Tag Archives: values

Is It Relative?

Throughout my teaching life I fought an ongoing battle with ethical relativism. My job was to help young people take possession on their own minds: to help them learn how to think. But everywhere I turned in the ethical domain I ran into the mindless question “Who’s to say?” In ethics, so it is said, it’s all a matter of opinion. You have yours and I have mine — and mine are just as true as yours or even Plato’s. So I heard. It’s difficult to get people to think about things when an easy escape is ready at hand: “that’s just your opinion.”

And yet.

Surely the events of the past few weeks and months — if not the past four years — have taught us something about ethics and the notion that it’s all a “matter of opinion.” We have been witness to a series of events involving the violation of most, if not all, of the basic ethical and religious values that have sustained us as a people for centuries. Lies, violence, bigotry, hatred — the list goes on.

And it is precisely the ethical principles involved here that are at the heart of the matters: principles such as respect for persons and fairness, universal ethical principles that separate us from the other animals who act purely on instinct.

One would think that having endured the travesties of recent months we would have learned that there are things that matter, things that go beyond simply my opinion or yours. We have lived through the reductio ad absurdum of ethical relativism. here are things that matter, things that make us “civilized” and take us out of ourselves and into the lives of others where we find there are things that can be done to make the world a better place — and displace the hatred and fear that have haunted us of late.

Or so one would think.

The Arts and Real Life

I wrote this years ago but for those who  are new (or who haven’t bought my book where it appears!) I reprint it here as it is a topic close to my heart. Consider it my Christmas gift to one and all! Happy Christmas and a very Merry New Year!

I would like to take as my text a brief passage from a lecture Lionel Trilling gave at Harvard University in 1970. His topic is sincerity and he has this to say about literature and the universality of the messages we receive when we take it seriously:

“Generally our awareness of the differences between the moral assumptions of one culture and those of another is so developed and active that we find it hard to believe there is any such thing as essential human nature; but we all know moments when these differences, as literature attests to them, seem to make no difference, seem scarcely to exist. We read the Iliador the plays of Sophocles or Shakespeare and they come so close to our hearts and minds that they put to rout, or into abeyance, our instructed consciousness of the moral life as it is conditioned by a particular culture — they persuade us that human nature never varies, that the moral life is unitary and its terms perennial, and that only a busy intruding pedantry could ever have suggested otherwise.”

I shall begin by confessing that I have devoted a majority of my life to the defense of both literature and the universality of certain fundamental moral precepts — such precepts as justice and human rights, which I insist are at the core of every civilized (and indeed uncivilized) society and whatever religion they happen to practice. Trilling is suggesting there is a connection and I suspect he is right.

But I would add all of the arts, including dance, painting, music, and poetry to the list of things that demonstrate the universality of what we call “human nature.” The arts, and naturally literature as one of the core elements of the fine arts, prove indubitably that we are all basically alike despite our superficial differences. What this means is that as human beings who share a common nature, we are held to the same ideals regardless of our cultural or historical differences. As Trilling suggests, those differences make no difference. We all espouse justice, fairness and the rights of others as fundamental principles of a common moral code. We may view this code differently or stress different elements at one time or another — shrinking or expanding our grasp of what constitutes justice and allowing or disallowing that some who have been denied also have rights. Moreover, we may espouse those universal principles and yet refuse to act on them. But when push comes to shove, or when we stop and think “what if….?” we realize that we all demand fairness, justice and the recognition of our human rights, though, of late, we may tend to ignore the responsibilities that go along with rights..

The fine arts, including literature, attest to the correctness of those demands. They demonstrate as cannot be otherwise demonstrated that we are all fundamentally alike. We share Achilles’ outrage at his treatment by Agamemnon despite the fact that he lived in a different culture ages ago. We commiserate with the seventeenth century French playwright Molière’s character Alceste when he comes to realize that one must play a role to succeed in the real world. We suspect this is a profound truth, even in our day. We can feel the hatred that permeates the soul of Keiko, one of the main characters in Kawabata’s Beauty and Sadness,and share Okonkwo’s outrage over the presumption of the Christian missionaries in their attempts to colonize his country in Achebe’s Things Fall Apart.

Moreover, when we view a painting or see our fellow humans dance or hear them sing (despite the fact that we cannot understand the words) we respond, as Trilling says, with our hearts and minds to the same emotions or others very much like those of the artists themselves. We note the presence in symphony orchestras of people of different ethnic backgrounds and from different countries who tap deep into the emotions of the composers of their European music and project it into the audience made up of a heterogeneous grouping of their fellow humans and we share a common experience.

