Sunday, August 23, 2009

Narrative and Making Sense

In honor of my first day of school, here is the paper I submitted to the grad schools I applied to. It includes pieces of three posts I have already posted (two of which were originally papers for what I called the "Time Class"), but the material has shifted enough that I'm not even going to bother pointing them out.

I feel like I'm 18 again. I haven't like I was 18 again since I was 23.

This was the culmination of the Time Class I took last summer that began with James, Bergson and Woolf, and I'm quite happy with it (which will only last for another couple months, I imagine). I don't like Jameson much, but he ends up making a pretty good foil. This paper crystallizes the dynamic I've been exploring, picked up from Rorty's practical philosophy and Pirsig's philosophical practice, between Narrative and Theory. It is likely largest stepping-stone in the area from where I am now and the things I'll be writing in the future.

What might be interesting for readers of Pirsig is my engagement with Sherman Alexie. In Lila, Pirsig apotheosizes the Native American, but his descriptions of them, I don't think, go much further at best than a finger in the right direction, too fuzzy and glorifying to reach what's really interesting in a contrast with white American culture. Reading Alexie will give you that real contrast, and the tradition that should be tapped into. (While on the one hand, this seems to depreciate Pirsig's own accomplishment, on the other, when I move to interpreting Alexie at the end of the paper, when I move to suggest that what Thomas the myth-maker says is not literally true, but that that's because he isn't using a Western sense of literalness, I could've just as easily said that Thomas was being metaphorical. That would've been true, but only from a Western perspective, and the breaking from a narrow literary reading to a larger literary-philosophical reading of the book was made possible for me, in part, because of my previous encounter with Pirsig.)

*NOTE* The footnote links won't work unless you're on the specific post page (by clicking on the title link). You'll have to excuse my crappy coding.

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There are two kinds of people who feel all too keenly the potential loss of self: teenagers and philosophers. For the former group, anxiety often arises as they navigate the treacherous waters of identity formation, passing from the stage of dependent learning of childhood to the achieved autonomy of adulthood. Occasionally adolescents become disaffected as they become self-conscious about the entire process, learning that the available identity forms they are facing—and have indeed already inculcated in childhood—are the contingent products of a nameless history they seem randomly inserted into, thus eliminating their sense of uniqueness and any hope for autonomous control. A few of these inadvertently read Nietzsche, or perhaps Sartre, and become philosophers.

Through an interesting, though for present purposes passable, chain of events, many who in a past age might have become philosophers find themselves comfortably seated in English departments. If philosophy is generically the task of apprehending the largeness of culture and its problems, literary studies has produced a wing of their own to do just that: literary theory. In what follows, I would like to pick up one theorist of culture, Frederic Jameson, and evaluate his situation in contemporary theoretical discourse. Jameson’s overall argument is that our cultural coherence has disintegrated, leaving us—i.e., any chance of us having a sense of self—and our attempts to live well and responsibly in tatters, calling this condition “postmodernism.” My overall argument shall be that, while Jameson interestingly collages together a number of contemporary cultural patterns, his attempt to produce a (specific kind of) theory is exactly what hampers him. More specifically, Jameson believes a holistic account of language unsettles our attempts to make sense, whereas I will argue, in effect, that making sense is a basic condition of humanity (the basic form of which to be repeated is: to make sense of the case that we have demonstrably stopped making sense is to performatively contradict the case—you’ve just made sense). If my argument is right, though, we must redescribe the old ways of describing our situation in life that Jameson still clings to. For this I will recur to the example of Sherman Alexie and the work of Alasdair MacIntyre. In their work, we will find the messy stuff of life housed in the dwelling of mythic narratives.

Jameson’s first feature of postmodernism is “a new depthlessness” (Jameson 6). One of the prime pieces of evidence for this that Jameson points to is the rise of antifoundationalism in contemporary philosophy and theory. In Geyh, Leebron and Levy’s functional introduction to postmodern theory, they flesh out the notion of antifoundationalism chiefly by reference to Lyotard and Derrida. Lyotard defines “postmodern as incredulity toward metanarratives” (Lyotard xxiv, italics his). For Lyotard, the postmodern condition is basically a skeptical attitude toward “any philosophy or theory … which claims to provide a complete explanation of culture and society” (Geyh xx). Derrida’s orientation toward the function of language is a rejection of the atomistic, pairing off of word-bits with their correct world-bit partners in favor of a linguistic holism, where meaning is generated by the ensemble of signs in interlocking conjunction. Derrida’s realization was that meaning is therefore “always in some sense in process, unstable, and ‘in play,’” (xxi) as the circumscribed ensemble can always be increased or decreased as context demands—like the shift in music from a string quartet to the London Symphony Orchestra. So on the one hand, Lyotard eliminates the large, overarching foundations for situating ourselves in the world and, on the other, Derrida eliminates the small, underpinned moorings we used to situate ourselves.

This instability is enunciated well by Jameson as he discusses the fate of the “self” at the hands of postmodernism. Jameson says that “the very concept of expression presupposes indeed some separation within the subject, and along with that a whole metaphysics of the inside and outside” (Jameson 11) and that postmodernism has made it central to itself to be “committed to the mission of criticizing and discrediting this very hermeneutic model of the inside and the outside” (12). This obliteration of the self is predicted largely by Wyndham Lewis’ identification of the irony of romanticism—all this focus on the individual personality ends up eviscerating the notion individuals.[fn.1] What we have, in some sense, is a hyper-romanticism in postmodernism, a dissolution of anything substantive to be as a self by the elimination of the traditional hard edges (of metanarratives or word-world pinnings) and the relocation of meaning-inscription within each person as they swim through the bottomless stream of time. We begin blending into each other because we are never quite sure where we end and someone else begins because we ultimately only know ourselves.

We should look closely, however, at what Jameson means by the “hermeneutic model.” Jameson says, in reference to his two readings of Van Gogh, that he’s using it in the sense “in which the work in its inert, objectal form is taken as a clue or a symptom for some vaster reality which replaces it as its ultimate truth” (8). So, in Jameson’s example, either his initial or his Heideggerian reading of Van Gogh’s peasant shoes replaces, perhaps, a simpler, shorter reading of the painting (something like, “They are shoes.”). This is characteristic of the earlier modern period, but in the postmodern period, we have works like Warhol’s Diamond Dust Shoes which “does not really speak to us at all” (ibid.). After noting a number of the painting’s features, Jameson concludes, “There is therefore in Warhol no way to complete the hermeneutic gesture…” (ibid.). If this is the case, though, one might wonder what the proceeding 167 words were if not an attempt to elaborate the “ultimate truth” to which Warhol’s painting is but “a clue.” Isn’t “there is therefore…” a signal that whatever fills in the ellipsis is the truth of the matter? The whole functioning structure of argumentative discourse preempts Jameson’s attempt to argue that postmodern discourse refuses conclusions in favor of unconnected pieces of flotsam, “oddments” without their “whole larger lived context” (ibid.).

In Jameson’s defense, he’s attempting to pull out the consequences to our culture of arguments that so-called postmodern theorists have been making. He says it would “be inconsistent to defend the truth of its theoretical insights in a situation in which the very concept of ‘truth’ itself is part of the metaphysical baggage which poststructuralism seeks to abandon” (12). The problem for Jameson is that he’s taking seriously things that he shouldn’t. Antifoundationalism doesn’t translate into a loss of truth, though many less careful theorists have thought so. A thorough-going theoretical antifoundationalism translates into a pragmatic linguistic holism. It doesn’t eliminate our connection to life, but radically reasserts the “whole larger lived context.” All antifoundationalism does to the hermeneutic model (“the work in its inert, objectal form is taken as a clue or a symptom for some vaster reality which replaces it as its ultimate truth”) is excise the word “ultimate.”

To help show what I mean, I’d like to trail into Jameson’s discussion of schizophrenia. Piggybacking on Jacques Lacan, Jameson “describes schizophrenia as a breakdown in the signifying chain” (26). Jameson states rightly that in holism the old “signified,” which used to be classically seen in atomistic conceptions of language as a material world-chunk, is now seen to be just another signifier.[fn.2] A signifier-as-signified, however, is in a particular kind of context, one of, roughly, being-pointed-to as opposed to the usual doing-the-pointing situation of a signifier. Jameson, again rightly, calls this a “meaning-effect,” but then goes on to call this an “objective mirage of signification generated and projected by the relationship of signifiers among themselves” (ibid.). A consistent holist would not say that the context-dependence of meaning puts objectivity (or truth) in jeopardy, but simply replaces a bad philosophy of language with a better one, one that redescribes the sources of objectivity accordingly.

This is the crux of Jameson’s argument, however. He has to take seriously the idea that objectivity has been exposed as a mirage to be able to bridge from the analogy between, on the one hand, the psychic life of persons and the functioning of language to, on the other, the meltdown of literary and historical meaning as postmodern artists set out to render life in contextless (and hence, meaningless) chunks. Jameson’s fear of schizophrenia is the cultural realization of “a rubble of distinct and unrelated signifiers” (ibid.). He says this creates “an experience of pure material signifiers … a series of pure and unrelated presents in time” (27). We might feel Jameson’s fear, which could be described “in the negative terms of anxiety and loss of reality,” but we might also “just as well imagine in the positive terms of euphoria, a high, an intoxicatory or hallucinogenic intensity” (27-8). The old, atomistic view of language once safe-guarded our sense that we could get back in touch with a solid reality, but—now in postmodernity—we no longer have this comfort.[fn.3]

To reapply the form of my argument again, Jameson’s argument breaks down by its very ability to compose itself as an argument.[fn.4] Put very simply—schizophrenic contextlessness cannot actually exist, for if it did, it would be just as much a “meaning-effect,” an effect of context, as any other normal-seeming, contextually generated meaning.[fn.5] Jameson cannot move from holism to a scary form of schizophrenia because holism simply describes how we are (and were) always situated, not a new situation. The only new thing in antifoundationalist holism is the fact that we are rejecting Plato’s way describing our reality, not introducing a massively new and differently behaving and organizing reality.

According to Jameson’s theory, we should encounter cultural artifacts that are isolated and contextless, “randomly heterogeneous and fragmentary” (25). The consequence of this theory is that displays of history and time should be free-floating, broken from their signifying chain. A good example of how this theory founders in practice is Sherman Alexie’s “A Drug Called Tradition.” In this section, Victor and his friends take an unnamed drug and free-float through a series of hallucinatory dreams in the recapitulation of the evening. This would seem to be a good example for Jameson’s cause: the very concept of history is called into question as the boys see pasts and presents that are clearly not what had happened or is happening. And by the end, Alexie has someone hallucinating a theory of history that ends with “We are trapped in the now” (Alexie 22, italics his).

The ironic return of context begins with analyzing the italics in the passage. Devoid of the context of the piece, one might think Alexie was emphasizing the trap of presentness, much like Jameson’s notion of the sad, but inescapable state of postmodernism. But this is not what the italics mean. The italics are part of a consistent effort to demarcate the boundaries between hallucinative state of dream and normal state of reality. This stylistic choice, among others, is what signals to us, the readers, that we are reading something different than what is contained in the other parts (whatever the differences end up meaning on any of the many levels one could interpret them).

The point is that Alexie, as a writer, circumscribes the context with which we are to read the passages as much as the atomist supposes that the world circumscribes our words and what they mean. The hallucinatory effects in Alexie are as much “meaning-effects” as are normality and my attempt at asserting this particular meaning-effect over the italics-as-emphasis reading is as much hermeneutical as any other. This doesn’t mean atomism is true, it simply means that context always determines meaning, including the appearance of meaninglessnes or contextlessness. Jameson has confused a theoretical point about language-functioning for an empirical shift in culture, including the empirical shiftings of literary production.

