Arendtamormundi

Amor Mundi 2/14/16

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-upLet ‘er Rip

bernie sandersTo all those “adults” in the press and the chattering classes who are telling kids who “feel the Bern” to grow up, Holly Wood has something she’d like to share: “If Millennials are coming out in droves to support Bernie Sanders, it’s not because we are tripping balls on Geritol. No, Sanders’s clever strategy of shouting the exact same thing for 40 years simply strikes a chord among the growing number of us who now agree: Washington is bought. And every time Goldman Sachs buys another million-dollar slice of the next American presidency, we can’t help but drop the needle onto Bernie’s broken record: The economy is rigged. Democracy is corrupted. The billionaires are on the warpath. Sanders has split the party with hits like these, a catchy stream of pessimistic populism. Behind this arthritic Pied Piper, the youth rally, brandishing red-lettered signs reading ‘MONEYLENDERS OUT.’ If you ask them, they’ll tell you there’s a special place in Hell for war criminals who launch hedge funds…. If anything concerns me at this pivotal moment, it’s not the revolutionary tremors of the youth. Given the Great American Trash Fire we have inherited, this rebellion strikes me as exceedingly reasonable. Pick a crisis, America: Child poverty? Inexcusable. Medical debt? Immoral. For-profit prison? Medieval. Climate change? Apocalyptic. The Middle East is our Vietnam. Flint, the canary in our coal mine. Tamir Rice, our martyred saint. This place is a mess. We’re due for a hard rain. If I am alarmed, it is by the profound languor of the comfortable. What fresh hell must we find ourselves in before those who’ve appointed themselves to lead our thoughts admit that we are in flames? As I see it, to counsel realism when the reality is f–ked is to counsel an adherence to f–kery. Under conditions as distressing as these, acquiescence is absurd. When your nation gets classified as a Class D structure fire, I believe the only wise course is to lose your sh-t.”

Truth to the Party

donald trumpFor all those “adults” moaning about the unhinged popularity of Donald Trump, Tucker Carlson has something he’d like to say. “Not everyone finds it funny. On my street in Northwest Washington, D.C., there’s never been anyone as unpopular as Trump. The Democrats assume he’s a bigot, pandering to the morons out there in the great dark space between Georgetown and Brentwood. The Republicans (those relatively few who live here) fully agree with that assessment, and they hate him even more. They sense Trump is a threat to them personally, to their legitimacy and their livelihoods. Idi Amin would get a warmer reception in our dog park. I understand it of course. And, except in those moments when the self-righteous silliness of rich people overwhelms me and I feel like moving to Maine, I can see their points, some of them anyway. Trump might not be my first choice for president. I’m not even convinced he really wants the job. He’s smart enough to know it would be tough for him to govern. But just because Trump is an imperfect candidate doesn’t mean his candidacy can’t be instructive. Trump could teach Republicans in Washington a lot if only they stopped posturing long enough to watch carefully…. It turns out the GOP wasn’t simply out of touch with its voters; the party had no idea who its voters were or what they believed. For decades, party leaders and intellectuals imagined that most Republicans were broadly libertarian on economics and basically neoconservative on foreign policy. That may sound absurd now, after Trump has attacked nearly the entire Republican catechism (he savaged the Iraq War and hedge fund managers in the same debate) and been greatly rewarded for it, but that was the assumption the GOP brain trust operated under. They had no way of knowing otherwise. The only Republicans they talked to read the Wall Street Journal too. On immigration policy, party elders were caught completely by surprise. Even canny operators like Ted Cruz didn’t appreciate the depth of voter anger on the subject. And why would they? If you live in an affluent ZIP code, it’s hard to see a downside to mass low-wage immigration. Your kids don’t go to public school. You don’t take the bus or use the emergency room for health care. No immigrant is competing for your job. (The day Hondurans start getting hired as green energy lobbyists is the day my neighbors become nativists.) Plus, you get cheap servants, and get to feel welcoming and virtuous while paying them less per hour than your kids make at a summer job on Nantucket. It’s all good. Apart from his line about Mexican rapists early in the campaign, Trump hasn’t said anything especially shocking about immigration. Control the border, deport lawbreakers, try not to admit violent criminals–these are the ravings of a Nazi? This is the ‘ghost of George Wallace’ that a Politico piece described last August? A lot of Republican leaders think so. No wonder their voters are rebelling.”

The Hunt for Hypocrites

hypocritesThis is the most exciting presidential primary season in a generation. Six short months back, we were resigned to the drumbeat of the dynasties. No doubt, Hillary Clinton is the most experienced and qualified candidate for President in decades. And Jeb Bush seems earnest, polished, and smart. But the prospect of choosing between a third Bush or a second Clinton was simply demeaning to democracy. Sadly, it seemed we had no choice. Oh how things have changed. Ted Cruz just became the first Latino candidate to win a major state primary or caucus. Bernie Sanders became the first Jewish American to win a primary. All of this is promising. But nothing comes close to excitement generated by Bernie Sanders and Donald Trump.

Both Sanders and Trump style themselves truthtellers. That does not mean they don’t lie or deceive. Trump seems incapable of dealing with facts and repeats falsehoods with the conviction of someone sure in his power to make fiction into reality. And Sanders is offering up a “plan” to raise the share of government spending in our economy from 21% to over 40%, a shift so radical that he either is deceptive in trumpeting it as a plan or he is delusional in believing in his power to bring about the revolution that would make it possible. But such untruths are the bread and butter of politics. No, in styling themselves truthtellers, both Sanders and Trump allude to another kind of truth. They are saying that they speak from conviction. Trump because he is self-funded and Sanders because he refuses to take Super PAC money and has been saying the same thing for 40 years. Both insist that they speak the truth that is in their hearts, and this separates them from Jeb Bush and Hillary Clinton who speak the interests of their donors on Wall Street and K Street.

The appeal in truthtelling is that it speaks from the heart; it is founded upon the fear of hypocrisy. Hypocrisy, as Hannah Arendt writes, is based upon the Greek word for “play-actor.” The hypocrite “falsely pretends to virtue.” He or she “plays a role as consistently as the actor in the play who also must identify himself with his role.” What distinguishes the hypocrite is that his or her duplicity “boomerangs back upon himself, and he is no less a victim of his mendacity than those whom he set out to deceive. Psychologically speaking, one may say that the hypocrite is too ambitious; not only does he want to appear virtuous before others, he wants to convince himself.” The hypocrite, in convincing himself of his goodness, populates the world with “illusions and lying phantoms” and expunges from the world the incorruptible self, “the only core of integrity from which true appearance could arise again.” This is why Arendt calls the hypocrite “rotten to the core” and says of revolutions that they look like “the explosion of an uncorrupted and incorruptible inner core through an outward shell of decay and odorous decreptitude.” What revolutionaries promise, above all, is to tear “the mask of hypocrisy off the face” of a corrupt society, to tear “the façade of corruption down” and expose “behind it the unspoiled, honest face of the people.”