Thus, when we hear that “it is all relative,” and that we shouldn’t be “judgmental” because we are all different, we know this is at best a half-truth, a “busy, intruding pedantry.” We are all different in so many ways as those who would ride the “Identity Politics” horse would insist. But at the core we are all the same and when we do the right thing or the wrong thing we know that this can be seen and recognized by our fellow humans who also seek in their own way to do the right thing or avoid the wrong thing. We all seek the moral high ground — or if we don’t we should.

The fine arts demonstrate in no uncertain terms that we all suffer outrages and seek approval and love in the same way and take delight in the same joys and are repulsed by the same atrocities committed by those who seem very real though they be mere “fictions,” products of an artist’s imagination. This is why we read and why we open our eyes to the beauty that surrounds us in whatever form it may take. Because it deepens our sensibilities and makes each of us a little more human.

 

So What?

I have been kicking a dead horse of late in the form of the movement that started in the 14th century and which has been called “humanism.” This movement went head-to-head with Christianity for many years — especially in the form of the Protestant Reformation in the 15th and 16th centuries, which, for all intents and purposes humanism defeated. But humanism also died. Following John Carroll’s lead I made some pithy comments about the death of humanism which he and I both lay at the feet of thinkers like Charles Darwin and Karl Marx — both of whom played pivotal roles in the scientific revolution and in the growth of capitalism which in many ways define our shallow “commodified culture” and certainly lay to rest any notion anyone might have about the possibility that humanism still lives. It does not.

But a comment by a reader of the last of three posts on that topic said, in effect, “so what?” The reader feels that the humanities in the colleges and universities. for example, are dead because there is no longer any call for them; students don’t want to study esoteric subjects that will not lead them directly to jobs, etc. To be honest, I wasn’t writing about the death of the humanities as academic disciplines in the colleges and universities which have been dying for many years. I will simply say that the humanities, and liberal arts generally, were designed to help young people think, to help them gain possession of their own minds, regardless of what job they undertake. What has happened as they died out is that education has been replaced by training, the academies of higher learning, generally speaking, have become trade schools. Let’s leave it at that.

I would rather turn to the larger question of the humanistic movement. So what if this movement has also died out?

The problem lies not so much with humanism itself but with what humanism brought to the table, historically speaking. Let’s focus exclusively on the fact that humanism generated the Enlightenment and at the height of the eighteenth century, when humanism was in its glory the German philosopher Immanuel Kant wrote his monumental works defending the role of human reason in ethics. One of his books, in fact, was titled Religion Within The Limits of Reason Alone. He defended the place of reason in determining right and wrong which he thought were no longer capable of being defended by the Roman Church or its Reformers. Christianity may have died out as a cultural force, thought Kant, but we no longer need it to do the right thing. With reason alone, following the categorical imperative, human beings were capable, Kant insisted, in determining in any given case which course of action was “in accordance with duty” and therefore morally right. The Kantian ethic, together with remnants of the Christian ethics combined to create in the Western world a moral high ground from which it was possible for anyone who made the attempt to determine in a given case what he or she should do.

With the death of humanism — and anything like the Kantian ethics — the notion of the moral high ground was leveled. Virtues such as courage, wisdom, justice, human rights, all notions that the humanists regarded as self-evident, were replaced by “values,” which were regarded as relative if not subjective. No longer universal in their appeal, values come and go with the winds of change and the level moral high ground provided no one a place to stand in order to see clearly what is right and what is wrong. Indeed, right and wrong have disappeared along with the moral high ground. And with it such virtues as courage, civility, honor, and chivalry, the virtues that Don Quixote fought to defend, have been lost — perhaps forever. Thus, even before Kant took up his pen the hero of Cervantes’ novel was made to look ridiculous, even mad, in his attempt to defend the virtues that were already beginning to disappear.

Today there are no more Don Quixotes. Martin Luther King, Jr. was the last man to defend the moral high ground. All around us lie the dead husks of that humanism that gave those virtues and indeed morality itself breath. What we have today is pragmatism, a careful calculation as to which course of action will turn out best for me in the short run. Reason simply calculates and for growing numbers of people compassion for our fellows has been lost along with  those virtues that were predicated on helping others, or as Quixote would see it, helping those who cannot help themselves.