Jameson must make this confusion, however, for his theory to attain its critical bite. Jameson’s intention is to identify “a dominant cultural logic or hegemonic norm” in order “to reflect more adequately on the most effective forms of any radical cultural politics today” (Jameson 6). The key to understanding the perspective Jameson is coming from is seeing him as a nostalgic Platonist. Jameson says our “cultural production” “can no longer gaze directly on some putative real world,” but is now “in Plato’s cave” (25, italics mine). Plato was suggesting a metaphorics for describing our knowledge-production. The holists, like Derrida, want to reject wholesale this entire edifice, whereas Jameson seems to swallow Plato’s poison pill and imagine we were once out in the light of Plato’s Form of the Good, but we have now—in real historical time—been shuttled back down into the cave.[fn.6]

Seeing Jameson this way makes sense of his strange remark that the contemporary announcement of the “‘death’ of the subject” sees two possible formulations, “the historicist one, that a once-existing centered subject … has today in the world organizational bureaucracy dissolved; and the more radical poststructuralist position, for which such a subject never existed…” (15). If one buys into my argument, that antifoundationalism doesn’t set us adrift into an endless sea of interpretation, but thrusts us, paradoxically, into the position we’ve always been in—of figuring out what stuff means by the context we find ourselves in—then poststructuralism is ultimately not radical at all because nothing follows from it in terms of how to figure out what stuff means: nothing changes as a consequence of it. Jameson does think that something has followed from poststructuralism, but some of his more extreme formulations seem to be more like reductio ad absurdums for his theory. If poststructuralism meant more than the death of Platonic rhetoric, then indeed it would mean the end “of style, in the sense of the unique brush stroke” (ibid.). And yet, how is that not just more hyperbole, in direct relation to the postmoderns who do think their deconstruction of Plato means something to culture and not just the culture of philosophers? And worst of all, Jameson suggests that “concepts such as anxiety and alienation … are no longer appropriate in the world of the postmodern,” to which the only appropriate response seems to be: as long as there are teenagers there will be anxiety and alienation.

The question might be why Jameson thinks we need a conception of language, or truth or whatever, that is harder and edgier than the holist’s. For this we need not diagnose culture-at-large, like Jameson, but simply the much smaller culture of philosophers. What Jameson, and others who hope for foundationalist theory, suffer from is what Richard Bernstein calls “Cartesian Anxiety.” Cartesian Anxiety is Bernstein’s name for the fear one experiences when faced with the “grand and seductive Either/Or” situation of Platonism: “Either there is some support for our being, a fixed foundation for our knowledge, or we cannot escape the forces of darkness that envelop us with madness, with intellectual and moral chaos” (Bernstein 18). Descartes set the pace for modern philosophy by turning inwards for the foundations of knowledge. The dialectic of modern philosophy, however, has turned up with nothing, and so we get Jameson and Lewis’ fear of the loss of personal identity.

There is another trail out of Descartes, however, that doesn’t falter on the trumped-up fear of falling into an abyss without a theoretical Archimedean point. Alasdair MacIntyre begins by thinking about what it means to be in an “epistemological crisis.” He does so in a very down to earth, real life manner, like when “someone who has believed that he was highly valued by his employers and colleagues is suddenly fired” or when “someone falls out of love and needs to know how he or she can possibly be so mistaken in the other” (MacIntyre 241). These are real problems that most of us have faced, or can at least imagine being in. What we think about people is based on how they behave, but sometimes our entire outlook on them changes and all their behavioral cues become transmogrified—and worse, sometimes we cease to be certain about how to take their behavior at all. What we “took to be evidence pointing unambiguously in some one direction now turns out to have been equally susceptible of rival interpretations” (ibid.).

This produces a frightful situation in which we lose our hold on reality. For “my ability to understand what you are doing and my ability to act intelligibly (both to myself and to others) are one and the same ability” (242). If we begin to lose our hold on others, we begin to lose our hold on ourselves. Recurring to the example of Hamlet as an exemplar of epistemological crisis, MacIntyre says perceptively that “to be unable to render oneself intelligible is to risk being taken to be mad—is, if carried far enough, to be mad. And madness or death may always be the outcomes that prevent the resolution of an epistemological crisis, for an epistemological crisis is always a crisis in human relationships” (243).

The wisdom that MacIntyre is pulling out of the example of such an individual in distress has the same implications for disciplines or paradigms of thought in distress. “When an epistemological crisis is resolved, it is by the construction of a new narrative, which enables the agent to understand both how he or she could intelligibly have held his or her original beliefs and how he or she could have been so drastically misled by them” (ibid.). The most important reason for such narratives is that without them we would be taken over by the kind of radical, paralyzing skepticism that Descartes (and every epistemological skeptic after) pretends to have. MacIntyre points out that even Descartes, having formally eschewed narrative for formal deduction from self-evident premises (Derridean transcendental signifieds), constructs narratives to couch his process in the Meditations. The epistemological consequences are large. MacIntyre says that an epistemological crisis, even after being abated, can induce two conclusions: 1) that our understanding of a situation, the schemata or paradigms we use to interpret, even the ones we just adopted to end the crisis, “may themselves, in turn, come to be put in question at any time” and 2) “because in such crises the criteria of truth, intelligibility and rationality may always themselves be put in question ... we are never in a position to claim that now we possess the truth or now are fully rational. The most that we can claim is that this is the best account anyone has been able to give so far, and that our beliefs about what the marks of ‘a best account so far’ are will themselves change in what are, at present, unpredictable ways” (244, italics mine).

I’d meditate on MacIntyre for so long because we see the antifoundationalist in a position of redescription. When MacIntyre says the italicized section above, he is saying the same thing as when Derrida suggests that meaning, in the sense of transcendental signifieds, is endless deferred.[fn.7] But we also get a sense of what this can mean to us actually living deferrers. It is a messy process and MacIntyre suggests that narrative is in fact indispensable to it. Without the writing of stories, of how we grew, matured, changed, we wouldn’t be able to make coherent sense of the stupid things we once believed. And our theories, our schemata, of how the world works, our sense of how reality is, is partly governed by the tradition we’ve grown out of. MacIntyre suggests that the only way to give consistent sense to the context in which meanings are both determined and change over time is if there is a diachronic notion like a tradition in play. And what’s more, “a tradition is a conflict of interpretations of that tradition, a conflict which itself has a history susceptible of rival interpretations” (249).

The conflict of interpretations, the conflict of truths, is the consternating thing about what is still broadly called postmodernism. One of the greatest, most morally inspiring impulses behind the frontal attacks on philosophical notions of “truth” and “objectivity” was that what counted as the “truth” was simply what the powerful, bloody winners at the altar of war said it was and all philosophy did was obfuscate the violence lying just underneath. The odd thing about Jameson is that he carries this strong moral impetus on his sleeve,[fn.8] and yet tries to diagnose our culture’s sense of “real history” by interpreting movies and novels—as if historians have ceased, or changed, their production. Jameson might be right that aesthetic innovations have altered our culture’s sense for the worse, but it is certainly not the case that they are a philosophical consequence of linguistic holism.[fn.9]

I would like to close by returning to Alexie’s The Lone Ranger and Tonto Fistfight in Heaven and the curious, difficult-to-interpret Thomas Builds-the-Fire. Without question, Native American Indians are the necks underneath the boots of American military dominance. Our histories of their tribulations are naturally suspect. What we find in Alexie, particularly through the representation of Thomas, is not just an alternative history of Native American culture, like one would find in a Howard Zinn narrative, but a different conception of history, and particularly of our relation to it.

I’d like to begin again with “A Drug Called Tradition.” The boys in the story take a “new drug” (Alexie 13) which is never named in the story, which suggests we take the story’s title as a symbolic stand-in. This encoding takes on broader proportions when Victor says of doing the drug, “It’ll be very fucking Indian. Spiritual shit, you know?” (14) Native American culture has been eviscerated and overtly suppressed by the American government[fn.10] and the taking of this drug, tradition, suggests a reacquaintance with an outlawed piece of their culture. I would suggest that the notion of tradition at work in Alexie is very similar to the one MacIntyre develops. Thomas, throughout the stories in the book, represents most fully a person connected to the traditional past of Native American culture, through his act of visionary storytelling, but in this particular story the other boys become connected, too. Every boy has a vision of one of the other boys, though the stories are written in the first-person.[fn.11] This suggests a sort of symbiosis, that tradition isn’t just a connection to their past, but their connection to each other.[fn.12]

The suppression of Native American culture is shown as the violence it really is in Thomas’ trial. At the head of the story, a “BIA suit” says that Thomas has “A storytelling fetish accompanied by an extreme need to tell the truth. Dangerous” (93). The curious part is that Thomas’ truths sound distinctly like lies to Western ears. When Thomas is asked to tell “the whole truth and nothing but the truth,” he begins, “It all started on September 8, 1858. I was a young pony, strong and quick in every movement. I remember this” (96). None of this could be literally true, but Thomas isn’t speaking with a Western sense of literalness. Our “objective histories” are built on the metaphor of a passionless spectator recording the neutral details of life, like a clay tablet bombarded with particles. But the Native American notion of tradition and history born out of Alexie’s stories about Thomas is built out of a passion-filled orator connecting the value-ladened events of his life to the hopes of his community, like a leader marshalling his forces against the steady march of fate. Thomas’ “testimony” is allegorical from Western eyes (“What point are you trying to make with this story?” the judge asks (99)), but the community in front of him are held in thrall by his words, seeing the suppressed truth like Esther about her husband David WalksAlong.[fn.13] And so with the trial, we see the marginalized and ignored Thomas achieve apotheosis by a repentant crowd (“Thomas,” “We’re all listening” (99)) and condemned for nothing more than being Native American.[fn.14]

One of the most interesting figures in the story occurs three times, most prominently at the close. At the end of Thomas’ first story, where he’s a pony, he closes, “I lived that day, even escaped Colonel Wright, and galloped into other histories” (98). This is another odd locution for Western ears, but I think it suggests the over-lapping, dialectical quality found in MacIntyre’s sense of tradition.[fn.15] The second time is at the end of the news article recapitulating, from the slanted eyes of the West, what had transpired in the trial. It closes, “[Thomas] was transported away from this story and into the next” (103). The news article had carried the trappings and signals of “realness,” and Alexie’s close breaks us out of that spell, though we should perhaps wonder if it wasn’t a neutral real, but rather our Western real. The third occurs at the final close of the entire story, “Thomas closed his eyes and told this story” (ibid.).

Another self-referential quirk, perhaps, suggesting we start again at the beginning, but I think it brings us back to the skeletons in “A Drug Called Tradition.” Thomas’ myth-making fully encloses the whole story, including the points that make it seem Western-real and the ones that seem Indian-mythic, both of which require the opposition of the other to appear as the literary affectation of “real” and “mythic.”[fn.16] What’s more, they are also embedded in time-structures that ambiguously morph. The story told about the trial up to the point of the news article appears to be the present. The intersection of the article suddenly shifts us into thinking that what we had read was a recapitulation of the past in present-tense and the final switch occurs by making the suggestion that the story is a presently told past (“told this story”). Every gesture suggests all three time senses, past, present, and future.[fn.17]

“Your past is a skeleton walking one step behind you, and your future is a skeleton walking one step in front of you” (21). Alexie’s myth for the mythic sense of tradition is at once descriptive and haunting. One could seemingly apply it to everyone’s connection to reality, as his continual second-person referral suggests. But we shouldn’t forget that the myth itself is induced by the drug of tradition, bookmarked by fully italicized sentences. For the Native American, “the past, the future, all of it is wrapped up in the now. That’s how it is. We are trapped in the now” (22). Reconsidering the enormity of the suggestion—the blood spilled in objective histories, even if we aren’t making the kind of sense Jameson desires—we might begin think that the italics function both ways, demarcation and emphasis. Alexie’s characters continually refer to “how things are,” and as fluid as this may be in Native American myth (as opposed to the Greek myths of static, essential identity), there does seem to be a contemporary, real trap for specifically Native Americans, and not just the usual trap of life for us all. If the demons of the past wrap into your future, where does hope lie? Alexie’s answer lies in the myth-maker, Thomas, the one who would change his community’s identity, its vision, enter into agonistic relationship with its previous interpreters.