Arendt worries, however, that the “hunt for hypocrites” and the desire to unmask the hypocrite “would leave nothing behind the mask.” What those truthtellers and revolutionaries who would unmask the hypocrites forget, Arendt writes, is that all persons appear in public wearing a mask. The word “person” from the Latin “persona” means that which sounds through a mask. The Roman “person” was a citizen, someone granted the public mask of citizenship and thus someone in whom the law sounded through. To appear unmasked is to appear naked, exposed in one’s raw humanity–someone reduced to a biological or zoological body without any human qualities. In short, the hunt for hypocrites may not emancipate citizens, but it might reduce all citizens to mere natural humans, shorn of the “protecting mask of a legal personality.”  

The hunt for hypocrites is a symptom of a corrupt society, and there is a reason that the discourse of hypocrisy is so powerful today. Trump and Sanders both are mobilizing the charge of hypocrisy with justification; there is a reason it is proving effective. But the hunt for hypocrites is a dangerous game, not least because no one can stand to have their private motives exposed to the light of day. Even more dangerous, however, is that the hatred of hypocrisy idealizes a kind of ‘natural’ person, someone who is “nothing behind the mask.” Such a nothing, Arendt argues, may help root out deception, but it also obliterates all truth, insofar as truth too can only sound through a mask. –RB

The HAC Is Hiring a Media Coordinator

hacThe Hannah Arendt Center for Politics and Humanities at Bard College is looking for a dependable, hard-working part-time Media Coordinator (20 to 25 hours/week) who can supervise the ongoing evolution of the Center’s impact and media presence, both online and in print. While no deep knowledge of Hannah Arendt is required, we seek someone passionate about the power of ideas to provoke thinking and elevate our public discourse. This job may be done remotely, but the Media Coordinator will need to be on campus at Bard College to assist with major events 2-3 times per year. 

Hearing Einstein’s Black Holes

gravitational waveNicola Twilley in the New Yorker does as well as anyone in trying to explain what a gravitational wave is and how it was discovered. “[Rainer] Weiss’s detection method was altogether different from Weber’s. His first insight was to make the observatory ‘L’-shaped. Picture two people lying on the floor, their heads touching, their bodies forming a right angle. When a gravitational wave passes through them, one person will grow taller while the other shrinks; a moment later, the opposite will happen. As the wave expands space-time in one direction, it necessarily compresses it in the other. Weiss’s instrument would gauge the difference between these two fluctuating lengths, and it would do so on a gigantic scale, using miles of steel tubing. ‘I wasn’t going to be detecting anything on my tabletop,’ he said. To achieve the necessary precision of measurement, Weiss suggested using light as a ruler. He imagined putting a laser in the crook of the ‘L.’ It would send a beam down the length of each tube, which a mirror at the other end would reflect back. The speed of light in a vacuum is constant, so as long as the tubes were cleared of air and other particles the beams would recombine at the crook in synchrony–unless a gravitational wave happened to pass through. In that case, the distance between the mirrors and the laser would change slightly. Since one beam would now be covering a shorter distance than its twin, they would no longer be in lockstep by the time they got back. The greater the mismatch, the stronger the wave. Such an instrument would need to be thousands of times more sensitive than any previous device, and it would require delicate tuning in order to extract a signal of vanishing weakness from the planet’s omnipresent din.”

amor_mundi_sign-upWork Harder, Be Better

studentsGillian B. White in The Atlantic writes about new research confirming what many have long known: “For decades, black parents have told their children that in order to succeed despite racial discrimination, they need to be ‘twice as good’: twice as smart, twice as dependable, twice as talented. This advice can be found in everything from literature to television shows, to day-to-day conversation. Now, a new paper from the National Bureau of Economic Research shows that when it comes to getting and keeping jobs, that notion might be more than just a platitude. There’s data that demonstrates the unfortunate reality: Black workers receive extra scrutiny from bosses, which can lead to worse performance reviews, lower wages, and even job loss. The NBER paper, authored by Costas Cavounidis and Kevin Lang, of Boston University, attempts to demonstrate how discrimination factors into company decisions, and creates a feedback loop, resulting in racial gaps in the labor force.”

A New Way of Teaching Old Things

history textbookChristine Gross-Loh takes a peek into what might be the history classroom of the future: “One of the reasons American children often appear to struggle in history, Bain says, is because their knowledge is primarily assessed through multiple-choice tests. Multiple-choice assessment, by nature, often privileges factual content over historical thinking. ‘If you’re testing historical content out of context, that might explain why they don’t do so well,’ Bain says. He advocates embracing the use of narrative–even if that narrative is flawed or one-sided. ‘The grand narrative is pejorative to many in the historical profession–people say that it tries to inculcate a particular viewpoint in kids. But having a big picture or story is cognitively critical to historical knowledge.’ Similarly, history textbooks appear omniscient and objective, and tend to gloss over competing narratives. But educators say that understanding whose narrative is being told helps students to engage with it; even if it is wrong or they disagree with it, the narrative provides context and a more effective way to learn and remember. ‘The argument I make all the time is, it’s like if I were to ask someone to assemble a 1,000-piece jigsaw puzzle without the box-top picture of it. You could of course eventually put it together but the effort to match shapes and colors on each piece would be monumental, and you’d likely give up quite quickly. Such is what happens to many kids in school.’… It’s difficult to track down research corroborating the academic benefits of the case method, but anecdotal evidence speaks to its power. Moss tells me he has observed the results of story-based teaching in his classroom. ‘People remember cases incredibly well–and often at a level of detail that’s almost shocking. Stories stick in the mind, and when you learn history with a focus on particular stories it’s much easier to remember the pieces around them.’ David Kaufman, a student who took the course last year, says that discussing history through a series of cases allowed the students to ‘focus a lot more on the process than on, say, the actual legislative result, which I think was much richer.’ It is well known that stories aid learning because of how memory is structured. The cognitive psychologist Jerome Bruner wrote of two modes of knowing: paradigmatic and narrative; with the latter, attention and emotion influence the strength of a memory. Stories activate emotion, which helps students stay engaged and remember. They also feed the human need to fit things into a coherent structure in order to make meaning of them.”

Excellent Excellence Excels Excellence

nicholas b. dirksNicholas B. Dirks, Chancellor of the University of California at Berkeley, sent a letter to the Berkeley community informing them of a “strategic planning process designed to ensure our excellence in the face of continuing financial challenges.” Long term changes to preserve excellence include: “Evaluating our workforce in relationship to our changing needs and resources. This will also entail a new mechanism for the monitoring and control of staffing levels”; “Achieving additional revenues through our ‘brand,’ land, and other assets”; and “the redesign of some of our academic structures. Realignment will ensure that we are excellent in all we choose to do, in our research and in our educational mission.” Here is an excerpt of Chancellor Dirk’s letter: “Today, we announce a strategic planning process designed to ensure our excellence in the face of continuing financial challenges. This process is comprehensive, encompassing academic and administrative realignment, investment in our fundraising and revenue-generating activities, and the reexamination of all our discretionary expenditures, including athletics and capital costs. …Accordingly, we are embarking on a comprehensive strategic planning process, the aim of which is to reimagine the fundamental structures and processes of our university. We need to evaluate how best to structure the university so as to maintain, above all, our excellence as an institution. To be sure, ahead of us lie difficult decisions and hard work, but we are fortunate to be taking this on early enough that we have the resources and time necessary to be thoughtful and strategic…. Every aspect of Berkeley’s operations and organizational structure will be under consideration. Our decision-making, however, will be strategic. We are identifying areas in which new investments will both produce additional resources and enhance our strength; and we are identifying other areas in which the expenditure of resources may be less critical to our overall excellence and core mission. Some important campus-level initiatives, such as the Berkeley Global Campus and the Undergraduate Initiative, will be entirely supported by philanthropy and external partnerships (aside from small amounts of seed funding)…. This endeavor must not be interpreted as an abandonment of our commitment to a public mission nor to our efforts to advocate for increased public funding for higher education. We are fighting to maintain our excellence against those who might equate ‘public’ with mediocrity, against those who have lost faith in the need for higher education to serve as an engine of social mobility, and against those who no longer believe that university-based inquiry and research have the power to shape our society and economy for the better. What we are engaged in here is a fundamental defense of the concept of the public university, a concept that we must reinvent in order to preserve.”