There are remnants left of the Kantian and the Christian ethics, to be sure. But they pale in comparison with the virtues that Quixote defended. Humanism died and along with humanism the commitment to human reason that can lead us, along with centuries of tradition and various religions, to universal truths about right and wrong also died. So when we ask “so what?” we ask “why be moral?” The two questions amount to the same thing.

 

Looking Back

One of the standard comments one hears when listening at keyholes is that old farts like me pine for a golden age and waste their time on this earth wishing those times would come back. I hasten to disagree. Heartily! As one of those old farts who looks at current events somewhat askance, I can say with no fear of contradiction that there never was a golden age and that I, for one, do not wish that days gone by would return.

At the same time, those of us who level criticism at current events have a legitimate concern that something precious has been lost in our notion that progress is invariably a good thing and restraint is a burden. At times they are not. Take the Victorian age, if you will.

I am perfectly aware that the Victorian age in England, to focus exclusively on that country, was an age of terrible suffering for a great many people. Poverty was rampant, child labor was commonplace, as was the lowly esteem in which women were held. Many were the woes of the period that Virginia Wolff and others in her Bloomsbury Group  were quick to note — as was Charles Dickens. Still, there was something there beneath the surface that was worth preserving and it has been lost. I speak of the restraint of many people and the sense of the obligation that a great many of the wealthy felt toward those who depended upon them for their livelihood. We stress rights without regard to the fact that rights, except in the case of children and the mentally challenged, necessitate responsibilities. In the Victorian age this was not the case: rights took a back seat, for a great many people, to the responsibilities that they felt for their fellow humans and their determination to help realize the “common good.” There was about that age a sense that the future depended on the good behavior and the accordance with duty of those who lived in the present.

In a word, I look back not to pine after a golden age that never was, but to try to see what it is that we have lost and to determine whether it is even possible that some semblance of that sense of what truly mattered can still be salvaged. In the process I take comfort in the fact that the historian Gertrude Himmelfarb spent her life studying the Victorian Age and concluded many of the same things I have concluded while I merely skimmed along the surface of knowledge about an age she knew so well. It’s not so much that she agrees with me, but that I find myself agreeing with her. She must therefore be right. It follows, does it not?

In sum, looking back can be justified only if it helps us to see things more clearly and in the process also enables us to understand ourselves and our age a bit better. There was never a golden age. But there were times when certain things that no longer matter mattered a great deal — and had we not tossed them aside  those things might have made us a better people, not to mention also a happier people, than we are at present.

In any event, those who know nothing of the past, and especially those who think the past somehow “irrelevant,” are not in a position to criticize those who look back in order to see more clearly what lies around them. And they shouldn’t dismiss out of hand those of us who think that much that is going on around us could be so very much better if there remained a semblance of those values that were held dear in the distant past. Progress may or may not be a good thing. But it happens. What matters is that we measure it carefully against what is being lost in the process. I don’t want to live in an age of slavery, child labor, debilitating illnesses that can now be cured with a pill, or an age that fails to allow that women are entitled to the very same things as men. But I don’t like living in an age of chaos and violence that centers around a shriveled-up self and takes no account of others or the responsibilities we all have to our fellow humans. It’s a question of keeping one’s bearings and finding a balance.

Huck’s Values

In an otherwise insightful introduction to a new edition of five of Mark Twain’s finest novels, Elizabeth Boyle Machlan, Ph.D., makes a fundamental error. She begins with Huck’s fairly long reflection about whether he did the right thing to lie in order to save the runaway slave Jim:

“I thought a minute, and says to myself, hold on; s’pose you’d a done right and give Jim up, would you feel better than you do now? No, says I. I’d feel bad — I’d feel just the way I do now. Well, then, says I, what’s the use you learning to do the right thing when it’s troublesome to do right and ain’t no trouble to do wrong, and wages is just the same? I was stuck. I couldn’t answer that.

Commenting on this passage, Machlan, Ph.D., tells us that:

“Through Huck, Twain reveals the relativity of right and wrong in a fundamentally unjust society.”

