I have been re-reading Joseph Conrad’s The Nigger of the “Narcissus” and was put in mind of the terrible constraint the P.C. movement has placed upon those who would teach the young and how so many of us are becoming word-impaired as a result of the claim that certain words must never be used because they might hurt someone’s feelings. To be sure, we must be careful about hurting one another, but when all are victims, as seems to be the case at present, none are victims. In any event, the constraint that has been placed on ordinary discourse seems to me to be a step in the direction of shrinking minds that are already tending toward empty. In that spirit, I reprint here a post I wrote several years ago about this movement and the threats it is to open discussion of important issues, not to say the reading of classical literature. [This post, among many others, is collected and collated in my non-selling book Alone In The Labyrinth which is available for a nominal fee from the publisher, Ellis Press or from Amazon. (wink, wink, nudge, nudge.)]

Philosophers are fond of making distinctions. For example, I am careful to point out the difference between “need” and “want” in explaining that many of the things we insist we need are simply things we want. Such distinctions can go a long way toward clarifying our thinking and helping us to see our way through a tangle of words, show the fly the way out of the milk bottle in Wittgenstein’s delightful image. Many years ago Bertrand Russell wrote an essay in which he made a distinction between “use” and “mention.” He noted the vast difference between using a word, say an offensive word, and simply mentioning that same word. Thus if I say “Judy is fat” I am using a word that many people find offensive, especially Judy. If I say “Fred said that Judy is fat” I am merely mentioning the offensive term and the difference is important and fundamental. But we have lost sight of this distinction, especially in academia where political correctness demands that we neither use nor mention offensive terms — words that might possibly be found offensive to someone else.

Some years ago I wrote an article for a professional journal in which I defended Joseph Conrad’s Heart of Darkness against the libel of the novelist and critic Chinua Achebe who insisted that people avoid Conrad’s novella altogether because it and its author are both “racist.”  He made that claim on the grounds that in the novella Conrad plays fast and loose with the word “nigger,” which is almost certainly one of the most offensive terms in our language. My defense was based on the point that when a novelist like Conrad used the term he put it in the mouth of a seaman at the turn of the last century who would most assuredly use the term without giving it a second thought. The novel is not “racist” because Conrad is simply telling a story in which the term is used by his narrator. Conrad himself is simply mentioning that fact. Again, the distinction Russell made is key here. Conrad is not a racist, nor is his novella. His narrator may have been, but the charge cannot be laid at the feet of the novelist.

But, as I have said, this distinction is lost on those who would protect victims from words they might find offensive. And while I respect the motivation that has led us to this point — to protect sensitive people and avoid hurting their feelings — it is clear that the situation has become extreme and is now putting a cramp on communication at so many levels. In addition, of course, everyone now claims to be a victim. It is especially problematic in our colleges and universities where this sensitivity to others’ feelings has become excessive.  As a result, according to a recent (9/15/17) essay in The Atlantic, “the new political correctness is ruining education.” In addition to ignoring the distinction between use and mention and insisting that any and all uses (or mentions) of certain words must desist (or else!), officials and students themselves in a great many institutions of higher education also wave the red flag at what are called “trigger warnings.”

“For example, some students have called for warnings that Chinua Achebe’s Things Fall Apart describes racial violence and that F. Scott Fitzgerald’s The Great Gatsby portrays misogyny and physical abuse, so that students who have been previously victimized by racism and domestic violence can choose to avoid those works which they believe might “trigger” a recurrence of past trauma.”

Now, clearly the motivation of those who call for this sort of avoidance cannot be called into question. But this concern is clearly out of control. Those who would teach are denied the opportunity to free young minds and open them up to the world around them which, unfortunately, is a source of a great deal of discomfort. Clearly, the use of  offensive language is different from the mention of those words that might possibly offend. We need to recall that distinction and move past this sort of censorship, remaining sensitive to others’ feelings, but not so concerned that we cannot say or write what needs to be said and written. However, the Atlantic article notes that concern over political correctness and trigger warnings has created a bleak atmosphere on college campuses across the nation.