This may seem a little messianic until we realize that the vision is within us all. We all carry a piece of the community with us, our sharing is what makes us an “us,” and any one of us can light that spark. Jameson talks a lot about a shattered homogeneity careening into a schizophrenic, heterogeneous mass, but it is difficult to see anything but a dispelled myth of absolute homogeneity that, when lifted, reveals the mess that life’s always been. Jameson needs some “hegemonic norm,” whether it’s the homogenous hegemony of high modernism or the hetero hegemony of post-, in order to conceive of a “radical cultural politics” (Jameson 6). To make a radical break, you need one really big thing. But life’s not like that. Life is a long series of smaller conflicts, and a single life is a narrative of those conflicts, and indeed, a narrative of conflicting narratives. We can arrange them in elucidating ways, like Alexie’s interweaving of time, reality, and myth, but what we shouldn’t do is become so afraid as to become philosophers, reducing everything to a single, if massively amorphous and interpenetrating, enemy. Leave that to the teenagers.

Bibliography

Alexie, Sherman. The Lone Ranger and Tonto Fistfight in Heaven. New York: Grove Press, 1993, 2005.

Bernstein, Richard. Beyond Objectivism and Relativism. Philadelphia: University of Pennsylvania Press, 1985.

Derrida, Jacques. Margins of Philosophy. Trans. Alan Bass. Chicago: University of Chicago Press, 1982.

---. Of Grammatology. Trans. Gayari Chakravorty Spivak. Baltimore: Johns Hopkins University Press, 1974, 176.

Geyh, Paula, Fred G. Leebron and Andrew Levy. Postmodern American Fiction. New York: W. W. Norton & Company, 1998.

Jameson, Fredric. Postmodernism, or, The Cultural Logic of Late Capitalism. Durham: Duke University Press, 1991.

Lewis, Wyndham. Time and Western Man. Santa Rosa: Black Sparrow Press, 1993, 1927.

Lyotard, Jean-François. The Postmodern Condition. Trans. Geoff Bennington and Brian Massumi. Minneapolis: University of Minnesota Press, 1984.

MacIntyre, Alasdair. “Epistemological Crises, Dramatic Narrative and the Philosophy of Science.” The Monist 60 (1977): 453-72. Rpt. in Anti-Theory in Ethics and Moral Conservatism. Eds. Stanley G. Clarke and Even Simpson. New York: State University of New York Press, 1989. 241-61.

Endnotes

[1] “…the more your particular personality … obsess[es] you, … the less ‘individualist’ you will be in the ordinary political sense. … Your ‘individualism’ will be that mad one of the ‘one and only’ self, a sort of instinctive solipsism in practice” (Lewis 8).

[2] This is the real meaning behind Derrida’s much parodied line “Il n'y a pas de hors-texte” (“There is nothing outside the text,” or better, “There is no outside-text”). Derrida was not staking out a new form of idealism, or denying the existence of rocks, but denying, like Wittgenstein when he denied ostensive definition, that language is (or perhaps, can be reduced to) a word-world relation. Words are words (i.e., have meaning and are not just sounds or marks on a page) because of how they hang in a web with other words. For Derrida, the “transcendental signified” is the stopgap with which philosopher’s have searched so that endless bickering about the truth of X would cease. After the Kantian turn in philosophy, the stopgap has often been “the world,” or in Kant’s lingo, “the thing-in-itself.” See, on this, Derrida’s discussion of Peirce where he says, “The thing itself is a sign” (Derrida, Of Grammatology 49) and on his most infamous line Derrida, Of Grammatology 158.

[3] To be sure, the notion of schizophrenia as a breakdown in the signifying chain can be used just as well for an atomist, but there seems to be a heightened sense of precariousness for the holist. In the atomist picture, a break in the chain can be rectified by being put back in touch with the solid, unalterable signified. On the holist picture, on the other hand, everything is a chain of signifiers, every signified can be reduced to a signifier such that a shift in signifiers alters the composition of the signified. This is the force of Jameson’s “objective mirage”: once our solid signifieds are really as ephemeral as our constantly shifting significations, we begin to really fear the loss, now irrevocable, of our grip on reality.

[4] Which should be suitably ironic, given how much fun holists-cum-deconstructionists have in showing how displays of intelligibility slide into unintelligibility, that Jameson’s display of unintelligibility should slide into intelligibility.

[5] For instance, the actual psychological state of schizophrenia could be described as signifiers losing touch with their signifieds (which seems to be the image that Jameson more relies on), but that reposes on the old atomistic view. On the holist view, schizophrenia would better be described as signification-chain-A losing touch with signification-chain-B. On this view, schizophrenics don’t behave oddly because they are acting without context, but because they are acting in the wrong context, an A-chain that would be less socially awkward if it were an AB-chain.

[6] Lyotard makes this same mistake when he says that “the obsolescence of the metanarrative apparatus of legitimation corresponds, most notably, [to] the crisis of metaphysical philosophy and of the university institution which in the past relied on it” (Lyotard xxiv). Universities and other institutions of knowledge-production, like scientific laboratories, have gone on producing without a hitch even after the loss of what Nietzsche called “metaphysical comfort.” Like the excising of “ultimate” in Jameson’s hermeneutical model, all the holist is excising is the “meta-” in metanarrative, and then arguing that all we need for legitimation are regular, run-of-the-mill narratives (about which I shall discuss shortly).

[7] This is partly what Derrida means by his neologism “différance.” See, for instance: “it marks not only the activity of ‘originary’ difference, but also the temporizing detour of deferral” (Derrida, Margins 14)

[8] See especially, “Yet this is the point at which I must remind the reader of the obvious; namely, that this whole global, yet American, postmodern culture is the internal and superstructural expression of a whole new wave of American military and economic domination throughout the world: in this sense, as throughout class history, the underside of culture is blood, torture, death, and terror” (Jameson 5). Also, “Faceless masters continue to inflect the economic strategies which constrain our existence…” (17).

[9] Possibly the most revealing passage in terms of the connection Jameson hopes to make between artistic innovations and poststructuralism is this one:
Here [in Warhol’s work] it is as though the external and colored surface of things … has been stripped away to reveal the deathly black-and-white substratum of the photographic negative which subtends them. Although this kind of death of the world of appearance becomes thematized in certain of Warhol’s pieces … this is not, I think, a matter of content any longer but of some more fundamental mutation both in the object world itself—now become a set of texts or simulacra—and in the disposition of the subject. (Jameson 9)
Are we really to believe the stylistic innovation of self-reference or of calling attention to the materials at work in the presentation means the destruction of reality? Jameson wants to connect the notion of a signifiedless signifier (a Platonic notion Baudrillard runs with, not the holistic notion of a signification chain) to these now common and old hat artistic tools and suggest they are destroying our sense of reality, but should we really buy that, rather than blaming it on, say, the pernicious effects on national trust of state propaganda brought on by the lack of governmental transparency?

[10] The subtle background of the white, governmental presence is given excellent expression by Alexie’s referral to the “BIA,” an agency most Americans are entirely unaware of. By casually using the Bureau of Indian Affairs’ acronym (like an FBI or CIA) Alexie is able to call attention to a major difference in the lived cultures of Native Americans and European Americans—Native Americans would recognize the “BIA” as the BIA, whereas almost all others would have to stop and think about what the “BIA” stands for (unlike “FBI,” which is just the FBI). The first appearance of this is Alexie 49, in an offhand reference (another way of suggesting the subtle, circumscribing presence) to a brick going through a BIA pick-up’s window.

[11] The first is Thomas’ about Victor (Alexie 15-6), the second is Junior’s about Thomas (17), and the third is Victor’s about Junior (18-9). The fourth vision is one of Thomas’ stories and the fifth, the skeletal theory of history, is ambiguously left unattributed.

[12] This is reinforced in Victor’s journey to Arizona with Thomas. At the end of it, Victor thinks to himself, “he couldn’t really be friends with Thomas, even after all that had happened. It was cruel but it was real” (Alexie 74). Thomas calls out verbally every thought Victor has in this passage, including that one, to which Victor responds internally: “Victor was ashamed of himself. Whatever happened to the tribal ties, the sense of community? The only real thing he shared with anybody was a bottle and broken dreams” (ibid.). I think this passage does two things: one, it reinforces this notion of tradition as our source of community (our context, what circumscribes who counts as “us,” “we,” “our”). And two, it weaves in the notion that Victor’s previous notion of “reality” isn’t, perhaps, so real after all, and it is Thomas’ myth-making that forms the real core of a true Native American reality. Alcoholism is our current reality, but is it all we can hope for?

[13] Esther hears “a noise that sounded something like rain” and gained the courage to leave her husband, who—so in step with the BIA—“took to calling his wife a savage in polyester pants” (Alexie 94, italics his).

[14] “[Thomas] was guilty, he knew that. All that was variable on any reservation was how the convicted would be punished” (Alexie 94-5). Since it was already established that the BIA was trying to make something up for him to be guilty of, what Thomas knows is his heritage and the convicted are every inhabitant on a reservation, punished variably by jail or alcoholism.

[15] This point is reinforced by the fact that Thomas is said, in an earlier crisis, to have “threatened to make significant changes in the tribal vision” (Alexie 93).

[16] For instance, Thomas’ telling of the stories appear weird to us at points because of reassertions of “expected behavior,” like the judge pounding the gavel or demanding the point of the stories.

[17] The story is first the present, then embedded in the past by the news article, and then swept into the future, when we will hear the story we already know, at the close.

Saturday, August 08, 2009

The Rise of Buddhism in China

This was a take-home final exam, probably my least favorite way of writing. Even the Blue Book has the virtue of pure spontaneity, but the take-home is a bastard child, halfway between polish and improv. No doubt it will be my instrument of choice should I ever be in a position to give exams.

The class was a Chinese intellectual history course, which I took in 2001. The essay was in response to an exam question, evidence suggests "Question #8," but I have no idea what the question was. This also has the drawback of quotation with a citation, but no bibliography--I know I own the books somewhere, but I don't have them with me (long story). So the quotations are real enough, but just fake enough for no one to be able corroborate.

I have another paper elaborating the "escapist" thematic I introduce as the thesis below, but I don't remember why I was using that language, whether I imported it or the lecturer talked about it. I suspect I brought it in a bit to organize the material. I also don't know why I thought the question I ask in the intro is "interesting"--sure, it's interesting enough, but why more than any other question. It has been so long since I've been involved with the material that I have no answers to that.

One thing to defend the thematic of "escapism" is a general consideration of the function of other intellectual patterns across the world. When one read's Hans Blumenburg's The Legitimacy of the Modern Age," one is confronted with the thesis that modern science didn't take hold in early Greek materialism (principally Democritus and Epicurus, but one can trace it to the pre-Socratics who are still taught on the first day of History of Science 101 lectures), not because people weren't ready for science, but because these explanations weren't forwarded in the the interest of explaining how the world worked--they were forwarded, particularly in the very influential Epicurus, to quell doubt, to help people be happy.

