

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The second group are the snipers. What makes them transgress boundaries is the lust to kill enemies as defined by the state, the army or the militia to which they belong. Chris Kyle, for example, the best sniper the US army ever produced, officially shot 160 enemy combatants in Iraq, 250 in his opinion, and described killing as his job and the war as his area of work.

“When you kill someone the first time, you’re stirred up. You think: Am I really allowed to kill this guy? Is this OK? But once you kill an enemy, you realize it’s alright. You do it again. And again. You do it so the enemy cannot kill you and your compatriots. You do it until there’s no one left to kill. "

Chris Kyle became a killing machine employed by the state.

When his marriage was threatened, he returned to the United States. There too, death remained his main topic. He became an alcoholic, was involved in brawls, shot two car thieves, set up a company to train snipers and took care of traumatized veterans by accompanying them to shooting ranges. In February of this year he was shot by one of the traumatized ex-soldiers at a shooting range. Chris Kyle received numerous awards. The nation is proud of him.

The Norwegian mass murderer Anders Breivik represents the third form of transgression. His deed is not marked primarily by the lust for power or the lust to kill but by the ideological justification of an omnipotent action. He bombed the government district of Oslo, killing eight people, and massacred 69 participants of a social-democrat youth camp. He justified this act in a fifteen hundred page manifesto entitled 2083 A European Declaration of Independence. He claimed to represent a Norwegian and European resistance movement and to be a member of the “indigenous population” struggling against the decline of Norway due to uncontrolled immigration policies by liberals and representatives of a multicultural society.

“It is 100 percent certain that there will be a war between nationalists and internationalists in Europe. We, the first militant nationalists, are the first raindrops indicating that a big storm is coming. ... To die as a martyr for his people’s survival is the greatest honour in a man’s life.”

As a single perpetrator Breivik needed a particularly strong ideological justification and defined himself as a martyr who was sacrificing his life for the ethnic community. To do this he needed to distance himself emotionally from his fellow citizens and avoid any kind of interaction for several months, which he spent exclusively playing violent video games.

The same occurs with guerrilla groups. A crucial prerequisite for their deeds is the ideologically justified dehumanization of the potential victims and the transformation of the guerrilla fighters into cold-blooded killers. It is not only permissible to kill the “lackeys of imperialism” but the murders must be carried out in the most cold-blooded manner to be effective. In his Message to the Tricontinental in 1967 Che Guevara declared:

“Hatred as an element of the struggle; a relentless hatred of the enemy, impelling us over and beyond the natural limitations that man is heir to and transforming him into an effective, violent, selective and cold killing machine. Our soldiers must be thus; a people without hatred cannot vanquish a brutal enemy.”

We tend to underestimate the ongoing existence of violence and the lust for omnipotence. When we talk about recognition we forget the disregard, humiliation and negation of the other and consider this of secondary importance. When we talk about state monopoly on the use of force, we tend to forget that violence still exists, that there are permanent no-go areas and terrorist groups, and that there is violence that is permitted, trained and paid for by the state and violence exercised by our neighbours. Whether legal or illegal – there is an irreconcilable relationship between civilized behaviour at work during the week and violent behaviour on weekends, and between a democratic family father who respects the rule of law in one country and systematically kills in another.

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When Arendt searched the origins of totalitarianism she found them in the non-totalitarian modernity (unsolved minority problems, un-political human rights concepts, administrative colonialism, nationalist concepts of politics, etc.) Violence belongs to them. It holds in itself not only the negation of plurality and freedom but also the delusion of the omnipotence.

-Wolfgang Heuer

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.
19Feb/130

The Great Divide

In this week's Chronicle of Higher Education, Richard D. Kahlenberg lifts (or rips) the band-aid off a wound that has been festering for decades. For much of the 20th century, class animated campus Marxists. Since the 1970s, race and gender have largely supplanted class as the source of youthful protest. But the pendulum is swinging back. Studies find that "being an underrepresented minority increased one's chances of admissions at selective colleges by almost 28 percentage points, but that being low-income provided no boost whatsoever." Will racial and gender politics give way to a renewed interest in class? Will there be a divide on the left between class and identity politics? In either case, the debate is beginning.

Here is Kahlenberg:

Long hidden from view, economic status is emerging from the shadows, as once-taboo discussions are taking shape. The growing economic divide in America, and on American campuses, has given rise to new student organizations, and new dialogues, focused on raising awareness of class issues—and proposing solutions. With the U.S. Supreme Court likely to curtail the consideration of race in college admissions this year, the role of economic disadvantage as a basis for preferences could further raise the salience of class.

This interest represents a return to an earlier era. Throughout the first half of the 20th century, class concerns animated Marxists on campus and New Deal politicians in the public sphere. Both groups papered over important dimensions of race and gender to focus on the nation's economic divide. Programs like Federal Housing Administration-guaranteed loans and the GI Bill provided crucial opportunities for upward mobility to some working-class families and students.

Colleges, meanwhile, began using the SAT to identify talented working-class candidates for admission. But FHA loans, the GI Bill, and the SAT still left many African-Americans, Latinos, and women out in the cold.