“The current movement is largely about emotional well-being. More than [concern over political correctness], it presumes an extraordinary fragility of the collegiate psyche, and therefore elevates the goal of protecting students from psychological harm. The ultimate aim, it seems, is to turn campuses into ‘safe places’ where young adults are shielded from words and ideas that make them uncomfortable. And more than [P.C.], this movement seeks to punish anyone who interferes with that aim, even accidentally. You might call this impulse vindictive protectiveness.”

And this despite the fact that making young adults “uncomfortable” is precisely what they need in order to become educated persons. As Jerry Seinfeld has noted in refusing to perform on college campuses because of the atmosphere of “vindictive protectiveness,” we need to keep our sense of humor. And we also need to keep our sense of balance before we fall off the edge of an increasingly small platform of politically correct terms that doesn’t allow us to say what needs to be said or read what needs to be read in order to provide students with the education they so desperately require in an increasingly confusing world.



Poor Loser

After the recent upset of Kentucky’s basketball team by the University of Wisconsin, one of the Kentucky players was heard to mutter a racial slur under his breath. While the slur was barely heard, it was the most highlighted moment of the interview — perhaps the game itself, as the following story suggests:

An open microphone and a frustrated Andrew Harrison made for a dangerous combination Saturday night.

When a reporter asked Karl-Anthony Towns what made Frank Kaminsky so difficult to defend in Wisconsin’s 71-64 victory over the previously undefeated Wildcats, Harrison appeared to mutter “F— that N—-” under his breath at the mention of the Badgers forward. Harrison tweeted an apology early Tuesday morning and said he’d spoken to Kaminsky.

There are several points I would make about this incident. To begin with, we are reluctant to say this Harrison was simply “wrong” to make the comment, excusing him on the grounds that he was “emotional,” “young,” “upset,” “thought he was off camera,” or whatever. One of the few I heard who actually said the man was wrong was Stephen A. Smith who reports for ESPN. But immediately afterwards Smith denied that it was a racial slur, though it would have been if Kaminsky had said it about Harrison. There’s your double standard: the “N word” is OK if used by blacks among themselves or toward a white player, but not if a white player uses it in reference to a black player.  The obvious profanity was ignored. Why do we make excuses for people instead of admitting that what they did was wrong and shouldn’t occur again? And why do we insist upon using a double standard to excuse what we know is simply wrong? Because, we are told, that would be “judgmental.” Fiddlesticks.

But if we take a step back and look at the larger picture, we must ask why a reporter on the air is not allowed to say or print what we now call “the N word.” It is offensive. I get that. But Bertrand Russell made an important linguistic distinction years ago between” use” and “mention.” If I use the word “bald,” as in “George Costanza is bald,” that differs from my mentioning the word as when I say, “Curtler just wrote that Costanza is ‘bald.'” In the latter case, the word gets inverted commas and we know that it is being mentioned, not used. The question I have is why in this politically correct age even the mention of “the N word” is considered offensive? I can see it if the word is used, though I would say it is offensive no matter who uses it.

But when a reporter has to continue to talk about “the N word” or print a bunch of spaces in the word (even though we know perfectly well what is missing!) then language takes a hit. And heaven knows our language has taken innumerable hits of late. We begin to realize we are reading or hearing a garbled report about an event that many regarded as important enough to talk about on a national network. In short, we have become so paranoid about certain words that even the mention of them is regarded as offensive. As a result, we skirt around the word and end up with a garbled report that is simply confusing. In fact, I heard this story several times before I learned what the words were that Harrison used — and I had to read the above story to learn that.

In itself it is not a big deal. In fact, it is a small deal. But as a reflection of an age that has become tongue-tied trying not to offend anyone, we have diminished our vocabulary and rendered communication problematic. And given that we think in words, this is a big deal. Words can be used and when used are, given the context, at times offensive. But when they are merely mentioned they should not be found offensive since they are not directed at anyone in particular and are employed to help us understand what is going on around us. And we need all the help we can get!