Free Urban Style

moscowMasha Gessen, noting Moscow’s recent destruction of almost a hundred buildings housing small businesses, suggests that the tear-downs were as much about style as they were about corruption (and they’re definitely about corruption): “The new Russia is not, at present, a fully fledged totalitarian regime–but it increasingly feels like a totalitarian society, with its unanimity on all matters and suspicion of all difference. It wants to look like one too. Back in the eighties, Moscow and other large Soviet cities (with the exception of part of Leningrad) looked empty and orderly. Their avenues were wider than many American highways, with sidewalks the width of a Manhattan street. Their buildings were imperial architecture on steroids, with courtyards the size of a Manhattan block and arches through which you could squeeze a few townhouses. Façades were impenetrable–buildings were often entered through courtyards–and this, combined with the vastness of distances, kept people from clogging the streets. What humans one did see generally looked the same, dressed in basic gray and more gray. The absence of private business kept what passed for commerce looking uniform too. The first legal private commerce consisted of people standing on the sidewalks. In early 1992 Boris Yeltsin issued a decree legalizing the sale of consumer goods by individuals, and some individuals cut the decree out of the newspaper, pinned it to their clothes to ward off police, and went out to procure scarce goods for resale. Foreigners who happened to visit Russia back then will never forget the spectacle of people standing in the street holding out pieces of raw steak or fried chicken–and, perhaps more shockingly, that of others buying these goods. ‘Fresh meat, I just got it today!’ was the advertising slogan of the era. After a few months, the private traders’ assortment grew, along with their sense of security, and they started putting out folding tables for their wares and folding chairs for themselves. Then they started building makeshift structures out of glass, plywood, and aluminum siding. They were eyesores, though still an improvement over the sight of men with raw meat in their hands and a piece of newspaper on their jackets. The structures, known as kiosks, also provided some protection from dirt and weather for both the merchandise and the people who sold it. The sellers could now continue working late into the night… The proliferation of kiosks also brought the city down to human scale. They filled the vast squares and occupied parts of the too-wide sidewalks. They put objects at eye level, filling what had been an eerily empty field of vision. Being a person in Moscow stopped feeling like being a Lilliputian in the land of Gulliver. Over the years, many of the kiosks grew into more permanent structures, often referred to as pavilions. Successful traders erected one- and two-story buildings that connected to the city’s power and plumbing infrastructure, and soon those buildings housed mini-marts, cell-phone shops, and cafés. Some of them were still ugly, usually in a bland prefab way. Others, like a pyramid-shaped glass structure in one of the city’s most central squares, were ostentatiously ridiculous. A few used scaled-down elements of the architecture of surrounding buildings to serve as attractive bridges between larger-than-life Moscow and its people.”

High Score

gamesAlfie Bown gets distracted: “Distracting games and websites appear to be totally useless and nothing more than a complete waste of our precious time. But precisely because these distractions are seen as completely wasteful and useless, they make the mundane work we perform for capitalists seem so much the more ‘productive’ and ‘useful’ by contrast. They stimulate a feeling of guilt that sends us back to work eager to make reparations. After we have ‘wasted’ five minutes on Cookie Clicker, we feel like we are carrying out an act that is both productive and reparative when we return to work afterward. Reporting on a recent study, The Entrepreneur, a business magazine, reported that productivity on CRM (Microsoft’s data management server) could be massively increased when workers were allowed to play games. Likewise, the company Snowfly specializes in improving company productivity by employing regulated game use in the workplace. In short, we input data quicker after playing Candy Crush. The idea is the game simply offers a much needed refreshing break, but I think there is more to it than this. By seeming useless and wasteful these distractions not only consolidate our impression that capitalist productivity is comparatively useful and positive, but they also make us feel indebted and keen to make amends. They renew our commitment to capitalist production when we might otherwise be reflecting on how unfulfilling our working conditions are… The usual line would be that a culture of distraction prevents us from concentrating on what is really important and doing truly worthwhile things. This often is nothing more than the age-old generational complaint that young people ought to do something better with their time, and worse, it endorses specific ideas of what ‘worthwhile’ time expenditure consists of, just as Candy Crush does in the very act of distracting us. A culture of distraction doesn’t stop us doing really important things; it makes us believe that there really is something that is really important: capitalist production. Distractions only serve to focus our faith in that myth.”

Graphic Violence

the banality of evilBrad Evans and Sean Michael Wilson have created a short account of Arendt’s banality of evil, one that is illustrated by Chris Mackenzie. They give a short and schematic account of the Eichmann trial from arrest through judgment and then ask how the banality of evil remains meaningful in the modern world. “Errol Morris’ Film ‘Standard Operating Procedure’ emphasized how these U.S. soldiers were not exceptional but following routine standards. It asked: ‘…How could American values become so compromised that Abu Ghraib could happen?’ This sounds very similar to what was asked of Germany in the Nazi Period…. Again it seems too simple to say such soldiers are crazy or ‘bad apples’. Perhaps these problems of cruel acts carried out in positions of power, of following whatever authorities say in blind obedience are still very much with us. Perhaps the banality of evil is something that, in the wrong circumstances, could touch us all.”

 

 

amor_mundi_sign-upFeatured Events

A Taste for Chaos: The Hidden Order in the Art of Improvisation

A Taste for Chaos: The Hidden Order in the Art of ImprovisationJazz, as the modern art form that lays claim to improvisation, situates music in a productive tension between individual freedom and a mysterious yet sentient order. As do modern theories of liberalism in politics, Jazz insists both on the individual liberty of each that is through fidelity to common truths, recognition of traditional customs, or embrace of collective ends is rendered compatible with a larger inter-subjective order. Freedom as an art of improvisation means that men are free only insofar as they act in ways that are both free and constrained. This is very much what Hannah Arendt means means when she writes that “Men are free-as distinguished from their possessing the gift of freedom- as long as they act, neither before nor after; for to be free and to act are the same.” In this evening on “A Taste for Chaos: The Hidden Order in the Art of Improvisation,” we bring together leading thinkers and musicians to explore the nature of improvisation and the art of freedom.