So I hope no one reads the below as somehow slanderous against Eastern philosophy, or early philosophies in general. I take escapism to be one thematic among many, one that is continued today, and I don't take escapism to be an evil thing. Pirsig even points at it at the beginning of ZMM: "[Phaedrus'] kind of rationality has been used since antiquity to remove oneself from the tedium and depression of one's immediate surroundings." (72-3) Blumenburg's point is that science didn't take off until technological advance had gotten to the point where scientific explanations began to obviously increase our control over our environment, directly lead to increases in happiness. Science's vaunted "disinterestedness" came out of a very specific interest.

The other thing that catches me about the paper is the unhappiness of my articulation of the difference between Buddhism and Daoism. I still think there might be something important in the differences between Daoism's enunciation of being in the Flow and Buddhism's of ceasing to desire, escaping out of the hold of desire, but I don't think my clumsy attempt below gets at it. It would require a lot more work in articulating the meat and bones of the traditions.

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As early as the second century BCE, China had contact with Buddhism through the Silk Road, but it was not until the second century CE that Buddhism began to spread in China. Commoners started by organizing churches between the second and fourth centuries. After the fourth century, intellectuals became involved with the development of Buddhism in Chinese culture and some began to make pilgrimages to India and some began to make translations of the Buddhist sutras. The interesting question to ask is, “Why did Buddhism take hold in the minds of ethnocentric Chinese intellectuals and commoners?” The answer is that Chinese intellectuals and commoners had a tradition of escapism during this time, through Neo-Daoism and Religious Daoism respectively, and Buddhism not only fit this escapist mold, but also added an explanation as to why there was a need to escape.

In the third and fourth centuries CE, intellectuals began to criticize Imperial Confucianism. They said that Confucianism is concerned with teaching wisdom and truth, but these things are only names for reality. Wisdom and truth otherwise have no other significance. These intellectuals began to dabble in Daoism and this sparked the rise of Neo-Daoism.

Neo-Daoism emphasized spontaneity and opposition to social norms. They also valued eremitism and practiced a kind of nihilism. In their revolt against social norms, Neo-Daoists placed high value on hermits. Ge Hong is an exemplar in this tradition of intellectuals. In his autobiography he says,
I am hoping to ascend a famous mountain where I will regulate my diet and cultivate my nature. It is not that I wish to abandon worldly affairs, but unless I do so, how can I practice the abstruse and tranquil Way? … It is not that the Way is found in the mountains and forests; the reason the ancient practitioners of the Way always had to enter the mountains and forests was that they wished to be away from the noise of the world and keep their minds tranquil. (95 of Ge Hong’s Autobiography)
He says that unless he travels to the mountains, how could he practice the Way? The noise that Ge Hong wishes to escape from is the noise of social norms.

Neo-Daoists also practiced nihilism. Nihilism is the position that all values and norms are illusory and because of this one cannot make value assertions. Instead Neo-Daoists, like the Seven Sages of Bamboo Grove, would engage in pure conversation to help disengage from worldly developments. In pure conversation, the Sages would argue about various philosophical questions. These conversations, rather than being about truth, were about dialectical agility. Rather than reaching any kind of conclusion or wisdom, the Sages would merely marvel at their own skill of debate.

Eremitism and nihilism are two ways in which Neo-Daoists’ escapism appeared. In eremitism, they tried to physically remove themselves from their surroundings, thus negating social norms. In nihilism and through pure conversation, they tried to mentally remove themselves, thus negating intellectual norms.

Religious Daoism had very few links with the new Neo-Daoism. Since the second century CE, Religious Daoism became the most prolific religion in China, though it never reached a sophisticated level of religious explanation. Because of, or partially do to this, Religious Daoism adhered to eclecticism or spontaneous doctrines. Each temple or preacher had their own principles and doctrines that were taught. During the Han Dynasty, though, two important religious schools converged under Religious Daoism: the hygiene school and the Elixir school.

The hygiene school taught ways in which to enhance your life. They taught meditation and gymnastics. The Elixir school sought immortality through alchemy and other potions. These schools combined and the belief that practitioners of meditation and alchemy could become immortal became very widespread. This is also a form of escapism. The practitioners sought to escape this life by transcending the life/death cycle.

Buddhism began to first filter in on the religious level with some of its doctrines. The meditation and gymnastics that the Religious Daoists taught matched up fairly well with the meditation and yoga that the Buddhists taught. And the eclecticism of Daoist teachers and temples allowed an easy flow of Buddhist beliefs to creep in. Indeed, many early Chinese believed that Buddhism was merely a sub-branch of Daoism.

The intellectual beliefs of Buddhism also sometimes had a striking similarity to Chinese philosophies. Theravada Buddhism’s stress on the ascetic lifestyle for enlightenment seemed to mirror the Neo-Daoists’ eremitism. Buddhism also taught that values in this life are transitory, which matched with Neo-Daoism’s nihilism. The scholar Mouzi went as far as writing an apologetic for Buddhism. In it he tried to argue that Buddhism wasn’t so foreign a doctrine when compared to current Chinese philosophies, especially Daoism. He even went as far as trying to show misconceptions in Chinese philosophies, such as the belief in immortality:
The questioner said, “The Daoists say that Yao, Shun, the Duke of Zhou, and Confucius and his seventy-two disciples did not die, but became immortals. The Buddhists say that men must all die, and that none can escape. What does this mean?”

Mouzi said, “Talk of immortality is superstitious and unfounded; it is not the word of sages. Laozi said, ‘Even Heaven and Earth cannot last forever. How much less can human beings!’ Confucius said, ‘The wise man leaves the world, but humaneness and filial piety last forever.’ … I make the Classics and the commentaries my authority and find my proof in the world of men. To speak of immortality, is this not a great error?” (426 de Bary)
While all these similarities between Buddhism and Chinese philosophies may have facilitated the integration of Buddhism, it does not account for its lasting foothold. If you have a spoon that you like and is nice and another spoon comes along that is equally nice, unless you are capricious, you don’t just switch spoons. One spoon has proven its worth; the other has not. So what did Buddhism add?

The main tenets of Buddhism are called the Four Noble Truths: 1) All life is suffering. 2) Suffering comes from Desire. 3) The cessation of Desire will lead to nirvana, or enlightenment. 4) Nirvana can be reached by way of the Eight-Fold Path (an eight-step plan of right action, right speech, etc.). These Four Truths continued the streak of similarities. The Eight-Fold Path was very similar to Confucian doctrine of humaneness. Indeed, Wei Shou, a Chinese historian in the sixth century, had this to say about the similarities between Confucianism and Buddhist doctrine:
The first step in cultivation of the mind is to take refuge in the Buddha, the dharma, and the samgha. These are the three refuges. These are comparable to the three things a man of virtue stands in awe of [in Confucianism]. There are also five prohibitions: one must not kill, rob, commit adultery, lie, or drink wine. The meaning is much like [the Confucian virtues of] benevolence, righteousness, propriety, wisdom, and trustworthiness, though the names are different. (98 Buddhist Doctrines and Practices)
The cessation of Desire was also something that Confucians and Daoists were in the habit of doing. What was new was the first Noble Truth: all life is suffering. It was an explanation for the world’s evils that the Chinese had never had before. In Daoism, neither Neo-Daoism nor Religious Daoism had an explanation for why evil occurred. Buddhism was a new spoon.

The doctrinal differences of Buddhism and the two Daoisms can be found in the Buddhists belief in reincarnation and the third Noble Truth. Buddhism taught that all life was caught in a karmic cycle of life and rebirth. Evil and good deeds are like stains on your skin that follow into your next life and shape the way your life is experienced. The third Truth says that if you cessate your desires you will reach enlightenment. Well, karma is the cycle of life and if all life is suffering, then that means that karma is the cycle of suffering. If suffering comes from desire, then karma is the cycle of desires. Therefore, ceasing to desire rids you of the karmic cycle, which also rids of you of life (being that the karmic cycle is the life cycle). Nirvana literally means “blowing out,” as in a candle or lamp, but it also has come to mean annihilation, Nothingness—“no life”.

The karmic life cycle resembles, in a way, the Dao from Daoism. Daoism didn’t have a doctrine of reincarnation, but they believed that even when your material body died, you were still in the Flow (a synonym for the Dao). Material life and material death were really a unified reality. Buddhism agrees insofar that after you materially die, you are materially reborn. But from this Buddhism diverges.

Daoism is all about being in the Flow. Being spontaneous and letting life happen and going with it. Buddhism is all about getting out of the Flow. Enlightenment is reached when you stop desiring and, therefore, cease to be. This “getting out of the Flow” of enlightenment can clearly be seen as an escape from life. It literally is an escape from life, the karmic cycle. This fits in strongly with the vein of escapism in Daoism. The escape from social and intellectual norms (eremitism and nihilism) and transcendence of life into immortality are stepping-stones to finally just leaving life altogether.*

Early Chinese philosophies never enunciated what evil was. Daoism, in particular, says that the world is neither good nor evil, it just is. Buddhism does say where evil comes from and it also tells you what to do about it. As it happens, what it told practitioners to do wasn’t a giant leap for the Chinese. They had begun a tradition of escapism and Buddhism’s continuance, but with an added explanation, of this tradition made it very popular as a fully separate Chinese religion, standing alongside Daoism and Confucianism.

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* It can be argued that immortality can hardly be seen as a stepping-stone for leaving life, but the Chinese transformed Nirvana into a kind of Heaven, so that you kept your identity when you reached enlightenment (unlike Indian Buddhism). This, then, mirrors the belief in immortality that is believed by the Western religions of Christianity, Judaism, and Islam where immortality is reached in Heaven after life.

Tuesday, July 21, 2009

A Short Pirsig Presentation

This was a presentation for a literature class I took about a year ago. The subject was Modernism and time, and we were each asked to read a book on our own and relate the subject of the class to it. I took the easy way out and did Pirsig, but it allowed me to not only help some of the students handle the theoretical concepts we we're struggling with, but also focus some thoughts about Pirsig and his narrative.

The biggest insight into Pirsig the class allowed was in the genesis of his classic/romantic distinction. It was never a distinction, or set of concepts, that I'd encountered in philosophy, though obviously "classic" was typically a Greek reference and "Romanticism" was a movement (of poets, and possibly more) during the 19th century. Turns out, however, that it was a much applied set of concepts in early Modernism, in the beginnings of literary theory in T. E. Hulme, T. S. Eliot and Wyndham Lewis at the beginning of the 20th century.

The below, then, was written for an audience with a basic acquaintance with that context, though it does little to elaborate it. It is basically a very short introduction to Pirsig (though it does hazard some conclusionary remarks) for an audience who knows nothing of him, but has an interest in modernism, narrative, and timeIt also has a very simple, outline style, since it was to be delivered orally (with the ability to respond to a possibly dynamic audience) and it included a handout of selections from ZMM.

For a little bit about what we were reading at the time, you might read my critical jaunts from that class on James ("James and Woolf"), Lewis ("Lewis and Ulysses"), and Eliot ("Eliot, Forster, and Experience").

*NOTE* The internal, handout links won't work unless you're on the specific post page (by clicking on the title link). You'll have to excuse my crappy coding.