Lost Its Way?

The stereotype of the old-fashioned schoolroom shows us the stern-faced teacher walking up and down the rigidly straight aisles with a ruler in her hand glowering at the children who were told not to speak in class or even to sneeze. If a child dared to make a noise and, say, whisper to the child next to her, the ruler would come down swiftly and the child would break into shrieks and later have nightmares about those terrible days. The idea was, it seems, to keep the kids in line, force-feed them knowledge — teach the kids the “three Rs” whether they wanted to learn or not.

Following the lead of people like Jean Jacques Rousseau in France and later A.S. Neill in England, parents and teachers in this country began to realize that this model was somehow wrong and that the child matters. Theory started to shift toward what we now call “child-centered education.” The subject-matter began to be thought of as less important than the child who was being taught. Such notions as “authority” and “discipline” took on a pejorative meanings, calling up images of the ruler coming down on the knuckles of the small child by a teacher who suffered from Jehovah’s complex. Soon popular psychologists got on the bandwagon, thinking they could not only teach better than the teachers, but also raise children better than the parents. Parents and teachers were told not to “inhibit” the child, that “stern discipline” was not the way to go, that the child ought to be treated like an adult and allowed to find their own way. Teachers and parents were told to be their kids’ friends, not authority figures. Soon the “free schools” sprang up, patterned after Neill’s Summerhill school in England — where students were allowed to select their own subjects and study them when they were ready to, and not before. His system worked with many bright, precocious children, but in the majority of cases the children learned little and the experiment was called by many people, including Bertrand Russell, a failed experiment.

But the child-oriented movement in this country had gained headway and began to take this country by storm. Supported by people like John Dewey (who later abandoned the theory, realizing that it had gone too far afield) and by the pop-psychologists who fell all over themselves rushing to get their books into print, parents and teachers questioned their own instincts and fell in line behind the so-called “experts” who may or may not have ever taught or even to have children of their own. They were not to restrict the children; they were there to support the child no matter what, always say “yes” and never say “no.”  Thus was born the permissive society with which we are now so familiar where students are told they can walk on water even when it is not frozen and “authority” and “discipline” have become bad things — in the home as well as the classroom. Neill took a plain truth, namely, that students learn more quickly those things they enjoy — and developed it into a blatant falsehood, namely, that they will not learn those things they do not enjoy. In fact, students learn to like a great many things they might have avoided had they not been required to study them. Further, maturity is a function of being able to do those things we are not fond of doing, or which we have an aversion to doing.  Child-oriented education has resulted in numberless children who are mis-educated and remain immature well into adulthood.

While this might be seen as (a necessary?) swing of a pendulum away from the stereotype given at the outset of this discussion, the pendulum at present shows no signs of moving. There is little evidence that more than a handful of folks connected with education realize how damaging this theory has been to the education of our children — as evidenced by comparisons of the American school system with the likes of Finland. Take, for example, the current notion of discipline which is regarded as a bad thing, whereas, in fact, intellectual discipline involves the ability of a mind to follow an argument, form cogent arguments, perceive untruths and formulate responses to blatant falsehoods. In a word, discipline is essential to real thought. It does not require teachers patrolling the classrooms with rulers in hand. But it does require teachers who are acknowledged as legitimate authority figures and who are committed to teaching tough subjects and demanding positive results from their students. Above all else it requires teachers who demand that their students learn to read, write, speak their language, and calculate such things as the tip in a restaurant — things that increasing numbers of American students cannot do. The sort of thing that passes for thought in a classroom where discipline is thought to be a bad thing is merely disjointed, incoherent drivel.