Free & Open to the Public

Monday, February 15, 2016

László Z. Bitó ’60 Conservatory Building, 5:00 pm – 7:00 pm


What Is Political Theory?

political theorySheldon S. Wolin (August 4, 1922 – October 21, 2015) was one of the most important American political theorists of the 20th century. Wolin authored critical works such as Politics and Vision: Continuity and Innovation in Western Political Thought, Hobbes and the Epic Tradition of Political Theory, Presence of the Past: Essays on State and the Constitution, Tocqueville Between Two Worlds: The Making of a Political and Theoretical Life, and Democracy Incorporated: Managed Democracy and the Specter of Inverted Totalitarianism. Professor of Politics, Emeritus, at Princeton University, Wolin was the founding editor of the influential journal democracy (1981-1983), with the help Nicholas Xenos. In memory of Wolin, we discuss the work of political theory with Nicholas Xenos.

Free & Open to the Public

Thursday, February 18, 2016

Reem-Kayden Center Laszlo Z. Bito ’60 Auditorium, 5:00 pm – 6:30 pm


Lunchtime Talk with Klemens von Klemperer Post Doctoral Fellow Jana Schmidt

jana schmidt

In the Shadow of Forgetting: Iconic Thinking

In one of Oliver Sacks’ “clinical tales,” the popular neurologist describes a man whose identity is threatened by the perpetual dissolution of his self. “He remembered nothing for more than a few seconds. He was continually disoriented. Abysses of amnesia continually opened beneath him, but he would bridge them, nimbly, by fluent confabulations and fictions of all kinds.” Afflicted with a severe case of Korsakoff’s syndrome, a neurological condition brought on by alcoholism, the unfortunate man appears hardly human to Sacks for he lacks all sense of relation and reality. Thus, in reading his patient’s “mythomania,” his prolific production of stories and images, as an illusory substitute for a genuine connection to the world, Sacks’ musings on what remains when forgetting takes hold reach beyond the confines of clinical diagnosis toward a theory of forgetting, imagination, and “iconic” thinking.

It is not by accident then that Sacks was reading Hannah Arendt’s The Life of the Mind when he was writing the narratives of neurological disability, of amnesia and aphasia that populate his 1985 book The Man Who Mistook His Wife for a Hat. In it, Sacks develops a model of iconic thinking that furthers some of Arendt’s own ideas on the interrelation of thought and the making of images; ideas she herself at least partly borrowed from thinkers in the life science (Adolf Portmann, Konrad Lorenz, and Rudolf Arnheim). My talk will revisit these mutual influences to explore whether forgetting, rather than the “other” of thinking, might itself be considered an operation of thinking, and in particular of “iconic thinking.”

BIO: Jana V. Schmidt’s research pertains to questions of literature and art, their status vis-à-vis the political and the social, image theory, mimesis, and the representation of intersubjectivity. Her main focus as a literary scholar is on twentieth century German and American literature, literary theory (including “continental” philosophy and critical theory), and literature’s relation to violence.

RSVP to Christine Stanton at cstanton@bard.edu.

Tuesday, February 23, 2016

The Hannah Arendt Center, 1:30 pm


HAC Virtual Reading Group – Session #18

vrg banner headingHAC 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, March 4, 2016

Bluejeans.com, 11:00 am – 12:00 pm


Now Hiring Two Post-Doctoral Fellows for the 2016-2017 Academic Year!

1The Hannah Arendt Center for Politics and Humanities at Bard College announces two post-doctoral fellowships for the 2016-2017 academic year. The fellows should have a Ph.D. in political theory, philosophy, or a related field in the humanities, and his or her work should intersect meaningfully with Hannah Arendt’s thinking. In residence at the Arendt Center, the fellow will pursue his or her independent research at the Center, which includes Hannah Arendt’s personal library. The fellow will have access to Arendt’s Digital Archive through a relationship with the Arendt Center in New York City. In addition, the fellow will have the opportunity to participate in seminars, conferences, lectures, colloquia, and workshops organized by the Center.

To apply for the fellowship, please apply through Interfolio.com at: http://apply.interfolio.com/33792 with a letter of application explaining your research project and interest in the Center and a description of your teaching experience, CV, and two letters of reference.

The Deadline for consideration is Tuesday, March 15, 2016

The Hannah Arendt Center, Bard College, Annandale-on-Hudson, NY


Learning from the West African Ebola Epidemic: The Role of Governance in Preventing Epidemics

Learning from the West African Ebola Epidemic: The Role of Governance in Preventing Epidemics“Learning From the West African Ebola Epidemic” is a one-day conference in New York City exploring the hypothesis that building public trust in effective organizations is essential for fighting health crises such as Ebola. The conference is grounded in the Global Health Security Agenda that seeks to accelerate progress towards a world safe from infectious disease.

Specifically, the Global Health Security Agenda seeks to

  • Prevent avoidable epidemics;
  • Detect threats early; and
  • Respond rapidly and effectively.

Combining social science and political actors with leading scientists and Ebola specialists, we will explore the Ebola epidemic and its consequences as a case study to explore how educational, governance and healthcare resources can be better deployed against future outbreaks. The conference is sponsored by the Hannah Arendt Center, Citizen Science, CCE, and the Ford Foundation in collaboration with the Honorable Dr. Wilmot James, South African MP and the Carnegie Council for Ethics In International Affairs.

To learn more about and register for our conference, please click here.

Free & Open to the Public

Thursday, March 31, 2016

Carnegie Council for Ethics & International Affairs, NYC, 10:00 am – 6:00 pm


Vita Activa – The Spirit of Hannah Arendt

vita activaThe Film Forum in New York City will be screening the new film, VITA ACTIVA – THE SPIRIT OF HANNAH ARENDT, directed by Ada Ushpiz, later this spring.

About the Film: A brand new documentary about one of the most influential thinkers of the 20th century. The German-Jewish philosopher Hannah Arendt caused an uproar in the 1960s by coining the subversive concept of the “Banality of Evil” when referring to the trial of Adolph Eichmann, which she covered for the New Yorker magazine. Her private life was no less controversial thanks to her early love affair with the renowned German philosopher and Nazi supporter Martin Heidegger. This thought provoking and spirited documentary, with its abundance of archival materials, offers an intimate portrait of the whole of Arendt’s life, traveling to places where she lived, worked, loved, and was betrayed, as she wrote about the open wounds of modern times. Through her books, which are still widely read and the recent release of Margarethe von Trotta’s biopic Hannah Arendt (also a Zeitgeist Films release) there is renewed interest in Arendt throughout the world, especially among young people who find her insights into the nature of evil, totalitarianism, ideologies, and the perils faced by refugees, more relevant than ever. Watch the Trailer.

Wednesday, April 8, 2016

Film Forum, 209 West Houston Street West of 6th Ave., New York, NY, Time TBA


SAVE THE DATE – 2016 FALL CONFERENCE

How Do We Talk About Difficult Questions?: Race, Sex and Religion on CampusOn OCTOBER 20-21, 2016 we will host our ninth annual fall conference: “How Do We Talk About Difficult Questions?: Race, Sex and Religion on Campus“. We’ll see you there!

Thursday and Friday, October 20 and 21, 2016

Richard B. Fisher Center for the Performing Arts, Bard College, 10:00 am – 6:00 pm


From the Arendt Center Blog

This week on the blog, Ian Storey looks to the Iowa Caucuses to wonder at what point electoral politics is reduced to the manufacture of crisis in the Quote of the Week. Anne Frank reflects on the irrevocable right to have an opinion in this week’s Thoughts on Thinking. Finally, we appreciate Arendt’s annotations with regards to how trust factors into Locke’s Two Treatises of Government in this week’s Library feature.

