Society

Summer Rerun: Lewis vs Haldane

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J B S Haldane was an eminent British scientist (population genetics) and a Marxist. C S Lewis was…well, you probably already know who C S Lewis was.  In 1946, Haldane published an article critiquing a series of novels by Lewis known as the Ransom Trilogy, and particularly the last book of the series, That Hideous Strength. Lewis responded in a letter which remained unpublished for many of years. All this may sound ancient and estoteric, but I believe the Lewis/Haldane controversy is very relevant to our current political and philosophical landscape.

In  That Hideous Strength–my review is here–Mark, a young sociologist, is hired by a government agency called NICEthe National Institute for Coordinated Experimentationhaving as its stated mission the application of science to social problems.  In the novel, NICE turns out to be a conspiracy devoted to very diabolical purposes, as Mark gradually discovers.   See the review for more detail

Here are some of the highlights of the Lewis/Haldane controversy:

1)Money and Power. In his article, Haldane attacks Lewis for the latter’s refusal to absolutely condemn usury, and celebrates the fact that “Mammon has been cleared off a sixth of our planet’s surface”…clearly referring to the Soviet Union. Here’s part of Lewis’s response:

The difference between us is that the Professor sees the ‘World’ purely in terms of those threats and those allurements which depend on money. I do not. The most ‘worldly’ society I have ever lived in is that of schoolboys: most worldly in the cruelty and arrogance of the strong, the toadyism and mutual treachery of the weak, and the unqualified snobbery of both. Nothing was so base that most members of the school proletariat would not do it, or suffer it, to win the favour of the school aristocracy: hardly any injustice too bad for the aristocracy to practise. But the class system did not in the least depend on the amount of pocket money. Who needs to care about money if most of the things he wants will be offered by cringing servility and the remainder can be taken by force?  

This lesson has remained with me all my life. That is one of the reasons why I cannot share Professor Haldanes exaltation at the banishment of Mammon from ‘a sixth of our planet’s surface’. I have already lived in a world from which Mammon was banished: it was the most wicked and miserable I have yet known. If Mammon were the only devil, it would be another matter. But where Mammon vacates the throne, how if Moloch takes his place? As Aristotle said, ‘Men do not become tyrants in order to keep warm’. All men, of course, desire pleasure and safety. But all men also desire power and all men desire the mere sense of being ‘in the know’ or the ‘inner ring’, of not being ‘outsiders’: a passion insufficiently studied and the chief theme of my story. When the state of society is such that money is the passport to all these prizes, then of course money will be the prime temptation. But when the passport changes, the desires will remain.

2)Centralized scientific planning. Haldane: “Mr. Lewis’s idea is clear enough. The application of science to human affairs can only lead to hell.” While denying that this is a correct statement of his views, Lewis goes on to say:

Every tyrant must begin by claiming to have what his victims respect and to give what they want. The majority in most modern countries respect science and want to be planned. And, therefore, almost by definition, if any man or group wishes to enslave us it will of course describe itself as ‘scientific planned democracy.‘

and

My fears of such a tyranny will seem to the Professor either insincere or pusillanimous. For him the danger is all in the opposite direction, in the chaotic selfishness of individualism.   I must try to explain why I fear more the disciplined cruelty of some ideological oligarchy. The Professor has his own explanation of this; he thinks I am unconsciously motivated by the fact   that I ‘stand to lose by social change’. And indeed it would be hard for me to welcome a change which might well consign me to a concentration camp. I might add that it would be likewise easy for the Professor to welcome a change which might place him in the highest rank of an omnicompetent oligarchy. That is why the motive game is so uninteresting. Each side can go on playing—ad nauseam, but when all the mud has been flung every man’s views still remain to be considered on their merits.

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Hate Crime Speech

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When it first became politically trendy to back passage of ‘hate-crime’ legislation, I privately thought it a bad idea, while understanding completely why it was an appealing notion, especially for political and social entities which presumed to act on behalf of those threatened by weaponized hate. The fear in such communities was real, every bit as real as the threats, the vandalism, the lynch mobs, and disenfranchisement. It would take a politician with balls of brass to stand up before a group who justifiably were frightened by all that, and discount those fears. It was the easy way out for politicians, the media and social organizations to portray hate crime legislation as a good and discount those doubts held by those of us with inclinations toward the philosophical. A crime was a crime: there were already laws on the books dealing with vandalism, murder, arson and so on. A motivation for committing a crime ought to be of interest only in establishing the guilt of the perpetrator, not for piling on additional penalties. We do not have windows to peer accurately into the souls of others. Essentially, classifying a crime as a ‘hate crime’ was punishing the thought, over and above the actual crime itself. I didn’t think it was a good idea then, and still don’t think so especially given the overwhelming numbers of so-called “hate crimes” which turn out to be either deliberate hoaxes, or the deeply imaginative letting their imaginations run away from them.