In fact, this passage from Huckleberry Finn does not show the “relativity of right and wrong.” On the contrary it shows the universal nature of certain values, such values as friendship and loyalty and perhaps even true justice. While the boy has been brought up to believe that black men and women are inferior to whites and as slaves they are property that should be returned to their owners, he senses that this is simply quite wrong. That is to say, he is not simply a product of what sociologists like to call “enculturation” since he rejects those values he has been brought up to espouse in favor of a deeper sense that it would be quite simply wrong to turn Jim over to the authorities. Lying is wrong, to be sure, (and he feels bad about that), but telling the truth in this case would be much worse, especially if it means giving up your friend.

It is possible that Twain is embracing the ideas of natural human sympathy that were “in the air” at the time, originating in Scotland and finding their way into the thinking of such diverse thinkers as David Hume and Adam Smith. This was the notion that there is a strong bond of human sympathy that holds us together. We naturally care about other human beings, even if we don’t know them and even if they are on the other side of the planet. Smith thought this sympathy would keep the capitalist from becoming overly wealthy at the cost of exploiting those who worked for him (!). In any event, we don’t know whether Twain embraced those ideas. But he did sense, as did Huckleberry that there is something more valuable than the value of property ownership that demands the return of slaves fleeing for their lives.

Rather than demonstrate the “relativity” of values, then, Twain is demonstrating the transcendental nature of certain values, what philosophers are inclined to call the “objectivity” of values. Huck Finn is not simply a young boy raised in Missouri to believe that blacks are inferior to whites. He is a sensitive young boy who prizes the friendship that has grown between himself and Jim the slave. He cannot give him up. To do so would bother his conscience at least as much as lying to save his friend’s life.

We do live in a relative age, an age in which we insist that values are relative to individuals or, at best, to  cultures. But Twain is asking us to consider the possibility that there are values that transcend those cultures and which are deeper and more precious — more valuable, if you will. Society, or culture, does not dictate what we hold to be true and false, good or bad. It helps us learn to think about such things and teaches us much about what is and is not important. But while we might be influenced (some more than others) by society, it does not follow that our values are determined by society. Huck Finn, like Socrates, Jesus, and even thinkers such as Edith Wharton, are evidence of individuals who have seen beyond the values of their culture and have embraced deeper values, “objective” values, values that transcend any given culture and are much more difficult to cast aside in a crisis.

Thus, Dr. Machlan is mistaken. She may know a great deal about Mark Twain. But she doesn’t understand the true nature of Huck Finn’s dilemma or, indeed, the nature of objective values that are not to be identified with the values that a particular culture espouses and teaches its young — if, indeed, it bothers to teach the young about values at all. Certain values simply are not relative — not to individuals and not to cultures. Huck sensed that and that is why we think of him as an extraordinary young man and admire his honesty, loyalty, friendship, and good sense.

Total Depravity

In a deleted chapter of Dostoevsky’s Demons he describes a visit between Nicolai Stavrogin and Tikhon, a holy man. Pevear and Volokhonsky include it as an appendix to their  700 page translation of that remarkable novel. In that missing chapter Nicolai hands to Tikhon a 30 page epistle, a confession, he wrote to help him clarify in his own mind the sort of person he is and the kinds of things that give him pleasure. He is a sensualist, as Dostoevsky would describe him, a man dedicated to getting as much pleasure as he can, perverse pleasure, from his own suffering and the suffering of those around him. He is, in a word, a masochist and a sadist — a man with a dark soul. In his confession he recounts a series of truly disturbing incidents he brought about when he was at the height of his search for pleasure.

At the time he was renting three separate apartments to which he brought various partners for sex and whatever else might delight him. At one of those places his apartment faced onto the landlady’s apartment and he spent a good deal of time watching what was going on in her rooms and became strangely attracted to the lady’s fourteen year old daughter, Matryosha. The landlady beat the girl on a regular basis, frequently for no reason whatever and often with Nicolai watching. And she seemed to enjoy the fact that Nicolai was watching as she did so. At one point Nicolai lost his penknife and mentioned it to the landlady who immediately reasoned that her daughter must have stolen it as the three of them were the only ones home at the time. She took a switch and was determined to beat the poor girl when Nicolai spotted the knife on his bed. He pocketed the knife and said nothing and then watched as the woman beat the girl until welts appeared and the girl whimpered pathetically. He then smiled, locked his door and went elsewhere, throwing his knife away as he went. Nicolai later seduced the girl after which she hanged herself.