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I. Part I
a. The book is basically autobiographical. We are confronted at the outset with an “Author’s Note”: which says, “What follows is based on actual occurrences. Although much has been changed for rhetorical purposes, it must be regarded in its essence as fact.” It is thus that we approach the book as a kind of memoir of a motorcycle trip of the author and his son Chris, with two friends, across the Midwest to San Francisco.

b. Things aren’t all that simple, however. Written entirely in the first-person, the narrator quickly let’s us know that he isn’t just going to be narrating the passing marshes and mountains. (first quote)

c. This should remind us of Eliot and Lewis, railing against romance and newness for the sake of newness. What I want to suggest is that Pirsig’s book suggests an answer to them, indeed on their own terms.

d. The problem the narrator takes up are embodied in his friends—they don’t like technology, but they can’t really explain it. Part I consists in the set-up of the problem. He links his friends with hippies, and people more like himself with the “squares” and says there is a dimensional gap between them. (second quote)

e. In fact, it doesn’t take him long to deploy the categories we’ve been using this whole class. (third quote)

f. The narrator begins using these categories to organize the problem and move towards answering it.

g. However, a little ways into Part I, we are introduced to a new character. Stopped for the night at a campsite, Chris, the narrator’s son, says that a friend of his, who’s Native American, believes in ghosts. The narrator says that that makes sense. When Chris asks if he believes in ghosts, the narrator replies yes: (fourth quote)

h. As the narrator is falling asleep, Chris presses him on whether he ever knew any ghosts. The narrator says that he did once know a ghost, someone “who spent all his whole life doing nothing but hunting for a ghost, and it was just a waste of time.” We learn that the ghost the narrator knew was named Phaedrus, and the ghost he chased was Reason.

i. As the narrative continues, by which I mean, as the narrator continues, he becomes more and more preoccupied with this ghost, Phaedrus. He admits that all of the ideas he has are really Phaedrus’, including his use of the distinction between classic and romantic. At first his descriptions of this ghost are quite enigmatic: are we to really believe that the narrator knows a ghost, no less with the titular name of a Platonic dialogue?

j. The climax of Part I of the book occurs when we learn that the narrator used to be Phaedrus. He says he “first discovered him by inference from a strange series of events.” The narrator says that he crashed on a bed in a back room at a party one weekend and then woke up in, surprisingly, a different room. His clothes were changed and he walked down a corridor in what looked like a hospital. (fifth quote)
II. Time
a. I’ve spent a lot of time on narrative exposition, and particularly Part I, because the narrative—and the particular way it is written—is an integral part of the conceptual story that the narrator is also attempting to relate.

b. The narrator through the rest of the book spends more and more time on relating Phaedrus’ past—his past. We learn that he finished his first year of college, studying biochem, when he was 15, and failed out of the university when he was 17 for being unable to move past the problem of scientifically validating the scientific method. We learn of his encounters with the Enlightenment philosophers, David Hume and Immanuel Kant, of his short stint at the Benares University. In Part III, we learn of his teaching of English at the University of Montana-Bozeman. Each step leads us further and further back, it turns out, into philosophical history, until Part IV where we reach his brief studies of ancient philosophy at the University of Chicago, where he—Phaedrus—met his fate.

c. The fascinating twist of the book is that we learn, through the narrator’s own obsessive preoccupation with Phaedrus, that Phaedrus isn’t the bad guy, as ghosts usually are, but the good guy. The climax of the narrative occurs when the narrator realizes that he’s the bad guy for being the conformist. (sixth quote)

d. So Phaedrus rises like a phoenix at the close of the book, but this poses a series of questions:
i. Phaedrus was committed to a hospital because he became obsessed with nothing but his own philosophical preoccupations. So how is it good that Phaedrus is back?

ii. We’ve always been looking through the narrator’s eyes, through Pirsig’s writing, so of course, when Phaedrus wins the psychic struggle, he says that he—Phaedrus—is the good guy. So why should we trust his pronouncement in the last lines “It’s going to get better. You can sort of tell these things.”?

iii. We can now see the narrator’s own Chautauqua, from the beginning, as Phaedrus raising his voice, scratching back to the surface. We see the narrator’s increasing preoccupation with Phaedrus as Phaedrus beginning to win. And not only that, the narrator being preoccupied with Phaedrus is concurrently a preoccupation with Phaedrus’ original problems, the ones that got him committed. So, again, is this a good thing?

iv. Worst of all, we must confront the fact, completely ignored by the narrator except for the brief admission designed as exculpation at the front of the book (first quote again), that as the narrator relates the entire story, time is passing—which means that as he goes on and on about classic and romantic, Kant and Plato, time is passing on the motorcycle with him essentially ignoring Chris. Might this not have been the problem to begin with? Dereliction of life?
e. I think the problem posed by Pirsig, and enunciated in terms of classic and romantic, is roughly the same problem that Eliot and Lewis, and Bergson and James for that matter, tangled with. It is a towering complex of interrelated ideas, ones that Pirsig is at pains to swish around in his story, but the simple problem is this: for classics, revering the romantic, the now of life, is the reduction of life to a series of unrelatable moments, as if the romantic sucks the marrow out of each moment, but then is left no ingredients to make a stew. For romantics, however, to revere the classic, the underlying abstract forms of life, is to remove oneself from life, to play in an imaginary world of ghosts without any sense of what’s going on around them.

f. Pirsig’s answer, embodied in the story, is that both are right, the extremes of either are dangerous. Time is the ultimate category that governs everything, whether it’s the past haunting us, our slanted recapitulation of that past, or the relinquishment of responsibility because we don’t want to think about the consequences of our actions—because thinking takes time. Pirsig’s answer is that only a balance will do in an individual life. Cultures may have to sway back and forth, between broadening the banks in search of novelty and digging into the trenches to clear out the silt, but individuals should learn balance and harmony.
Handout of Pirsig Selections

Relevant Statistics
Born in 1928 in Minneapolis, Minnesota. Holds degrees in chemistry, philosophy, and journalism and also studied oriental philosophy at Benares Hindu University in India. He published ZMM in 1974, though only after having it rejected by 121 other publishers. It is constantly being republished, a new edition with afterword in ’84, a 20th Anniversity edition, a 25th with a new introduction, and a 30th just for kicks. It has been called the “most widely read philosophy book, ever.” Robert Redford attempted throughout the ‘80s to turn it into a movie. He is also the author of this book’s sequel, Lila—published in 1991, and the only other book he ever did publish. He is still alive, living on a boat, probably somewhere in the North Atlantic.

On Chautauquas (7-8)
Unless you’re fond of hollering you don’t make great conversations on a running cycle. …
What is in mind is a sort of Chautauqua—that's the only name I can think of for it—like the traveling tent-show Chautauquas that used to move across America, this America, the one that we are now in, an old-time series of popular talks intended to edify and entertain, improve the mind and bring culture and enlightenment to the ears and thoughts of the hearer. The Chautauquas were pushed aside by faster-paced radio, movies and TV, and it seems to me the change was not entirely an improvement. Perhaps because of these changes the stream of national consciousness moves faster now, and is broader, but it seems to run less deep. The old channels cannot contain it and in its search for new ones there seems to be growing havoc and destruction along its banks. In this Chautauqua I would like not to cut any new channels of consciousness but simply dig deeper into old ones that have become silted in with the debris of thoughts grown stale and platitudes too often repeated. "What's new?" is an interesting and broadening eternal question, but one which, if pursued exclusively, results only in an endless parade of trivia and fashion, the silt of tomorrow. I would like, instead, to be concerned with the question "What is best?," a question which cuts deeply rather than broadly, a question whose answers tend to move the silt downstream. There are eras of human history in which the channels of thought have been too deeply cut and no change was possible, and nothing new ever happened, and "best" was a matter of dogma, but that is not the situation now. Now the stream of our common consciousness seems to be obliterating its own banks, losing its central direction and purpose, flooding the lowlands, disconnecting and isolating the highlands and to no particular purpose other than the wasteful fulfillment of its own internal momentum. Some channel deepening seems called for.

Two Realities (57)
What you've got here, really, are two realities, one of immediate artistic appearance and one of underlying scientific explanation, and they don't match and they don't fit and they don't really have much of anything to do with one another. That's quite a situation. You might say there's a little problem here.

On Classic and Romantic (70)
A classical understanding sees the world primarily as underlying form itself. A romantic understanding sees it primarily in terms of immediate appearance. If you were to show an engine or a mechanical drawing or electronic schematic to a romantic it is unlikely he would see much of interest in it. It has no appeal because the reality he sees is its surface. Dull, complex lists of names, lines and numbers. Nothing interesting. But if you were to show the same blueprint or schematic or give the same description to a classical person he might look at it and then become fascinated by it because he sees that within the lines and shapes and symbols is a tremendous richness of underlying form.

The romantic mode is primarily inspirational, imaginative, creative, intuitive. Feelings rather than facts predominate. "Art" when it is opposed to "Science" is often romantic. It does not proceed by reason or by laws. It proceeds by feeling, intuition and esthetic conscience. In the northern European cultures the romantic mode is usually associated with femininity, but this is certainly not a necessary association.

The classic mode, by contrast, proceeds by reason and by laws—which are themselves underlying forms of thought and behavior. In the European cultures it is primarily a masculine mode and the fields of science, law and medicine are unattractive to women largely for this reason. Although motorcycle riding is romantic, motorcycle maintenance is purely classic. The dirt, the grease, the mastery of underlying form required all give it such a negative romantic appeal that women never go near it.

On Ghosts (36)
"Laws of nature are human inventions, like ghosts. Laws of logic, of mathematics are also human inventions, like ghosts. The whole blessed thing is a human invention, including the idea that it isn't a human invention. The world has no existence whatsoever outside the human imagination. It's all a ghost, and in antiquity was so recognized as a ghost, the whole blessed world we live in. It's run by ghosts. We see what we see because these ghosts show it to us, ghosts of Moses and Christ and the Buddha, and Plato, and Descartes, and Rousseau and Jefferson and Lincoln, on and on and on. Isaac Newton is a very good ghost. One of the best. Your common sense is nothing more than the voices of thousands and thousands of these ghosts from the past. Ghosts and more ghosts. Ghosts trying to find their place among the living."

On Phaedrus (87-8)
It took me more than a week to deduce from the evidence around me that everything before my waking up was a dream and everything afterward was reality. There was no basis for distinguishing the two other than the growing pile of new events that seemed to argue against the drunk experience. Little things appeared, like the locked door, the outside of which I could never remember seeing. And a slip of paper from the probate court telling me that some person was committed as insane. Did they mean me?

It was explained to me finally that "You have a new personality now." But this statement was no explanation at all. It puzzled me more than ever since I had no awareness at all of any "old" personality. If they had said, "You are a new personality," it would have been much clearer. That would have fitted. They had made the mistake of thinking of a personality as some sort of possession, like a suit of clothes, which a person wears. But apart from a personality what is there? Some bones and flesh. A collection of legal statistics, perhaps, but surely no person. The bones and flesh and legal statistics are the garments worn by the personality, not the other way around.

But who was the old personality whom they had known and presumed I was a continuation of?

This was my first inkling of the existence of Phædrus, many years ago. In the days and weeks and years that have followed, I've learned much more.

On Phaedrus and the Narrator (412)
What I am is a heretic who's recanted, and thereby in everyone's eyes saved his soul. Everyone's eyes but one, who knows deep down inside that all he has saved is his skin.

I survive mainly by pleasing others. You do that to get out. To get out you figure out what they want you to say and then you say it with as much skill and originality as possible and then, if they're convinced, you get out. If I hadn't turned on him [Phaedrus] I'd still be there, but he was true to what he believed right to the end. That's the difference between us, and Chris knows it. And that's the reason why sometimes I feel he's the reality and I'm the ghost.

Thursday, July 16, 2009

A Spatial Model of Belief Change

I have three major goals in this discursus: 1) to explicate Robert Brandom’s technical vocabulary, 2) elaborate a spatial model of belief, and 3) apply that model to two different problem areas—A) Rorty’s Public/Private distinction and B) the Reason/Faith distinction (held in common by theists and atheists alike, two groups I specifically define as holding that distinction).

I. Logic and Making Beliefs Explicit

Brandom’s magnum opus without a doubt is his massive Making It Explicit. In that book, he develops in great detail an alternative philosophy of language (and much else) to replace the traditional representationalism that has been the paradigm of most philosophical work for the last 400 years, if not longer. Whereas Brandom’s teacher, Richard Rorty, spent most of his time making representationalism as a replaceable paradigm apparent, Brandom has done what Rorty only ever suggested and pointed in the direction of—developing an alternative.