In the 1960s and 70s, that narrow class focus was rightly challenged by civil-rights activists, feminists, and advocates of gay rights, who shined new light on racism, sexism and homophobia. Black studies, women's studies, and later gay studies took root on college campuses, along with affirmative-action programs in student admissions and faculty employment to correct for the lack of attention paid to marginalized groups by politicians and academics alike.

Somewhere along the way, however, the pendulum swung to the point that issues of class were submerged. Admissions officers, for example, paid close attention to racial and ethnic diversity, but little to economic diversity. William Bowen, a former president of Princeton University, and his colleagues reported in 2005 that being an underrepresented minority increased one's chances of admissions at selective colleges by almost 28 percentage points, but that being low-income provided no boost whatsoever. Campuses became more racially and ethnically diverse—and all-male colleges began admitting women—but students from the most advantaged socioeconomic quartile of the population came to outnumber students from the least advantaged quartile at selective colleges by 25 to 1, according to a 2004 study by the Century Foundation.

 Read the whole article here.

Kahlenberg’s inquiry into the return of class to debates on campus cannot be seen outside the context of rising inequality in the U.S. Just this week Anne Lowrey reports in the New York Times that incomes are rising briskly for the top 1% but are actually stagnant or falling for everyone else:

Incomes rose more than 11 percent for the top 1 percent of earners during the economic recovery, but not at all for everybody else, according to new data.

It may be true that prices are declining and the middle class, despite its wage stagnation, is still living well. But we cannot ignore the increasing divide between the rich and the middle class. Not to mention the poor.

This was the topic of an op-ed essay in Monday’s New York Times by Nobel Laureate, Joseph Stiglitz, who writes, “The gap between aspiration and reality could hardly be wider.” Stiglitz, like Kahlenberg, sets the question of class inequality against increasing racial equality:

While racial segregation decreased, economic segregation increased. After 1980, the poor grew poorer, the middle stagnated, and the top did better and better. Disparities widened between those living in poor localities and those living in rich suburbs — or rich enough to send their kids to private schools. A result was a widening gap in educational performance — the achievement gap between rich and poor kids born in 2001 was 30 to 40 percent larger than it was for those born 25 years earlier, the Stanford sociologist Sean F. Reardon found.

Many on the left will respond that race and class are linked: minorities, who are poor, they say, suffer worst of all. That may be true. But race, gender, and identity have dominated the conversation about equality and oppression in this country for 50 years. That is changing. This will be hard for some to accept, and yet it makes sense. Poverty, more than race or gender, is increasingly the true mark of disadvantage in 21st century America.

-RB

 

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.
30Mar/120

Contending with Youth Crime

There has been much attention paid to the arguments before the Supreme Court concerning the 2010 health care law. And such attention is entirely justified, for the upcoming decision will have a decisive impact on the availability and quality of medical care for millions of Americans. But we should not forget another question that has recently come before the Court: whether it is constitutional for states to sentence juvenile offenders to life without the possibility of parole.

This case raises important questions not only about the purpose of criminal prosecution and incarceration, but also about our conceptions of personhood and the legal, moral, and other boundaries we construct between youth and adulthood. These issues have been on my mind a great deal these days: as part of my work with the Bard Prison Initiative, I am currently teaching a writing-oriented anthropology course entitled “Youth and Youth Politics” to two groups of incarcerated students. But they came even more pointedly to the fore as I was listening to the March 24th edition of NPR’s “All Things Considered.” This broadcast reported on a recent gathering that brought families of victims together with families of offenders sentenced to life without parole for crimes they committed as teenagers. Significantly, all those in attendance hope that the Supreme Court would declare such sentences unconstitutional.

If you have not already heard the report, I would recommend that you take a listen (and not merely read the text available on the NPR website). Aside from the power of the emotions expressed, I appreciate the way it neatly outlines and complicates the terms of debate. On the one hand, it presents the viewpoint of Scott Burns, head of the National District Attorneys Association, who sketches the potential reasons for long criminal sentences in starkly dichotomous terms. “Is it the goal [of prosecution and incarceration] to rehabilitate someone to see if they change? Or is the goal to do justice for the victims and others?” He inclines to the latter position, as is evident in the brief he filed that urged the Court not to overturn life sentences without parole.

On the other hand, the NPR report also includes the perspective of people like Mary Johnson, a mother whose son was shot and killed at a party by a sixteen-year-old boy. In the immediate aftermath, she regarded her son’s killer as an “animal”: “I wanted him charged with first-degree murder, imprisoned for the rest of his life.” But she now contends that retribution and rehabilitation cannot be easily separated from one another, and she suggests that offenders should not be defined for the entirety of their lives by the crimes they committed as young people.

This report does not offer nuanced arguments for one position or another on the constitutionality of life sentences without parole. But by providing a vivid account of how some people have sought to work through, and live with, the conundrums of “juvenile crime,” it offers a useful starting point for reflecting on our own moral intuitions.

You can listen to the excerpt here.

-Jeff Jurgens

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.