Now, for whatever reason, Dostoevsky chose not to include this chapter in the final version of the book. Like many such stories it is quite possible it came from an incident related in the papers that the novelist read daily and from which he took many of the episodes in his numerous novels. In any event, whether this incident is pure fiction or is based on actual events I would argue that what Nicolai did was wrong. I would be judgmental, if you will, and I would hasten to condemn his actions and those of anyone else who repeated such actions or others even somewhat similar. What the man did was cruel and sadistic, depraved. He was wrong.

I think I could provide reasons, if required, for making this judgment, reasons involving the inflicting of pain on innocent persons, the rape of a young girl, the violation of the ethical principles of honesty and respect for persons. In any event, I don’t regard my judgment as simply my personal opinion. It’s not just a gut-reaction, though there is that. In ethics, moreover, there are many such situations in which a moral judgment seems to be sound and capable of defense. In that regard, ethical judgments are not altogether different from the judgments we make about ordinary things and events every day. They can be supported and verified by means of persuasive arguments and the eliciting of known facts or accepted truths about the world.  We make a mistake when we lump all ethical judgments together and dismiss them as mere opinions or ask “who’s to say?”

The same reasoning applies in the case of judgments about ethical values such as generosity and compassion, courage, and honesty. We judge these things to be good just as we would judge the actions of Nicolai to be wrong (to put it mildly). Values are present in our world, as I have noted many (too many?) times. And so also are the opposite, dis-values, if you will, as exhibited in the chapter that Dostoevsky wisely chose to erase from his novel. They surround the events and objects that are part of our shared world and they provide the grounds for making judgments about those events or objects, judgments that can be well-reasoned or wrong-headed. We can never be certain, but we certainly can, and we do, make ethical judgments.

In sum, though at times times strong feelings may be involved, the notion that ethics is based on the subject’s feelings and opinions alone is simplistic and ignores the fact that many such judgments are based on factual information and ethical principles that we all take for granted and which make civilization possible. If there were no such principles we would be in a state of nature in which, as Thomas Hobbes would have it, life is “solitary, poor, nasty, brutish, and short.” This would be a world, I imagine, in which no one would bother to notice, much less comment upon, the sorts of things people like Nicolai Stavrogin choose to do to himself or to others. Is it possible that this is what we are coming to? I sometimes wonder.

The Key In The Wine

In one of Plato’s early dialogues, The Euthyphro, Socrates asks this perplexing question:

“Now think of this. Is what is good good because the gods approve it, or do the gods approve it because it is good?”

Later, after asking Euthyphro a series of bewildering questions, Socrates suggests the answer:

“So it is because [a thing] is good that it is loved; not is not good because it is loved.”

Euthyphro agrees, albeit reluctantly. But Socrates has asked, and answered, the pivotal question in value theory: Is something valuable because we value it or do we value it because it is valuable? Since, in Socrates’ view the latter is the case, this provides grounds for defending the objectivity of values. They are there, in the world, and we respond to them. We approve of things because in some sense we should. Our response is not the key, rather the key is what it is we are responding to, or what we should respond to if we are open-minded and discerning.

Years later, many years later, the Knight of the Mournful Countenance, Don Quixote de la Mancha, is listening to Sancho Panza who is telling him about his talent in tasting wine, a gift that has passed down in his family for years. He goes on to say he can prove it

“. . .by telling you what happened to those ancestors of mine, once upon a time. They gave them some wine from a barrel, once, and asked them what condition they thought it was in, whether it was any good, or whether it had gone bad. One of them just touched it with the tip of his tongue; the other only waved it under his nostrils. The first said there was an iron flavor; the second said it was more like leather. The owner said it was an absolutely clean barrel, and nothing had been put in the wine that could make it taste either like iron or like leather. In spite of which the two famous wine tasters insisted they were right. So after a while the wine was sold, and when they cleaned out the barrel they found a little key, hanging by a little leather strap. . . . “

The tastes of the iron and the leather were there, in the wine. I am told there are tasters in China who can differentiate among hundreds of different teas. There are cooks who can taste a bit of a dish and tell us exactly what is in the food. There are artists who can see so much more in a painting than I can. There are musicians who can hear when the third violin in the orchestra is slightly flat. I cannot. There are people who are compassionate and sympathetic and who therefore respond instantly to another’s pain or happiness. The things these people are responding to are there, despite the fact that most of us are like the owner of the wine keg: we can’t detect them. And these tastes, colors, and sounds are values. They are there, in the world and we simply need to know how to gain access to them.