I have not read that book, nor would I probably understand much of it if I tried, but thankfully Brandom has written an introduction to his systematic redescription of traditional philosophy, which he calls inferentialism, Articulating Reasons. Another helpful thing about Brandom is that he writes in such a way (befitting Rorty’s heir) where learning his philosophy is pretty much like simply “getting the hang of” a new way of speaking and thinking. He is also a brilliant expositer for what would otherwise be a tremendously difficult task—replacing one edifice with another. Since getting the hang of Brandom’s philosophy is synonymous with getting the hang of a new technical apparatus, one finds the tools he uses on almost every page, so there aren’t usually better or worse places to draw one’s attention to in Articulating Reasons, and for that reason I will mainly explicate Brandom without much reference to particular places in his text (most of the tools and orientations I will be referring to, however, come from chapter five, “A Social Route from Reasoning to Representing”).

Brandom is a pragmatist, and as such he wishes to follow out the Deweyan suggestion that we take thought to be a kind of practice. When you are thinking you are doing something, and Brandom wishes to describe what it is we are doing. One of the obstacles to viewing thinking as a kind of doing is the idea that our minds are passive mirrors upon reality and that whatever thinking is, we do it naturally. Brandom suggests, however, that thinking is like riding a bicycle—it is a social practice that we learn.

Two main pictures fundamental to Brandom’s view are from Quine and Sellars. From Quine we get the picture of the self (our minds) as a web of beliefs. Beliefs, however, are wont to be viewed as little static items that hang out unchanging if we aren’t careful. Following the pragmatist apotheosis of Bain, then, we can begin our analysis by construing beliefs as habits of action. For our purposes, which will eventually be to display belief change and the scope of rationality, there is a particular habit of action, called reasoning, that we want to understand. For that purpose, Sellars’ own spatial model, the space of reasons, comes in handy. This is the space in which we can say that we remain rational, for it is within this space that we play, in Sellars’ phrase, the “game of giving and asking for reasons.”

It is the explication of precisely what is involved in this game that Brandom is primarily involved in. I’ve previously reserved the “space of reasons,” or rationality, for Sellars’ picture (for reasons to become apparent later), but for Davidsonian reasons (which I will not go into), describing the space of reasons will be the same as describing how language functions. Thus, we get this description from Brandom:
“Specifically linguistic practices are those in which some performances are accorded the significance of assertions or claimings—the undertakings of inferentially articulated (and so propositionally contentful) commitments. Mastering such linguistic practices is a matter of learning how to keep score on the inferentially articulated commitments and entitlements [emphasis mine—MK] of various interlocutors, oneself included. Understanding a speech act—grasping its discursive significance—is being able to attribute the right commitments in response. This is knowing how it changes the score of what the performer and the audience are committed and entitled to.” (164-165)
What follows is an attempt to unpack part of the preceding, dense paragraph.

The basic idea is that Brandom redescribes a belief (a term he amusingly says he does not officially believe in) even further from Bain’s definition of a habit of action. A belief, for Brandom, is a kind of commitment. When you assert a belief, you are committing yourself to the content of that belief. If you say, “I believe in God,” you are committing yourself to the consequences of believing in God—which is to say, you are committing yourself to act accordingly. And because of the pragmatist housing of thinking under the broader category of doing, part of the habits of action you are committing yourself to are habits of speech/thinking. To put it another way, saying belief is a kind of commitment is to make sense out of the form, “If you say X, you can’t say Y.”

As an example:

P1) Bob believes in God.
P2) God created the world and all of its inhabitants within seven days.
P3) Biological evolution created homo sapiens over millions of years.

P1 states that Bob is committed to his inability to believe in P3. If Bob does happen to believe in evolution, then a friend of Bob’s, Carrie, could point out to Bob that, according to the scorecard she’s keeping of his commitments, he’s not entitled to believe in evolution—he has broken the rules of the game (called “rationality”).

It is a common happening of the world that people aren’t always fully aware of cognitive dissonances in their web of beliefs, and that these can be pointed out. Because we have so many beliefs that we could be aware of, it is quite possible that Bob had simply never been confronted with the fact that he cannot believe both P2 and P3. On Mondays through Fridays, Bob works as an evolutionary biologist attempting to discover when homo erectus gave way to homo sapien. On Sunday, Bob nods approvingly when the preacher reads from Genesis. Bob didn’t notice anything wrong until Carrie said one day, “You know, Bob—if God created the world, including people, in seven days, then there’s no way evolution could be true.”

What Carrie has just done is make explicit and an implicit tension in Bob’s web of beliefs. Every belief in our web gets its definition by its relationship to every other belief in our web (and implicit relationships are just as much a real relationship as explicit, even if they look invisible to the naked mind’s eye). The tool that was used by Carrie to make the tension explicit to Bob was logic (specifically the logical connective known as the “conditional”). Traditionally, logic has been understood as a canon of right reasoning, but for Brandom it is an auxiliary vocabulary of explication—it helps nonlogical vocabularies (like talk about rocks, or God) go from implicit to explicit relationships.

To sum up the pieces of Brandom’s vocabulary I’ve been deploying: beliefs are like point-masses in a web. As point-masses, beliefs have no definition outside of their relation to other points. This is to say that to know what a belief is (whether for others or yourself) is to know both what else that belief allows you to do/say (your entitlements) and what allows you to say it (your commitments). Logic helps you make explicit what other beliefs you are allowed to have and what beliefs you are committed to keeping.

II. A Spatial Model of Belief Change

Part of what upsets people with Rorty’s argumentation (which becomes more and more pronounced as the years wile by) is that he seems to take positions, and make argumentative choices, for eristic reasons—“I would lose this debate if I didn’t take this position” (i.e. “if I didn’t take this position, I would have to agree with you—and abandon other positions”). Eristic reasons have traditionally been ruled illegal (i.e. sophistic) because they flout truth: one shouldn’t simply argue to gain ephemeral superiority over a transitory opponent, let alone take a position simply because you don’t want to agree with them—one should only take the best position available. However, part of Rorty’s philosophical point (which his practice mirrors) is that eristic reasons are legitimate reasons (though not the only kind of reasons).

The reason for this is the same reason that it’s tough to tell the difference between Sophistic eristic and Socratic dialectic. The Sophists were said to be simply scoring points on the opponents standing in front of them, but that’s what Socrates looked like he was doing, too. The positions exhibited by the characters in the dialogues take the shape they do because of the positions and intercessions of the others. This is to say, both exhibit argumentation spatially, as positions, where moving on the X-axis shifts—whether you know it or not explicitly yet—your relationship to Q (that’s what the “and abandon other positions” clause, usually hidden in people’s understanding of what Rorty means, conveys).

Fig. 1 pretty much represents the spatial model of belief that Quine thought of with his web of belief. In addition to the panrelational quality of beliefs, on the spatial model we can also represent the tenability of a belief by the length of the line between the different points. We can think of the lines as like rubber bands and if a line gets too long, it becomes easier and easier to snap. Facing belief change is sometimes done consciously, but even unconsciously it can be represented as a series of choices, various alternatives of what might happen given increased untenability.

With Fig. 1, say you are faced with A and B:

A) you believe P and Q.

B) you are either 1) confronted through persuasion with believing R instead of P or 2) suddenly find yourself believing R instead of P (through sensation or other dramatic life event, like death of a loved one)

C) What do you do?
1) believe R and stop believing Q


2) forced with the loss of Q, reverse course to P


Both (1) and (2) are simple rankings of importance. In (1), you concluded explicitly on reflection (or we are to assume you must have thought, given exhibited unconscious belief dumping) that R was more important to you than Q, and vice versa in (2).
3) augment Q to Q´


By way of example, if Q is belief in God, you might change your relationship to God (in this case illustrated by the changing spatial inhabitation of your beliefs caused by the shift from P to R) without considering yourself to have shifted beliefs.

4) leave QR implicit, and thus unacknowledged and unfaced


This (illustrated by the dotted line) is the psychological option—which is not an explicit option (for if it was, it wouldn’t be the option it says it is)—that Brandom’s notions of logic helping make beliefs explicit sheds light on formally (which is to say explicitly). Beliefs, for Brandom, are not rocks you pick up and carry with you in a bag that you can inspect at a moment’s notice. Beliefs, following the pragmatists, are habits of action, which is to say for Brandom habits of linguistic articulation. And unlike rocks, habits aren’t something you can just look at and inspect—you can really only get a good look at them while in the act of performance. Adding a new belief isn’t like adding a new piece to a puzzle, where you can kind of glance over the whole puzzle notice clashing colors. Belief tension is more like playing different sports: it isn’t apparent any of the skills you learn playing various sports would clash with each other—until you try hitting a baseball and swinging a golf club. (Or think of Happy Gilmore’s importation of hockey habits into golf.)

The explicit way you articulate a belief shapes exactly what the belief is, which is to say there’s nothing exact about anybody’s web of beliefs because I know of no one who articulates themselves in exactly the same way, even if seemingly talking about the same thing they did the day before. Part of this is memory and part of it is actually being in slightly different contexts (and so causing you to call up slightly different words to articulate just what you think). Either way, though, to say that Q is the same belief from moment of expression to moment of expression becomes a slightly trickier affair, even without the trouble of P and R.

I don’t want to meditate on this difficulty in the isolated belief (which Brandom accepts full, slightly paradoxical, responsibility for in his work), but simply massage it for now by remarking, 1) remember that there’s no such thing as an isolated belief and 2) since beliefs are all hooked up to each other, like in a web, just ponder on how webs billow in the wind with sometimes great flexibility without losing their, shall we say, identity. I bring up the billowy nature of belief simply to make explicit the often lost possibility that it makes quite a lot of sense that people sometimes don’t face up to tensions in their web until some distance after the fact of belief change, like Bob and God in Part 1. Tensions don’t arise until they are made explicit, which can be done by yourself (if you are reflective person), by others (if you are making an ass of yourself and people are sick of your hypocrisy), or by situations (if you find yourself suddenly wanting to say two contradictory things). Since beliefs are habits of articulation, all thinking is an activity, and like all activities, can be practiced.

III. What Are Private Beliefs?

There would seem to be a 5th option, based on Rorty’s work, which would be to:
5) make Q and R not connect


Rorty’s notion of a public/private distinction seems to suggest that we can make beliefs not connect to each other (as when he suggests that we keep God and poetry out of politics), but under this model, it is understood that all beliefs are connected in some fashion. If it’s a belief, it’s a dot, and every dot has a spatial distance from every other dot.

Rorty’s been criticized in several different fashions on this score, some saying it’s impossible to keep beliefs out of each other’s way, some that he’s suggesting something like lying to yourself (an explicit (4)). If the former means “all beliefs are connected,” then yes it’s impossible, and then the latter collapses into the impossibility of the former (you can’t lie to yourself, at least not explicitly). But if the former is not construed that way, it is difficult on its face to see why we can’t keep our beliefs out of each other’s way. Does my belief that “God loves me” get in the way of my belief that “peanut butter is brown”?

What, however, if my belief was that “God loves me because peanut butter is purple.” Then there is a tension if I encounter peanut butter (unless my friends don’t let me open my PB&J sandwiches, and I just see the jelly trickle). What Brandom’s vocabulary helps us see, however, is that these two God beliefs are actually different because actually articulated differently. Articulation counts, big time. Further, we see that Rorty’s suggestion is itself about connections between beliefs, though it typically composes itself by saying it’s not (“God has nothing to do with democracy”). And here we see that Rorty’s strategy is (3).