Arendtamormundi

Amor Mundi 11/16/14

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.

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Place As Destiny

neighborhoodIf Charles Murray’s book Coming Apart chronicles the vast divergences between the richest and poorest communities in America, Claude S. Fischer gathers a series of studies and new books to argue that the places we live and grow up have an outsized impact on our future. Writing in the Boston Review, Fischer reports that “the places-the communities, neighborhoods, blocks-where people live act as a factor in slowing economic mobility.” There are many reasons that poor and dysfunctional neighborhoods pass on poverty. “Consider the ways that the immediate environment shapes a child’s development. It does so physically. Air and soil pollution, noise, and traffic, for example, measurably affect children’s health, stress, and cognitive development. Local institutions and resources, such as the policing, quality of the schools, availability of health services, food options, parks, and so on matter, as well. And the social environment may matter most of all. Growing up in a community with gangs, dangerous streets, discouraging role models, confused social expectations, and few connections to outsiders commanding resources is a burden for any child. Just getting by day-to-day can be a struggle. In a pair of studies, Sharkey found that a violent crime occurring near black children’s homes in the days before they took a standardized test reduced their scores on the test, presumably because of anxiety and distraction.” One major difference between Murray and Fischer is their consideration of race. Murray focuses on white poverty and the incredible rise of white inequality to argue that the decadence and disconnect of the new poor happens regardless of race. Fischer demurs: “No discussion of neighborhood effects can ignore the racial dimension, because the residential segregation of blacks has been and, though reduced, continues to be extreme: 41 percent of the African-American parent-child pairs in the study grew up in poor neighborhoods in both generations; only 2 percent of white families did. Poor whites were less likely to live in concentrated areas of poverty and are more likely to get out of them if they did. The weight of the past is much heavier for some than others.”

Will The Masses Procrastinate By Writing Papers

leisureContrarian poet and uncreative writer Kenneth Goldsmith is going to spend next semester teaching 21st century leisure. He explains: “Come January, fifteen University of Pennsylvania creative-writing students and I will sit silently in a room with nothing more than our devices and a Wi-Fi connection, for three hours a week, in a course called ‘Wasting Time on the Internet.’ Although we’ll all be in the same room, our communication will happen exclusively through chat rooms and listservs, or over social media. Distraction and split attention will be mandatory. So will aimless drifting and intuitive surfing. The students will be encouraged to get lost on the Web, disappearing for three hours in a Situationist-inspired dérive, drowsily emerging from the digital haze only when class is over. We will enter a collective dreamspace, an experience out of which the students will be expected to render works of literature. To bolster their practice, they’ll explore the long history of the recuperation of boredom and time-wasting, through critical texts by thinkers such as Guy Debord, Mary Kelly, Erving Goffman, Raymond Williams, and John Cage. Nothing is off limits: if it is on the Internet, it is fair play. Students watching three hours of porn can use it as the basis for compelling erotica; they can troll nefarious right-wing sites, scraping hate-filled language for spy thrillers; they can render celebrity Twitter feeds into epic Dadaist poetry; they can recast Facebook feeds as novellas; or they can simply hand in their browser history at the end of a session and present it as a memoir.”

Forget Privacy

online privacy12 years ago, Felix Stalder could already see how the rise of a networked society would lead individuals to trade privacy for personal service: “We live in a surveillance society. The creation, collection and processing of personal data is nearly a ubiquitous phenomenon. Every time we use a loyalty card at a retailer, our names are correlated with our purchases and entered into giant databases. Every time we pass an electronic tollbooth on the highway, every time we use a cell phone or a credit card, our locations are being recorded, analyzed and stored. Every time we go to see a doctor, submit an insurance claim, pay our utility bills, interact with the government, or go online, the picture gleaned from our actions and states grows finer and fatter.” For Stalder, the traditional idea of privacy – that I control my information and data-is simply impossible to uphold in the modern world. Instead of talking about privacy – which he thinks an antiquated idea-we need to begin asking how to prevent the abuse of information. “Rather than continuing on the defensive by trying to maintain an ever-weakening illusion of privacy, we have to shift to the offensive and start demanding accountability of those whose power is enhanced by the new connections. In a democracy, political power is, at least ideally, tamed by making the government accountable to those who are governed and not by carving out areas in which the law doesn’t apply. It is, in this perspective, perhaps no co-incidence that many of the strongest privacy advocates (at least in the US) lean politically towards libertarianism, a movement which includes on its fringe white militias that try to set up zones liberated from the US government. In our democracies, extensive institutional mechanisms have been put into to place to create and maintain accountability and to punish those who abuse their power. We need to develop and instate similar mechanisms for the handling of personal information – a technique as crucial to power as the ability to exercise physical violence – in order to limit the concentration of power inherent in situations that involve unchecked surveillance. The current notion of privacy, which frames the issue as a personal one, won’t help us accomplish that.”

Fail Quicker

age of failureAdam Davis says that our present and sped up culture of disruptive innovation is really as much a culture of failure: “An age of constant invention naturally begets one of constant failure. The life span of an innovation, in fact, has never been shorter. An African hand ax from 285,000 years ago, for instance, was essentially identical to those made some 250,000 years later. The Sumerians believed that the hoe was invented by a godlike figure named Enlil a few thousand years before Jesus, but a similar tool was being used a thousand years after his death. During the Middle Ages, amid major advances in agriculture, warfare, and building technology, the failure loop closed to less than a century. During the Enlightenment and early Industrial Revolution, it was reduced to about a lifetime. By the 20th century, it could be measured in decades. Today, it is best measured in years and, for some products, even less…. The closure of the failure loop has sent uncomfortable ripples through the economy. When a product or company is no longer valued in the marketplace, there are typically thousands of workers whose own market value diminishes, too. Our breakneck pace of innovation can be seen in stock-market volatility and other boardroom metrics, but it can also be measured in unemployment checks, in divorces and involuntary moves, and in promising careers turned stagnant. Every derelict product that makes its way into Weird Stuff exists as part of a massive ecosystem of human lives – of engineers and manufacturers; sales people and marketing departments; logistics planners and truck drivers – that has shared in this process of failure.”

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The Eternal Jew

eternal jewIn “Antisemitism,” Part One of The Origins of Totalitarianism, Hannah Arendt discusses the emergence of the Jewish Type, the Jew in General, as it came to be in Germany in the 19th century. “Jewishness,” she wrote, “became a psychological quality and the Jewish question became an involved personal problem for every individual Jew.” And yet it is also the case that the Nazis still imagined Judaism as a physical attribute and not simply a psychology. As Sara Lipton reminds us in the New York Review of Books, “In 1940 the Nazis released a propaganda film called The Eternal Jew. The film claimed to show the Jews in their ‘original state,’ ‘before they put on the mask of civilized Europeans.’ Stagings of Jewish rituals were interspersed with scenes of yarmulke- and caftan-wearing Jews shuffling down crowded alleys, all meant to show the benighted nature of Jewish life. Above all, the filmmakers focused on Jewish faces. They trained their cameras in lingering close-up on their subjects’ eyes, noses, beards, and mouths, confident that the sight of certain stereotypical features would arouse responses of loathing and contempt.”