The key lies in the Socratic question: do we value things because they are valuable or are they valuable because we value them? We often confuse value with valuation. Valuation is relative, subjective. We can’t all differentiate among hundreds of teas or spot the key in the wine. That is our problem, but it does not give us adequate grounds for insisting that the values themselves depend upon our ability, or lack of ability, to detect them.

When a young girl works to collect cans and bottles until she has enough money to buy 60 raffle tickets to support Joseph’s House, a place for homeless mothers and pregnant women to raise their children, and, upon winning the valuable prize donates it to Joseph’s House as well, most would agree that this is a generous act. Generosity is a value. It is there in the selfless acts of working, saving, and donating. If someone insists that these acts are stupid or a waste of time we think him a dunce. He is missing something important in the world we both share. We may even feel sorry for him. But we certainly cannot agree with him.

This is not to say that we are always right about what is and what is not valuable. It is simply to say that two people who disagree cannot both be right. It is a question that requires discussion and debate, with open minds and a willingness to admit we may be wrong. I would be interested to know why the dunce thinks the generous act was a stupid waste of time. But I bet he can’t tell us why he thinks so! The objectivity of values requires that we admit that values are there, it does not imply that you or I are always correct in our assessments of what is or what is not valuable. We are not gods. On the other hand, ironically, subjectivity does imply infallibility: we cannot be wrong if values are merely subjective, because we are talking about ourselves, not about things outside ourselves. We most assuredly can be wrong if values are objective — just as we can be wrong about the third violin being slightly flat or whether there is a key in the wine.

There is no question that one man’s meat is another man’s poison. Tastes vary and opinions about what is and what is not good very often conflict. This allows us to draw no conclusions about the things being discussed, however. The act of the little girl is generous and if someone doesn’t see that then we suspect he is value-blind — much like a color blond person who cannot tell green from brown or the tone-deaf person who cannot hear subtle music changes. It’s also possible we are mistaken. We all differ in our sensibilities and capacities, our imagination and our intelligence. Our perspectives are different as well. This much is clear. But it does not provide grounds for insisting that the world is a subjective construct, that there are no objective properties in the world to which certain people respond with approval or reject with disapproval.

If we remain open and attend to what is going on “out there” and discuss with others what they see and hear we may just learn a thing or two about our world, about things that are there in front of us whether we are aware of them or not. Remember, the key with the leather strap was in the wine!

 

 

Antiques Roadshow

Several years ago I posted a piece about the popular PBS show “Antiques Roadshow” where folks bring in their treasures to find out what they are worth. I want to expand the point I was making at that time. As you assuredly know, folks dust off the antique vase that has been sitting in the attic for years collecting dust and stand in line for hours to ask an “expert” how much it’s worth. The underlying assumption here is that value is a  function of cost. We want to quantify everything and cannot accept any sort of value in our world aside from cash value.

Except, perhaps, utilitarian value: what can it do? We do readily recognize this sort of value: the vase can hold flowers. But there are other kinds of value as well, such as  sentimental value, the value of colors on a canvass, and, what interests me most, moral and aesthetic value. Why have these sorts of value gone by the board? I wonder.

In fact, I have wondered about this for years and some time ago I even wrote a book about it titled Rediscovering Values in which I defined values (aesthetic and moral values) in the following manner:

“Values are regional properties of objects or events that ‘require’ a positive response on the part of anyone who considers the object or event with discernment.”

Now this sounds a bit technical, but it is easily unpacked.  My main point is that values are putatively “there” in the world. The “requiredness” of which I speak is a notion developed by the gestalt psychologist Wolfgang Köhler and it refers the quality of the smile of the baby, or the regional properties evident in the act of a starving child who takes the bread he is offered and hands it to his younger sister. I don’t speak of the feelings these things evoke in us, I speak about the act itself or the smile itself which provoke those feelings. In addition, requiredness may simply refer to the strong sense of necessity that attaches itself to the conclusion of a valid syllogism or the final line in a mathematical equation. When we see that A is greater than B and B is greater than C we are “required” to acknowledge that A must be greater than C. Our world is full of properties in the region of objects and events that make them more interesting and important to us, that “require” positive or even, at times, negative responses. These qualities are all around us if we only open our eyes and ears.