It might be useful to see that Fig. 4 and Fig. 7 are both useful ways of describing the same change in belief, depending on perspective or attitude. In one regard, “Q to Q´” highlights the similarity between believing in God before and after disconnecting it from your democratic citizenship. One does this facing a community, so that if your membership in a community is at stake, you could suggest that it is a minor alteration within the pale, not a drastic shift beyond it (one might do this with belief in God or disbelief in a war). In the other regard, “Q to S” highlights the fact that in the previous, “Q” and “Q´” are actually different beliefs, and therefore occupy different spatial positions, and therefore have different consequences to your other beliefs.

IV. Faith and Reason

One thing I dispensed with early is the notion that Reason was a thing that could tell you anything, as in the phrase, "What does reason tell you?" There isn’t a faculty called “reason,” but there is an activity called “reasoning.” But, if we follow Brandom’s vocabulary for thinking of thinking, what do we do about faith, that traditional opponent to reason. What do we do about the person who says, “I believe in God based on faith, not a reason.” I do want to puncture the haughtiness of atheists, but we still must say something about it. The first thing to do is to realize that faith iseven if denied—a reason to believe, and so is an articulated reason. But that’s just a baby step: what kind of reason, what kind of seemingly homogenous, infinitely deployable reason is faith?

I think what we need to say about faith is similar to what Kant said about the transcendental ego—it’s that little “I think” that trails implicitly after every sentence. Now, in the case at hand, the reason known as Faith is something like a guardian angel attached to a belief. Remembering that beliefs are habits of articulation, a person is sometimes taught (as all beliefs are learned habits) that if asked for X’s commitments, to reply singularly with “Faith.” In other words, a person just simply learns that “faith” is the only commitment to some beliefs (though the entitlements are everlasting).

This is a fairly simple representation, but it doesn’t quite do full justice. While the above may be true for many simpler kinds of beliefs that some believers have, what are we to do with theology, or any of the sometimes massively articulated creeds of various religions? I think what we get is something like Fig. 9.

Remembering that a line is nothing more than an infinite number of point-masses, we might think of Faith as the shield that protects religious discourse from the entreaties of other discourses. In a way, this is very similar to Rorty’s public/private distinction. We could easily conceive it that way (see Fig. 10).

I’m not quite sure how to wind our way out of it, of what to say about dissimilarities between the two. One might be that the public/private distinction, while itself possibly based on faith (the faith of it succeeding, which is to say hope), is not itself a faith-shield. While the faith-shield in Fig. 9 is something like the ass-end of the outermost beliefs, showing off their commitments to incomers, mooning everyone else with their immunity, the public-shield isn’t exactly a commitment, but a prohibition, a stay-the-eff-out.

I’m not sure where this exactly plays out, but I do think that Brandom’s vocabulary helps us better understand what we are dealing with. We are dealing with people who think—just people who think a certain way. And it isn’t at all clear that us non-religious types, who out of force of habit exclude religious types from their “we’s” and “us’s” when talking about them, don’t ourselves have certain habits of thought similar to their’s with faith. I think that’s why Rorty talked so much about hope and ethnocentrism—what we do around here: both are conversation-stoppers, similar to faith, but it isn’t clear how, or why, one should continue a conversation on certain topics (like why yo’ moms so fat).

Sunday, July 12, 2009

Reading Academically

For some reason, they never teach you in high school there are different ways of reading. The trouble really starts, though, when they typically fail to mention this fact in college, too. Oh sure, you might take a class where they’ll distinguish between giving a Marxist reading, or feminist or deconstructive reading, but the verb switch says it all—when did reading become something you give?

It is a commonplace in post-English class social events, organized by outgoing students who could never pass up the opportunity to meet new drinking partners, that much of the discussion, should it revolve around the class, typically be aimed at how difficult it was to read the assignments, even if they’d already read them before. What is usually left out, because every undergrad class will be a hodgepodge of majors and req-seekers, is why this occurs. More interesting than that, even, is the fact that most English majors don’t even like what’s happening to them through the class (though they do typically know it has something to do with the writing—the “giving”). The crown jewel in this anecdotal survey, however, is my chance encounter with a former grad student in UW-Madison’s English Department, one of the top programs in the country. When I asked her why she was “former,” she said that it was destroying her love of literature. Why on earth would literary critics destroy a person’s love of literature?

I don’t think they’re doing it on purpose, but it would certainly help matters if they became a bit more honest and said up front that the loving of literature swings free from what they do professionally. To make matters worse, even if we leave aside those who do professionally what they don’t love (which occurs in every profession), we might also reflect on the difficulty we all have in expressing our own, often incommunicable love to other people. So when a professor earnestly fails in this expression and accidentally tramps down on the potential of others, we shouldn’t be that surprised. The professors we remember best from college are those who were eminently successful in expressing their love, typically through the performance of that love, which we call the lecture.

An undergraduate (even high school) English class has two primary functions: 1) Exposure and 2) Exploration. The first function is simply the exposure of different books. To succeed in this function, one does not have to have any particular way of reading in mind. You just shove books in front of peoples’ faces. To explore a book, however, requires a specific way of reading in mind. When one sits down to explore a book on paper, you aren’t writing a book report—we already know what the book says, we want to know what it means. You are not writing a book report. (This is a distinction easy to maintain for non-assertoric prose, but difficult for assertoric—why would someone making an argument say something other than what he means? Why, indeed. Though on the one hand assertoric prose has proven quite handily that the distinction founders as a theory, it has also shown how it can be used heuristically on itself, no less than non-assertoric, too.) In what follows, I will try and draw the most basic distinction between two different ways of reading, between reading academically and not.

I’d like to begin by literally describing how I read—we might describe the difference between academic reading and not by saying it’s the difference between reading with a pen and reading without. The first thing I do when I start reading is to begin underlining words and phrases (and starring passages) that pop out. Since one typically doesn’t know what meaning is being created by the text yet, you won’t know ahead of time what the important things are that you’ll need to remember later. So you have to trust your instincts—odd, interesting, anything that seems like it might become important or significant later.

The first step is underlining, which we do to aid our memory, for the exploration of a text doesn’t really begin when your eyes meet the page, but when your fingers strike the keyboard. The second step to move you towards that moment is writing down things that it occurs to you to say. Write short off-hand stuff in the margins, but keep a notebook around for longer occurrences of thought. When you are actively engaging a text for exploratory purposes, things to say about a text will occur to you as you go along. If you don’t write them down, you’ll forget them and these are the first keys to the text you have.

If underlining and writing down things it occurs to you to say are two practical steps to academic reading, then the first conceptual step is to treat these sayings you are writing down as claimings. Treat things you want to say about a text as claims or assertions. As claims/assertions, they have a certain structure. All claims sit in a web of other claims—every assertion sits in a web of inferential relationships with every other assertion. When we take a claim as an atom on a linear line (ignoring for the moment that a web extends 360°, or worse, is 3-D), we can sort out two parts of its structure with other claims. Every claim has an arrow that points backwards down the line towards its commitments and an arrow that points forwards towards its entitlements. When you make a claim, you are committing yourself to certain other claims and likewise entitling yourself to still more.

Rather than focus on claims in general further (which has all been hacked off pieces of Robert Brandom’s technical vocabulary), I would like to unpack this structure more by immediately applying it as my theory of academic reading. One way to take what is meant by commitments and entitlements is the simple, understood fact that every claim needs justification and that every claim has a point. If you couldn’t justify your assertion, nobody would believe you, and if you didn’t have a point in saying it, nobody would be very interested in listening to you. In the theory of academic reading, then, commitments are justification (i.e. evidence) and entitlements are enablements (i.e. interpretations). What you said about the text needs to be justified, but it also enables you to say something more.

When you sit down to write about a text, then, you already have a bunch of stuff to do. All of the sayings you wrote down in your notebook or as marginalia need to now be treated as claims, which means you have work to do. Every claim needs to be justified, which means you’ll need to find evidence from the text (so-called “quotations”) and every claim needs to have a point in being made—there has to be a larger goal. Your initial sayings about a text should be thought of as middle-sized claims. Looking backwards, these need smaller claimings to justify it. Just as we learn from philosophers that there is no such thing as a naked hunk of reality that is not under a description, so our English teachers have been trying to teach us to never introduce a quotation from a text without glossing it, without explaining what you think that hunk of text means. The text’s “sayings” only hook up to each other. Your gloss, however, is a small-sized claim that hooks up with your other claims—it refers to the quotation and shapes it for your purposes. So every piece of evidence is a small-sized claim about a text, ones that could, by the very nature of claims, continue to have commitments articulated, but for the sake of getting on with life, are hopefully justified in not having more said. This means that you are banking on the fact that your auditor also takes the claim to be small. Many instructive arguments have ensued when someone has shown that another’s small-sized claim isn’t as small as they thought.

Many times the hardest part in writing about a text, however, isn’t the small- or middle-sized claims, but the large point you are supposed to be developing in making the smaller ones. This is something that takes a lot of experience, but instructors would do well in helping their students to attain this experience by not telling their students to never say something new in the conclusion. If you think back to the five-paragraph model of writing that I think every American student was taught, you’ll remember that the first paragraph was your introduction, the middle three your argument, and the last your conclusion. You are taught, typically, that your conclusion should never say anything new, but rather recapitulate what you think you just did. This traps you, however, into only saying the smallest thing you think you can get away with, lest you risk getting a bad grade. This leaves you bereft of the experience of experimenting with larger claims, of never thinking about what this might further lead to or yield.

What we should rather do is think of the intro, with its thesis statement, as the middle-sized claim, the three middle paragraphs as the smaller claims, and the conclusion as your suggestion towards a larger claim. So, in my case, we might split up my introduction (“academic reading is one kind of reading”), my middle paragraphs (“writing with a pen,” “sayings as claimings,” “commitments/entitlements”), and my conclusion (“academic reading is really a writing”). Clearly, only a little bit of investigation would show that what has come previously doesn’t quite fit this little schematic, nor even the theory I presented, but the schematic and theory are only aids toward better writing. It sometimes helps, when one gets stuck in the process of writing (as almost always inevitably happens on topics of even slight complexity), to have a form in mind that one can recur to to help spur the writing again. The goal is always better writing, and having in mind the infinity of directions the writing might take sometimes crushes the effort to write, something a form to place on top of it might sometimes make more manageable.

Which leads me to my conclusion: academic reading is really a writing. It is a kind of reading that enables writing. What I think is important about this claim is that you are not committed to this kind of reading as the only or best kind. The only way to move from my claim about academic reading to a claim of superiority or singularity is with additional premises. What follows from this is that anger and bad feelings about literary criticism are misplaced when applied to the discipline qua discipline. Perhaps quite well justified animus is appropriate, not towards the way of reading itself, but towards the additional (often hidden and unconscious) premises snobbish lit crits would have to use in their argument (which is usually just a bald, haughty assertion, when even spoken aloud at all). Or just get pissed at the prof. But what they’re doing, if only injustice to, shouldn’t share responsibility.

It would be somewhat analogous to a political party asserting that governments suck at doing things, and then when they take control (based on such arguments, no less) and subsequently screw everything up, then saying, “See? Governments suck at doing stuff!” No—you suck at doing stuff. Governments qua governments are fine (for what they are). We should be able to separate the institutions from the operators, and perhaps the political party with the self-fulfilling prophecy of sucking should be the focus of the ire of the audience who is the object of that kind of G-sucks rhetoric.

Sunday, June 28, 2009

Index of Greeks Terms






aretê praxis
logos New! theoria
mythos New!
I have in mind a glossary of Greek terms, since my understanding of Greek is largely self-taught, and hard fought for. And since I tend to talk about the Greeks regularly, I thought this might make it easier for others. I intend to pool the resources I have available--explication of the terms is largely a selection of passages from books I happen to have on my shelf. These are what I learned from, so now it's a little more public for others to peruse.