The Human Sciences

botsteinIn an interview with the Yale Daily News, Leon Botstein speaks about his lecture “Beyond Fashion and Fear: The Future of the Humanities and the Arts in the University.” Botstein advises that we stop the high-minded defenses of the humanities and focus on teaching them in ways that are meaningful: “If we really believed that the humanities were vital, how would we organize them?” It may well be that what is most useful about the humanities is not the most advanced and critical research but the reading and consideration of foundational texts and works of art. The humanities, as Hannah Arendt understood, are important insofar as they preserve and conserve the common world. An example of their importance is visible in Botstein’s answer to a question about the STEM fields of science, technology, engineering, and math: “My position is that the STEM fields cannot exist without the humanities, and that the humanities cannot exist without the STEM fields. The separation is purely bureaucratic; it’s purely a structural separation having to do with the way it’s ‘easier’ to organize things within a university. My view is that anybody who is interested in the humanities is at his or her peril to not think about the fundamental role of science, technology, engineering and the character of science, and vice versa; there’s no serious scientist in the world that isn’t confronted with – that doesn’t deal with – the non-‘purely scientific’ or nontechnical motivations or consequences of their work. The separation of the two is nonsensical.”

Why So Serious?

zizekIn a review of Slavoj Zizek’s two newest books, Terry Eagleton considers the Slovenian philosopher’s sense of humor: “There is a dash of the Dubliner Oscar Wilde in Zizek, a man who couldn’t hear a pious English sentiment without feeling an irresistible itch to reverse its terms, rip it inside out, or stand it on its head. Zizek, who has the grim appearance of a hired assassin in a Jacobean tragedy, lacks Wilde’s stylishness and elegance. He also lacks his distinctive brand of humour. Zizek is funny but not witty. He tells some excellent jokes and has a well-honed sense of the absurd, but one couldn’t extract a book of epigrams from his writing, as one can from Wilde’s. Both men, however, are natural-born debunkers and deconstructors, allergic to high moral tones and good clean fun. That Zizek should be a skilled exponent of Jewish black humour, the Woody Allen of Ljubljana, comes as no surprise. Even so, his urge to deface and deflate is a long way from cynicism. Remarkably, he combines the tragic vision of Freud with a Marxist faith in the future.”

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Featured Events

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

 

 


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

 


Film Screening & Director’s Discussion: A Snake Gives Birth to a Snake

Wednesday, December 10, 2014

Bard College Campus Center, Weis Cinema, 5:00 – 8:00 pm

 


From the Arendt Center Blog

This week on the Blog, Thomas Wild discusses Arendt’s conception of freedom as a state of being experienced only in public in the Quote of the Week. Victor Hugo provides this week’s Thoughts on Thinking. In our Video Archives, we remember a 2012 discussion between historian Deborah Lipstadt and Roger Berkowitz on Arendt’s treatment of the Eichmann trial. And we appreciate Arendt’s deep love of art in our Library feature.

Arendtian Action

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‘This child, this in-between to which the lovers are now related and which they hold in common, is representative of the world in that it also separates them; it is an indication that they will insert a new world into the existing world.’

-Hannah Arendt, The Human Condition

What can we know about Arendtian action? In The Human Condition, Arendt tells us, variously, that it belongs to the public sphere, “the space of appearance”, that it takes place between political equals, and that it is “ontologically rooted” in “the fact of natality”. “Natality”, here, is not the same as birth, though it relies on the fact of birth for its conceptual understanding. Natality is the distinctly human capacity to bring forth the new, the radical, the unprecedented: that which is unaccountable by any natural causality, but the fact that we must recourse to the patterns of the natural world in order to explain it is what interests me here.

When we try to fix a notion of Arendtian action, it becomes clear that speech has an important role to play, though the precise relationship between speech and action is a slippery one. Actions are defined in speech, becoming recognisable as actions only when they have been placed in narrative, that is: regarded with “the backward glance of the historian”. At the same time, most actions “are performed in the manner of speech”. Speech is rendered as the revelatory tool of action, but, further to this, both action and speech share a number of key characteristics so that it is impossible to fully disentangle the one from the other.

A moment of possible illumination arrives under the heading “Irreversibility and the Power to Forgive”. For Arendt, action has no end. It contains within it the potential to produce an endless chain of reactions that are both unforeseeable and irreversible. With such terrifying momentum attached to everything we do, forgiveness is our release from the consequences of what we have done, without which “our capacity to act would, as it were, be confined to a single deed from which we could never recover”. In this context, forgiveness is always radical. It is the beginning of the possibility of the new: “… the act of forgiving can never be predicted, it is the only reaction that acts in an unexpected way  and thus retains, though being a reaction, something of the original character of action”.

What’s more, forgiveness is personal, though not necessarily individual or private. It is, traditionally, connected to love, which Arendt describes as unworldly, indeed: “the most powerful of all anti-political human forces”. In the image of the lovers’ child, the child is used to represent the possibility of forgiveness, that is made representative of the world in its ability to join and divide.

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Ultimately, it is not love that Arendt places in relation to forgiveness, it is a distant respect that can only occur “without intimacy and without closeness; it is a regard for the person from the distance which the space of the world puts between us”. Yet, in this moment in the text, Arendt leans upon an image of the unworldly in order to pull from it the particular activities of the world. It is the ability of action to emerge — unforeseeable, unprecedented — that Arendt performs here in language. It is the movement of the imagery that alerts us to the essential quality of action to appear, unexpected, as well as to the fragility of the political realm and its complex array of differences from and interconnections with the private. One need only examine the syntax to understand the dynamic of action that Arendt illustrates here: where a semi-colon would usually indicate two halves of a balanced equation, Arendt uses it as a springboard from which to make a tiger’s leap into the new.

There are a number of things to be gained from a close reading of the linguistic representation of the movement of action, not least in light of the fact that, in writing this book, Arendt is expressing a deep-seated fear that the faculty for action is about to slip away from us entirely. While much ink has been spilled over whether or not the categories and oppositions that arise in The Human Condition can be fully understood in any concrete way, on whether or not they hold, it may be that the apparent slippages in the text are, in fact, our most fruitful way in to understanding the particular dynamics and character of Arendtian action; an understanding that may then be put to some homeopathic use in our own work.

-Anna Metcalfe

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.

Labor of Love

China has embraced the idea of a Western college education in a big way.  As the NY Times reported recently, the country is making a $250 billion-a-year investment designed to give millions of young Chinese citizens a college education. “Just as the United States helped build a white-collar middle class in the late 1940s and early 1950s by using the G.I. Bill to help educate millions of World War II veterans, the Chinese government is using large subsidies to educate tens of millions of young people as they move from farms to cities.”

But for most of these newly minted college graduates, jobs are scarce. One reason is that these graduates often have few marketable skills and they refuse to take the jobs that actually exist. What China needs are people to work in factories. But for college graduates, factory work has little or even no allure.

Forbes Conrad for the New York Times

Consider the case of Wang Zengsong.

Wang Zengsong is desperate for a steady job. He has been unemployed for most of the three years since he graduated from a community college here after growing up on a rice farm. Mr. Wang, 25, has worked only several months at a time in low-paying jobs, once as a shopping mall guard, another time as a restaurant waiter and most recently as an office building security guard.