Thus I also talk about the “discernment” of the one who responds to those values and this is equally important. Discernment is a function of experience, sensitivity, and imagination. Those who have lived in the art world for much of their lives, like our friend “Zeebra” for example, tend to be much more discerning judges of works of art than the rest of us. Those who have suffered through many trials in the world, or experienced them vicariously in well-written novels, are in a better place to respond to the regional properties we call “moral values.” It is possible, of course, that there are people who are born with an innate ability to respond to certain values — a heightened development at birth of the right side of the brain, perhaps. But experience, sensitivity, and imagination play a very big role. And experience and imagination are not, by and large, valued by our culture (sorry!). We prefer to reduce all value to quantities we can measure and add or subtract with our electronic devices that tell us all we think we need to know about our world.

But, if I am right, we miss a great deal in this sort of reductionism. We miss the many features of the world that the artist sees, the many sounds the musician hears, the subtle movements the dancer sees, and even the beauty of a well-hit tennis shot or a fade-away jump shot. These things take training (experience), and sensitivity. And they take imagination and at times effort. One needs to look around and one needs to open oneself to the “regional properties” of objects or events that surround us and attend to them long enough to allow those properties to make an impression.

Instead of taking the vase out of the attic and dusting it off and then taking it to an expert to find out how much it is worth, we would be better off dusting it off and placing it near us, perhaps with freshly cut flowers, so we can appreciate its many beautiful properties and those of the flowers, both visual and olfactory. It may not be “worth” much in dollars and cents, but it may be worth a great deal as an object that can make our world richer and fuller.

Someone’s Been Peeking

Just when I thought that only a few close friends were reading my blog I picked up a copy of this week’s Sierra Magazine and discovered a review of a book by Andrew Hoffman which restates what I have been saying for years. He must have been peeking at my blog! Right? Hoffman’s book, titled How Culture Shapes the Climate Change Debate, maintains that folks who cling to the illusion that climate change is…..an illusion…. are conditioned by their deepest biases and find it very difficult, if not impossible, to abandon them, even if they are shown that they are dead wrong. As the review notes,

“Hoffman, a professor of sustainable enterprise at the University of Michigan, first lays out the psychological and social biases people bring to the climate discussion and then suggests techniques for making that conversation more productive. (A combination of empathy and clever framing is the key.)”

Leaving aside for the moment the vague aspect of the concept of “framing,” let’s consider the notion that folks cling to their belief systems like a fragile raft in a river of uncertainty and refuse to let go simply because someone points out that they are headed for a waterfall. This is what I have noted in a number of blogs over the years. Lately I have suggested that fear is the basis for those values we hold most dear. Climate change deniers fear letting go of the raft more than they do the coming maelstrom. I still believe this is the case and that Professor Hoffman hasn’t dug deep enough. It is fear that is the glue that holds those values and beliefs together.

In the case of climate change, we are told that in a Pew Research Center poll conducted in June it was determined that

“Americans’ views on whether the planet is heating up have barely changed since 2006 despite growing scientific consensus and an increasing number of climate-related disasters.”

This is alarming, to be sure. But if we accept the fact that beliefs and values are what constitutes the person we can accept the fact that they will not be abandoned readily. In fact, those “climate-related disasters” must come close to home and be repeated, I expect, before most people will accept the fact that they have been living in a dream world. They must actually see and hear the waterfall. As I say, I suspect it will be fear of a greater magnitude than they have experienced thus far, since they can easily regard those climate-related disasters as someone else’s problem. This is the same rationalization folks use when they refuse to use their seat belts or wear helmets when riding their motor cycles —  because they can’t imagine that they themselves would ever have an accident. Some people simply need to be hit over the head. Twice.

This brings us to Professor Hoffman’s notion that it is possible to have a “productive” conversation, that the values and beliefs of climate change doubters can be changed by “empathy and clever framing.” I seriously doubt it: this is where I part company with Professor Hoffman. I’m not sure what he means by “framing,” though I suppose it may be the way we put things to those who deny. But no matter how empathetic we appear or how we state our case, those of us who know that climate change is a serious problem will never persuade those who disagree with us by any sort of rhetorical trickery. As I say, those beliefs and values are grounded in fear and it will take a major emotional shock to dislodge them. What might get the process started, perhaps, is the increasing number of weather disasters close to home coupled with steadily rising cost of food in the stores and a ban on watering accompanied by the rising cost of water to drink and even to flush the toilet — not to mention such things as debilitating diseases in the person’s immediate circle of family and friends coupled with rising health costs. But even these measures may not be enough to dissuade the chronically closed-minded. It’s small wonder that very few have changed their minds since 2006. It’s just very sad.