Flaubert said that discipline makes art of impulse. Similarly, discipline makes thought out of tangled, incoherent ideas and half-truths. Undisciplined thought is not real thought at all, it is mere impulse, gut feelings. And coming from kids who are, in many cases, overflowing with  undeserved self-esteem, the way is paved for our mindless age of entitlement where spoiled kids cannot read, write coherently, or figure. But let us not simply assume that the pendulum will swing back somewhere just short of the teacher cruising the aisles with ruler in hand  — say, to the vital notion of intellectual discipline instilled by demanding teachers who recognize and reward genuine excellence. It’s not going to happen unless enough people realize that the pendulum needs a push. And, sad to say, there appear to be very few around who even recognize the fact that the pendulum has become stuck in place.

Never Say “No”

The revelations highlighted in the Chronicle of Higher Education recently about the “Millennials” and the study that shows them to be much more “me” oriented than previously thought is really not all that surprising. The phrase “the me generation” has been used for some time now, and what this recent study shows is that it has just become worse.

Christopher Lasch wrote the definitive book on the subject back in 1979 when he noted that “.. .the collapse of parental authority reflects the collapse of ‘ancient impulse controls’ and the shift from a society in which the values of self-restraint were ascendant to one in which more and more recognition was given to the values of self-indulgence.” (The Culture of Narcissism) Increased “self-indulgence” in the absence of a strong parental authority figure, according to Lasch, leads invariably to narcissism. In a word, permissive parents in the 1960s and 1970s were regarded by a prominent social psychologist as the root cause of the narcissism that was becoming prevalent at that time and has grown exponentially since then.

But, if this does not astonish us, we can see the same insight suggested in the pages of a novel written 50 years before Lasch wrote his book. Edith Wharton, in Twilight Sleep  is making fun of Mrs. Pauline Manford the flighty, empty-headed do-gooder who seems to be able to embrace numerous contradictory ideas comfortably at the same time. I mentioned her in a previous blog. She is busy at one point in the novel forming a League of Mothers (!) “against the dreadful practice of telling children they were naughty. Had she ever stopped to think what an abominable thing it was to suggest to a pure innocent child that there was such a thing in the world as Being Naughty? What did it open the door to? Why to the idea of Wickedness, the most awful idea in the whole world. . . how could there be bad children if children were never allowed to know that such a thing as badness existed?” Now there’s logic at work for you!

Though permissive parenting was a theme soon to be picked up by every pop-psychologist who could find a publisher, it is possible that Wharton may have been poking gentle fun at A.S.Neill’s Summerhill project which had started up in England a few years earlier. Summerhill was a “free school”  which had no requirements whatever and just let the kids hang out until something struck their fancy at which point, presumably, they would start to learn. The assumption was that they would not learn anything unless they were interested in it, which is absurd — though it is certainly easier if the child is interested. That’s the teacher’s job, after all. If Wharton was making fun of the idea, she was joined by such eminent thinkers as Bertrand Russel, among others, who ridiculed Neill’s experiment. But to no avail. The idea caught on in England and gave great impetus to the progressive movement in the schools in this country as well. It is still very much in evidence in the self-esteem movement which is simply the latest chapter in this rather tiresome and ill-conceived “never-say-no” educational “theory.” In fact, the entire movement, combined with an economic system that encourages competition among individuals and the accumulation of as much stuff as possible in the shortest amount of time, leads to generations of students who have turned into adults preoccupied with themselves and their own well-being which they pretty much define in terms of material success.

Thus, much of the fuss over the “Millennials” is misplaced and should really be focused on the tendency toward cultural narcissism that Christopher Lasch identified in 1979 and which began at least as early as 1924 when A.S. Neill started Summerhill. Those of us who worry about the continued survival of Western civilization are almost certainly whistling in the dark — or spitting into the wind if you prefer. The ship has sailed and the wisest course of action might well be to simply wait and see where it ends up. The problem with this laissez-faire attitude, however, is that narcissism leads to excessive violence, as Lasch has shown, and a society made up of expanding numbers of violent people preoccupied with their own material well-being is not likely to care a helluva lot about those around them or the world they share in common with millions of others on the planet. So I will keep spitting.