But he will not consider applying for a full-time factory job because Mr. Wang, as a college graduate, thinks that is beneath him. Instead, he searches every day for an office job, which would initially pay as little as a third of factory wages.

“I have never and will never consider a factory job — what’s the point of sitting there hour after hour, doing repetitive work?” he asked.

This story is actually not unique to China. In the United States too, we here repeatedly that small businesses are unable to expand because they cannot find qualified workers. The usual reprise is that high school graduates don’t have the skills. Rarely asked is why college graduates don’t apply? I assume the reason is the same as in China. College graduates see production work as beneath them.

Plenty of college graduates, many with debt, are interning for free or working odd jobs that pay little; yet they do not even consider learning a skill and taking a job that would require them to build something. Just like their comrades in China, these young people identify as knowledge workers, not as fabricators. For them, a job making things is seen as a step down. Something that is beneath them.

Disdain for manual labor combined with respect for cognitive work is the theme of Matthew B. Crawford’s book Shop Craft as Soul Craft, based on his article by the same name that appeared in 2006 in The New Atlantis. Crawford’s writing is rich and his thinking profound. But boiled down, I took three main points from his book and article.

First, there is a meaningful and thoughtful component to manual labor. To make something is not thoughtless, but requires both skill and intelligence. This is true if you are building a table, where you must think about the shape, functionality, and aesthetics of a table. But even in factory work, there is the challenge of figuring out how to do something better. And in the modern factory, labor demands technical skill, problem solving, and creativity.  Whether you are building a house or making a battery, making things requires thought. What is more, it is good for the soul. Here is how Crawford writes about the soul benefits of craft:

Hobbyists will tell you that making one’s own furniture is hard to justify economically. And yet they persist. Shared memories attach to the material souvenirs of our lives, and producing them is a kind of communion, with others and with the future. Finding myself at loose ends one summer in Berkeley, I built a mahogany coffee table on which I spared no expense of effort. At that time I had no immediate prospect of becoming a father, yet I imagined a child who would form indelible impressions of this table and know that it was his father’s work. I imagined the table fading into the background of a future life, the defects in its execution as well as inevitable stains and scars becoming a surface textured enough that memory and sentiment might cling to it, in unnoticed accretions. More fundamentally, the durable objects of use produced by men “give rise to the familiarity of the world, its customs and habits of intercourse between men and things as well as between men and men,” as Hannah Arendt says. “The reality and reliability of the human world rest primarily on the fact that we are surrounded by things more permanent than the activity by which they were produced, and potentially even more permanent than the lives of their authors.”

Arendt values those who make things, especially things that last, because lasting objects give permanence to our world. And such workers who make things are above all thinkers in her understanding. Work is the process of transfiguring the idea of something into a real and reliable object.

But even laborers who make consumable goods are, for Arendt, doing deeply human activity. To be human has been, for time immemorial, also to labor, to produce the goods one needs to live. A life without labor is impoverished and “the blessing of labor is that effort and gratification follow each other as closely as producing and consuming the means of subsistence.”  Granted, in repetitive factory labor these blessings may seem obscure, but then again, Dilbert has taught us much about the supposed blessings of office work as well.

Second, Crawford tells the story of how schools in the U.S. have done away with shop classes, home economics, and auto-repair, all classes I and many others took in junior high and high school. In the pursuit of college preparation, education has ceased to value the blessings of labor and work.

Third, Crawford argues that in a global economy it will be work with out hands and not just work with our brains that pays well. When legal analysis can be outsourced or replaced by robots as easily as phone operators, the one kind of job that will remain necessary for humans is repair work, fixing things, and building things. Such work requires the combination of mental and physical dexterity that machines will unlikely reach for a very long time. Thus, Crawford argues that by emptying our schools of training in handwork, we are not only intellectually impoverishing our students, but also failing to train them for the kinds of jobs that will actually exist in the future.

Many of my students might now agree. I have former students who have written excellent senior theses on Emerson and Heidegger now working on Organic farms or learning the trade of gourmet cheese production. Others are making specialty furniture. One is even making a new custom-built conference table for the Hannah Arendt Center here at Bard. These students love what they do and are making good livings doing it. They are enriching the world with meaningful objects and memories that they are producing, things they can share as gifts and sell with pride.

Many of the best jobs out there now are in the specialty craft areas. These jobs require thought and creativity, but also experience with craftsmanship and labor. Crawford does not argue against training people well in the liberal arts, but he does raise important questions about our valuation of intellectual over manual labor. We here in the U.S. as well as our friends in China should pay attention. Perhaps we need to rethink our intellectual aversion to production. Maybe we should even begin again to teach crafts and skills in school.

Crawford will be speaking at the next Hannah Arendt Center Conference “The Educated Citizen” on Oct. 3-4, at Bard College. We invite you to join us. Until then, I commend to you his book or at least his essay; Shop Craft as Soul Craft is your weekend read.

-RB

The Flipped Classroom

For those of us who care about education, at either the college or high school level, there is nothing more exciting and terrifying today than the promise of the use of technology in teaching. At this moment, numerous companies around the country are working with high schools and colleges to create online courses, tutorials, and webinars that will be able to provide training and information to millions of people around the world. In fact, I just took a webinar today, required by the New York Council for the Humanities, a mandatory course that was supposed to train me to facilitate a Community Conversation on democracy that will be held next week at the Arendt Center.

Many of these web-based courses are offered free. They will be taught by leading experts who teach at the best universities in the world. And they will be available to anyone in any country of any income with a computer. The possibilities and potential benefits of such courses are extraordinary.  And yet, as with any great new technology, these courses are also dangerous.

A recent article in the Chronicle of Higher Education describes Tony Hyun Kim, a MIT graduate who moved to Mongolia and spent three months tutoring and teaching local high school students as they took a course in circuits-and-electronics class, a class that is usually taken by MIT sophomores. The class offered free online by edX, a consortium of MIT and Harvard, uses video and interactive exercises and is available to anyone who signs up. What Mr. Kim did is use this advanced course taught by MIT professors as a basic resource for his high school students in Mongolia. He then helped the young students to take the course. Twelve of his students passed the course and earned a certificate of completion. “One 15-year-old, Battushig, aced the course, one of 320 out of students worldwide to do so.” According to the Chronicle:

The adventure made the young MIT graduate one of the first to blend edX’s content with face-to-face teaching. His hybrid model is one that many American students may experience as edX presses one of its toughest goals: to reimagine campus learning. EdX ended up hiring Mr. Kim, who hopes to start a related project at the university level in Mongolia.

What is now being called the “flipped classroom”—authoritative professors lecture thousands or hundreds of thousands in their dorm rooms while young facilitators then meet with students physically in classrooms—has enormous consequences for education around the world and also in the United States. 

 Currently, every university hires Ph.D.s as professors to teach courses and high schools hire teachers. These professors and teachers teach their own courses, set their curriculum, and are responsible for creating an educational environment. Often they are large lectures or poor classes in which students learn very little. Sometimes at research universities the professors have graduate students who spend time with the undergrads while professors do their own work. Often these graduate students in turn care less about teaching than their own research, leaving poor undergraduates to fend for themselves. In most instances, large lecture courses provide students with painfully little personal attention, the kind of one on one or small group interaction in which real education happens. What is more, these courses are expensive, since the universities subsidize the research and training of the professors.