Prophetic Words

Every now and again as we read good books there appear, as if by magic, words that express so well some of the loose, disjointed ideas we have in our own heads. In reading Richard Hofstadter’s remarkable work Anti-Intellectualism in American Life I came across such words. Indeed, I have come across such words numerous times, as readers of these blogs are aware! In any event, Hofstadter’s comments about anti-intellectualism within our educational system ring true: I have seen it first hand and am aware that it has grown considerably over the years as the schools have moved steadily toward a more “practical” system that develops the “whole child” and downplays the importance of developing their minds.

As Hofstadter suggests, this attitude has been endemic in our culture generally, especially since the Civil War; we could be caught, increasingly, worshipping at the shrine of The Great God Utility — expecting of our educational system what we expected of our religion, “that it be [undemanding], practical and pay dividends.”  Still, there were a few people, like this “small town Midwestern editor” quoted by Hofstadter who understood the need for intelligent citizens in our democracy:

“If the time shall ever come when this mighty fabric shall totter, when the beacon of joy that  now rises in pillars of fire . . . shall wax dim, the cause will be found in the ignorance of the people. If our union is still to continue . . .; if your fields are to be untrod by the hirelings of despotism; if long days of blessedness are to attend our country in her career of glory; if you would have the sun continue to shed his unclouded rays upon the faces of freemen, then EDUCATE ALL THE CHILDREN OF THE LAND. This alone startles the tyrant in his dreams of power, and rouses the slumbering energies of an oppressed people. It was intelligence that reared up the majestic columns of national glory; and this sound morality alone can prevent their crumbling to ashes.”

Aside from the fact that few editors today, Midwestern or not, have this man’s facility with words (or his love of hyperbole), he points out the necessary connection between educating young minds and the preservation of our republic, which we seem to have forgotten: education not as job training or increasing self-esteem, but as empowerment, the ability of citizens to use their minds and make wise choices. The Founders were banking on it. Our schools seem to have forgotten what they are supposed to do. As Hofstadter goes on to point out:

“But if we turn from the rhetoric of the past to the realities of the present, we are most struck by the volume of criticism suggesting that something very important has been missing from the American passion for education. A host of educational problems has arisen from indifference — underpaid teachers, overcrowded classrooms, double-schedule schools, broken-down school buildings, inadequate facilities and a number of other failings that come from something else — the cult of athleticism, marching bands, high-school drum majorettes, ethnic ghetto schools, de-intellectualized curricula, the failure to educate in serious subjects, the neglect of the academically gifted children. At times the schools in this country seem to be dominated by athletics, commercialism, and the standards of the mass media, and those extend upwards to a system of higher education whose worst failings were underlined by the bold president of the University of Oklahoma who hoped to develop a university of which the football team could be proud. Certainly some ultimate educational values seem forever to be eluding the Americans. . . . Americans would create a common-school system, but would balk at giving it adequate support.”

A page later, Hofstadter quotes the great education reformer, Horace Mann who predicted as far back as 1837:

“neglectful school committees, incompetent teachers, and an indifferent public, may go on degrading each other until the whole idea of free schools would be abandoned.”

In order to remedy this situation, Mann pushed hard to establish “normal schools” in Massachusetts on the Prussian model, which he saw first-hand. These schools were set up to train teachers, and they gradually spread in this country to become the “teachers colleges” that evolved into the state colleges which, in turn, morphed into the state universities we see everywhere.  The job of these state colleges and universities was, and still is, primarily to train teachers. As part of this process, teachers were to be “certified” to guarantee their competence. But this process, together with the starvation wages they are paid, has practically guaranteed that the poor quality of teachers that Mann pointed to in his day would persist. The process of “normalization” brought with it a huge bureaucracy, which has been aptly named “the Blob,” that has threatened to strangle the training of teachers and has discouraged many bright young people away from the profession, practically guaranteeing the very condition Mann determined to avoid. America now draws its teachers from the bottom third or bottom quarter of the college pool thanks in large part to the poor salaries they are paid and the “methods” courses they are required to take in order to be certified.

In any event, Mann’s words struck me not only as insightful, but as prophetic. In the end, the current condition of public schools in America comes down to the indifference of the public — their addiction to the extra-curricular coupled with their refusal to pay teachers what they deserve —  and a system of teacher training that tends, on the whole, to belittle intelligence and discourage those who would almost certainly make the best teachers.