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Poisoned Fruit of the Poisoned Tree

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This week, the month-long mystery of the missing college student, Mollie Tibbits, was sadly resolved, with the discovery of her body in a local cornfield. Developments in the search for her were updated frequently over the last few weeks, and always featured at the top, or near to the top of headlines on the English tabloid, the Daily Mail. Which, for all its’ eccentricities, abuse of grammar, spelling, penchant for the flamingly obvious, providing Piers Morgan with a salary, extreme Kardashian-worship, and light-to-moderate Trump disdain, does cover the American news scene without much fear or favor.
The longer the mystery of her disappearance went on, though the greater the chance of a less than happy ending. And as it turns out that the chief suspect in her kidnapping and murder is a man with a distinctly dodgy background an illegal alien of Mexican background, whose’ identity papers are something of a mystery. His American employers seemed to believe that everything was hunky-dory; this lends the cynical among us to assume that such paperwork must have been better forgeries than the usual run.

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Summer Rerun: The Age of Blather

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Diana Senechal, guest-blogging at Joanne Jacobs, told the following story:

I run two lunchtime literature clubs at my school. The fourth graders just finished reading A Little Princess. During our discussions, I encourage delving into the text and discussing it on its own terms. I am not a big fan of “accountable talk,” “making predictions,” “making connections,” and so forth when they assume precedence over the subject matter itself.

One student brought up the part where Sara spends her money on hot buns for a beggar girl. “She made a self-to-self connection,” the student said. I felt sorry that students are learning such ghastly terminology, however well meant. Why are students not encouraged to say, “She understood how the girl felt” or “She felt compassion for the girl”?

Why, indeed? It’s bad enough to impose verbiage like “self-to-self connection” on college students: to do it to a 4th grader is really unforgiveable. It adds nothing to understandingindeed, it very likely interferes with the true understanding and appreciation of the story by creating an emotional distance.

Strange, awkward, and unnatural verbal formulations, used ritualistically and without contributing to understanding, are becoming increasingly common in our society: although this phenomenon is arguably at its worst in education, it is by no means limited to that field. These word and phrases are not similar to the traditional jargon of a profession or trade. “Self-to-self connections” is not the same kind of thing as “amp” or even “kanban.”

Mark Helprin, in an essay about art, writes about people who are so obsessed with their tools and techniques that they lose sight of the substance of the work:

Modernism is by necessity obsessed with form, much like a craftsman obsessed with his tools and materials. In my climbing days we used to call people like that “equipment weenies.” These days you can see it in fly-fishing, where not a few people go out once a year with $5,000-worth of equipment to catch (maybe) $5-worth of fish. What should have been the story of the man, the stream, and the fish becomes instead a romance between the man and his tools. In this century the same thing happened in art.

Athough Helprin is talking here about art, but the same excessive focus on methodology is visible in other areas as well.

Who are the people who perpetrate and cling to these fake-erudite verbal formulations? I suspect that they are generally those who have an education which is extensivein terms of total years spent in the classroombut not deep.

Bruce Fleming, who teaches English at the U.S. Naval Academy, has some interesting thoughts on the teaching/misteaching of literature, which are highly relevant to this topic. Excerpt:

Literary study in the classroom nowadays offers views of the work of literature rather like the views of Mt. Fuji in Hokusai’s celebrated spring series on “100 Views of Mt. Fuji.” In each view, the mountain, while present, is frequently tiny and in a corner, viewed (in the most famous print) beyond the crest of a wave whose foam seems to make fingers at the edges, or (in another) through a hoop that a barrel-maker is shaping.

Those are not the front-and-center shots on a postcard. They foreground the angle of the mountain, its treatment, much the way a literature professor does with a funky viewpoint that got him or her tenure. Of course the postcard shot has its own point, but in a real sense it’s more neutral than the angled treatment. It doesn’t push our noses in its approach: It defers to the object it is depicting. We’re far more conscious of the treatment of Mt. Fuji in an artsy Hokusai print than we are in a postcard shot. And that means, we’re all but compelled to see the mountain the way it’s presented, rather than being able to work on our own presentation. That’s why literary studies is intrinsically coercive.

I think the blatherification of America is an important issue. It inhibits clear thought. It is harmful to the enjoyment of art and of literature. It is destructive of intelligent policy-making in both business and government.

What say you? Do you agree that blatherification is happening and that it matters? Thoughts on causes and possible countermeasures?

(links for the Helprin and Fleming quotes removed–no longer working)

Wilder Othering

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I cannot say how much the ditching of Laura Ingalls Wilder’s name for a yearly award for the best in published books for children and young adults distresses and disappoints me. I am one of those millions of readers who read and adored the Little House books early on, which various volumes my parents presented to me for Christmas and my birthday from the time that I could read basically from the age of eight on. I would sit down and read the latest gift from cover to cover almost at once, so much did I love the books. After so many decades of honor, respect, and dedicated fanship, after having basically created (along with her daughter) a whole YA genre historical adventure novels set on the 19th century frontier LIW is now writer-non-grata, in the eyes of a segment of the American Library Association which deals primarily with library services to kids. Henceforward, sayeth the Association for Library Service to Children, the Laura Ingalls Wilder Award will now be called The Children’s Literature Legacy Award, or something equally forgettable. The public reason given for this are two-fold, as nearly as I can deduce.

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