Now imagine that community colleges and even large universities embrace the flipped classroom? Why not have students take a course from edX or Coursera, another similar service. The course is free. The college or university could then hire facilitators like Mr. Kim to work one on one with students. These facilitators can be cheap. They may even be free. As the Chronicle reports, Harvard professors E. Francis Cook Jr. and Marcello Pagano are working to mobilize a crowd of volunteers to help teach their courses.

The veteran professors will teach a class on epidemiology and biostatistics this fall, one of Harvard’s first on edX. Details are still being worked out, but they hope to entice alumni to participate, possibly by moderating online forums or, for those based abroad, leading discussions for local students. Mr. Cook sees those graduates as an “untapped resource. We draw people into this program who want to improve the health of the world,” he says. “I’m hoping we’ll get a huge buy-in from our alums.”

There will be many young people who will volunteer to facilitate such courses. In return they will learn something. They will meet smart young potential employees and recruit them to work in their business ventures. And they will do a service to their alma maters. This enlistment of free labor to help with online learning is already happening. And it will upend the teaching profession at all levels, just as star doctors at major hospitals will increasingly diagnose hundreds of patients a day from their offices while assistants around the world simply follow their instructions.

Will the new educational regime offer a better education for the students? In some cases yes. There are unmistakable advantages both in cost and maybe even in quality that such flipped courses offer. But there is also a profound loss of what might be called educational space and, more importantly, educational authority.  

If such facilitators are recent college graduates, like Mr. Kim, or if they are Ph.D.s but hired not as professors and thus without the authority of present professors, there is a loss of the very sense of what a university or college is—a space for the transmission of knowledge from scholars and scientists to young citizens. What does it mean to lose the community of professors who currently populate these educational institutions?

And what about when this hollowing out of the professoriate infects elite universities like MIT and Harvard themselves? The Chronicle asks:

One question is how edX might improve elite universities, which are late to the e-learning game. In the spring, MIT tested the edX circuits class with about 20 on-campus students. It was a hit: A majority said they would take another Web class….Another benefit: Students could rewind or fast-forward their professor. Data showed MIT students tended to watch the videos at 1.5 speed, which makes voices sound almost like chipmunks but delivers information more rapidly. “I do want MIT to offer more online education,” Ms. LaPenta says.

A hit with students it may be. And they may indeed learn the material and pass the course. But listening to their professor’s lectures at 1.5 speed—that is fascinating and frightening. We all are aware of the ways that technology divorces us from the traditional pace of human life. We drive or fly and travel distances in hours that used to take years. We send mail at the speed of the internet. But what will it mean when we speak at 1.5 speed? And speaking is one thing. But teaching and learning?

I have no doubt that studies are being done right now to measure the optimal speeds at which students can listen to lectures and still process the information. Pretty soon students will watch lectures like many of us now watch t.v., on delay so that it can be fast-forwarded, rewound, and sped up. It is one thing to imagine this as useful for individuals who want to learn how to program a computer or fix an engine or publish a book. But to think that our most illustrious liberal arts institutions will adopt the motto of education at the personal speed of the internet is more than simply strange.

Education, writes Hannah Arendt in The Crisis in Education, is predicated on the basic fact that human beings are born into the world. Young people come into the world and, because they are newcomers and uninitiated, need to be educated, which means they must be introduced to the world. Parents do this to some degree in the home, bringing the child from the home into the wider world. But the primary institutions in which children are educated, in which they are led into the world, are schools.

Normally the child is first introduced to the world in school. Now school is by no means the world and must not pretend to be; it is rather the institution we interpose between the private domain of the home and the world in order to make the transition from the family to the world possible at all.

For Arendt, the key element of education is the authority of the parent, teacher or professor. The teacher takes responsibility for bringing the child into the world, which requires authority:

The teacher’s qualification consists in knowing the world and being able to instruct others about it, but his authority rests on his assumption of responsibility for that world. Vis-à-vis the child it is as though he were a representative of all adult inhabitants, pointing out the details and saying to the child: This is our world.

The authority of the teacher is, at bottom, a matter of his or her willingness to take responsibility for the world. In other words, the teacher must be conservative in the sense that his or her role is to “cherish and protect something—the child against the world, the world against the child, the new against the old, the old against the new.” The teacher conserves both the world as it is—insofar as he teaches the child what is rather than what should be or what will be—and the child in her newness—by refusing to tell the child what will be or should be, and thus allowing the child the experience of freedom to rebel against the world when and if the time is right.

Arendt’s point is that education requires that a child be confronted with the world as it is, not how the student wants it to be. This will often be painful and uncomfortable.  It requires authority, and it requires that the student learn to conform to the world. An essential part of education, therefore, is that the student not be in control and that students be led by an external, adult, and respected authority. Which is why, for Arendt, education depends upon the authority of teachers and professors. The idea that our best institutions are imagining an educational present where students spend more and more of their time online where they, and not the professors, control and determine their way of learning does present a threat to education.

Of course, the goal of education is to create independent thinkers. The capstone experience at Bard College, where I teach, and at Amherst College, where I studied, is a senior thesis (at Bard this is mandatory, at Amherst only for honors students). The senior thesis is the transition from education to adulthood and it can be an extraordinary and moving experience. But it is a mistake when students insist—as they often do—on doing too many tutorials or seminars too early in their careers. Students must first learn and such learning requires being led by an authority. Too many students and professors today ignore the importance of authority in education. Technology threatens to feed that already present cultural tendency to free students from their tutelage to professors.

Amongst the myriad of benefits promised by distance learning and the flipped classroom, it is imperative to see where the real dangers and pitfalls lie. The grave danger of the flipped classroom is precisely in the perpetuation of the dominant trend of progressive education that has infiltrated teaching at all levels since Piaget and Dewey. It is the claim that students can and ought to be in charge of their own education.

In freeing students from the classroom, in distancing them further from the authority figure of a professor, in replacing Ph.D.s and professors with lesser trained facilitators, in giving students the power to speed up or slow down the professor’s lecture, we are empowering and liberating students and giving them ever more control over their education. This may allow them to learn better or graduate more quickly. It may reduce the cost of college and high school and it may train people better for certain jobs. They may enjoy their education more. But such an education does not teach students what the world is like. It does not insist that they first learn what is before they begin to fashion the world as they want it to be. It comes from a loss of faith in and love for the world as it is, a loss that pervades our society that no longer believes in itself. Such an attitude does not assume responsibility for the world and insist that young people must first learn about the world, at least as the world is now. And it is just such a responsibility that educators must adopt.

The real problem with the rush towards technological education is that is focused interminably on the future. On qualifications for jobs and preparation for what is to come. Education, at least education that might succeed in introducing young people into a common world which they love and treasure, requires a turn towards the past. Just such a turn from the backwards-glancing education of the liberal arts to the forward-thrusting education to prepare students for jobs and careers is the real threat inherent in the present mania for technologically-enhanced pedagogy. Technology is not evil; it can be greatly helpful. But we must first understand why it is we are so desperate for it if we are to integrate it into our world. Otherwise, it will break the world.

On this weekend, I encourage you to take up Hannah Arendt’s essay, The Crisis in Education. You can order it here  from Amazon. Or listen to Hannah Arendt read from her essay in animated form here.

-RB