This is a work in progress, so the list will expand, and old terms will be returned to as I find more bits to include and round out what is there. The object is to give a wide selection of authority, so not all the scholars will agree with each other. Conflict, in this case, is good to get a sense of scholarly controversy, which gives an amateur, like ourselves, a better sense of how far we might go in our meandering through the material.

One note on the Greek spelling: this is all cobbled together, none of it from any kind of teaching I've received. One of the difficulties of reading ancient Greek for an amateur is that, when you read writings from over a 100 year span, a single word evolves in its "look" as scholarship evolves (ideally, becomes better and better). Just as around the age of fifteen, I learned that Chiang Kai-shek was now Xiang Kai-shek, so we learn that the proper transliteration of Greek letters into Roman is not "Socrates," because Greek does not have a "C," but actually "Sokrates." However, the weight of tradition bears down, and no English-speaking classicist I've read actually spells it that way. Not so with other words however, as I learn that a "Y" is actually a "U": its neither "mythos" nor "physis," but "muthos" and "phusis" (so far as I can figure). And that's not even talking about the accents above the Roman versions, and let alone the proper Greek spellings (which themselves have changed as versions of the ancient texts have gotten better).

Because of all that, I've taken no principled measures at standardization, for how could I: the whole exercise is built out of my lack of professional training and knowledge, which is the only thing that would give me some principles to go by. Instead, I've done this--except in the case of aretê (which is Nehamas' version), I've eliminated all accents in my Roman transliterations. I have then used that single transliteration for all occurrences in passages I've chosen, thus giving the appearance of scholastic continuity. The reason for choosing one transliteration over another, however, is purely ad hoc: the weight of tradition (and most of my books) gives me still yet "mythos," but I like Hadot and he uses "phusis."

I'm intending to use, roughly, four different kinds of scholars. 1) The out-dated scholar (e.g., Zeller, Snell, Dodds)--these are the authorities who taught; 2) the current scholar (e.g., Nehamas, Vlastos, Nussbaum)--these are people, though sometimes now dead (Vlastos), are still presiding authorities in the field (as far as I can tell); 3) the scholarly philosopher (e.g., Bernard Williams, MacIntyre, Charles Taylor, Rorty)--these are people more interested in their own projects then "getting the Greeks right," but still produce fascinating insight into the Greeks and how they might be relevant today; 4) people lower down the foodchain--some you can tell more rely on other people's authority in their Greek explication (like me), some are scholars that I've never heard of from other scholars (and so, as far as I can tell, they are less authoritative figures). But they still tie together stuff interestingly and usefully sometimes.

I have two notes to the above:

1) All seven of the examples in (2) and (3) are professional philosophers, by which I mean none of them are classicists, in the strict sense, who should be my standard 2-types as opposed to 3-types. Nehamas, Vlastos, and Nussbaum I think all count (based on their work) and my only trouble is holding Williams off into (3), when a good demarcation point would be, say, "Has the person given the Sather Classical Lectures (one of the top honors for a classicist)?" Nehamas has, but then so has Williams. I hold Williams over into (3), though, partly as fanciful retribution for his jerky attitude to Rorty over all those years (it would pain him to be classed so), but mainly because I find that while Williams' cavalier ironing out of cultural differences serves him well in dealing, e.g., with some of Snell's more extravagant claims about the Greek Mind, I'm also not sure he allows for as much difference as there is (which is a tricky question he was certain to acknowledge). For people familiar with Rorty's categories, (2)-people are intellectual historians and historical reconstructors, while (3)-people are rational reconstructors and Geistesgeschichte-writers.

2) There are two people I foresee including that fall outside my four types: Heidegger and Walter Kaufmann. In Heidegger's case, it is well known that he talked a lot about Greek words, but willfully shaped them for his own purposes. He's a hyper-(3), and so I wish to be very explicit--take him as an historical authority at your own risk. He is very interesting, however.

Kaufmann's case is the opposite--I know very little about Kaufmann's place in the academic power-grid known as "authority." I've pieced together quite a bit about a lot of people from all sorts of different avenues, but Kaufmann is a virtual blank space. What I do know is that he was the authority on Nietzsche for a long time (comparable to Vlastos on Socrates and Plato). I think he was well-respected on Hegel. But otherwise, he was a maverick philosopher, who had a certain sort of--well, contempt for fellow professional philosophers. I have never found reference to his work on the Greeks, despite the fact that I find a lot of nourishment in them. So I'm including them, but I have no idea in what frame we should read them. One thing I do know is that Kaufmann, Vlastos, and Rorty all taught at Princeton at the same time (and Nehamas, I'm pretty sure, took classes from all three while there), and my guess is that Rorty--who was hired by Vlastos to teach Greek philosophy--over the course of his 15 some years there strayed from Vlastos (the consummate professional) to Kaufmann (the maverick, continental-lover). That's just my guess.

In addition to the Greek, I will also include when I can a Latin equivalent, culled from the helpful glossary Richard McKeon (the infamous Chairman of ZMM) appended to his Selections From Medieval Philosophers, Vol. II. He says there that the glossary's purpose "is to clarify the terms and distinctions used in the preceding translations." (422) This means that information he provides is in part conditioned by the scholastic tradition of philosophy, rather than common usage. As he says, the "writers in the middle ages had constantly in mind detailed distinctions and precise usages." (He also mentions that his selections, which determine the relevant list of terms, have focused on epistemology and logic, rather than ethics, politics, theology, metaphysics, and physics.) Since Greek philosophy has in part been handed to us through Latin mediators, I thought it would be useful to supply where possible some of the interconnections (and disconnects) between our Greek and Latin heritages.


Bibliography
----------

Arendt, Hannah. The Human Condition. 2nd ed. (Chicago: University of Chicago Press), 1958, 1998. (theoria)

Bloom, Allan. The Republic of Plato. Trans. with notes and interpretive essay. (New York: Basic Books), 1968. (aretê, logos, mythos)

Cornford, F. M. The Republic of Plato. Trans. with introduction and notes. (New York: Oxford University Press), 1941, 1945. (mythos)

Crisp, Roger. "Logos" in The Cambridge Dictionary of Philosophy. 2nd ed. Ed. Robert Audi. (Cambridge: Cambridge University Press), 1995, 1999. (logos)

De George, Richard T. "Praxis" in The Oxford Companion to Philosophy. ed. Ted Honderich. (New York: Oxford University Press), 1995. (praxis)

Dent, Nicholas. "Logos" in The Oxford Companion to Philosophy. ed. Ted Honderich. (New York: Oxford University Press), 1995. (logos)

Dodds, E. R. The Greeks and the Irrational. (Berkeley: University of California Press), 1951. (aretê)

Gadamer, Hans-Georg. The Idea of the Good in Platonic-Aristotelian Philosophy. trans. P. Christopher Smith. (New Haven: Yale University Press), 1978, 1986. (theoria)

-- --. Praise of Theory. trans. Chris Dawson. (New Haven: Yale University Press), 1983, 1998. (logos, mythos, praxis, theoria)

-- --. Truth and Method. 2nd rev. ed. 1st ed. trans. W. Glen-Doepel, 2nd ed. rev. Joel Weinsheimer and Donald G. Marshall. (New York: Continuum), 1960, 1975, 1986, 1989. (theoria)

Guthrie, W. K. C. The Sophists. (Cambridge: Cambridge University Press), 1969, 1971. (aretê)

Hadot, Pierre. What Is Ancient Philosophy? trans. Michael Chase. (Cambridge: Harvard University Press), 1995, 2002. (aretê, theoria)

Hallie, Philip P. "Carneades" in The Encyclopedia of Philosophy, Vol. 2. ed. Paul Edwards. (New York: Macmillan Publishing), 1967. (theoria)

Harrison, Jane Ellen. Themis: A Study of the Social Origins of Greek Religion. Rev. with additional chapters by Gilbert Murray and F. M. Cornford. (Cleveland: Meridian Books), 1912, 1927. (mythos)

Jaeger, Werner. Paideia: The Ideals of Greek Culture, 3 vols. trans. Gilbert Highet. (New York: Oxford University Press), 1939, 1945, 1965. (aretê, theoria)

Kennedy, George A. On Rhetoric. (New York: Oxford University Press), 1991. (logos, theoria)

Kerferd, G. B. "Aretê/Agathon/Kakon" in The Encyclopedia of Philosophy, Vol. 1. ed. Paul Edwards. (New York: Macmillan Publishing), 1967. (aretê)

-- --. "Logos" in The Encyclopedia of Philosophy, Vol. 5. ed. Paul Edwards. (New York: Macmillan Publishing), 1967. (logos)

Kidd, I. G. "Socrates" in The Encyclopedia of Philosophy, Vol. 7. ed. Paul Edwards. (New York: Macmillan Publishing), 1967. (aretê)

Lee, Desmond. Plato: The Republic. 2nd Ed. Rev. Trans. with introduction. (Baltimore: Penguin Books), 1955, 1974. (mythos)

McDowell, John. Plato: Theaetetus Trans. with notes. (Oxford: Clarendon Press), 1973. (logos)

McKeon, Richard. Ed. and Trans. Selections From Medieval Philosophers, Vol. II. (New York: Charles Scribner's Sons), 193, 1958. (aretê, logos, praxis, theoria)

Nehamas, Alexander. The Art of Living. (Berkeley: University of California Press), 1998. (aretê)

Pembroke, S. G. "Myth" in The Legacy of Greece: A New Appraisal. Ed. M. I. Finley. (Oxford: Clarendon Press), 1981. (mythos)

Randall, John Herman, Jr. Aristotle. (New York: Columbia University Press), 1960. (logos, theoria)

Ryle, Gilbert. "Plato" in The Encyclopedia of Philosophy, Vol. 6. ed. Paul Edwards. (New York: Macmillan Publishing), 1967. (logos)

Saunders, Trevor J. "Plato's Later Political Thought" in The Cambridge Companion to Plato. ed. Richard Kraut. (Cambridge: Cambridge University Press), 1992. (aretê)

Schrag, Calvin O. "Praxis" in The Cambridge Dictionary of Philosophy. 2nd ed. Ed. Robert Audi. (Cambridge: Cambridge University Press), 1995, 1999. (praxis)

Snell, Bruno. The Discovery of the Mind in Greek Philosophy and Literature. trans. T. G. Rosenmeyer. (New York: Dover Publications), 1948, 1953, 1982. (aretê)

Stokes, Michael C. "Heraclitus of Ephesus" in The Encyclopedia of Philosophy, Vol. 3. ed. Paul Edwards. (New York: Macmillan Publishing), 1967. (logos)

Vlastos, Gregory. Socrates, Ironist and Moral Philosopher. (Ithaca: Cornell University Press), 1991. (aretê)

Williams, Bernard. The Sense of the Past. ed. Myles Burnyeat. (Princeton: Princeton University Press), 2006. (aretê)

Greek Words 3

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Logos (λόγος) – word, speech, discourse, account, statement, reason, proportion, argument

G. B. Kerferd’s entry in the Encyclopedia reads: “The Greek noun logos, derived from the root found in the verb lego, ‘I say,’ in the classical period covered a wide range of meanings expressed by quite different words in most modern languages. Thus word, speech, argument, explanation, doctrine, esteem, numerical computation, measure, proportion, plea, principle, and reason (whether human or divine)—all represent standard meanings of the one Greek word. Earlier attempts to trace a logical progression of meanings of the history of the word are now generally acknowledged to lack any secure foundation, and even to try to trace out the history of a single ‘logos doctrine’ [a logos logos?—MK] in Greek philosophy is to run the risk of searching for a simple pattern when the truth was much more complex.”

Of Heraclitus, Kerferd says he “combined at least three ideas which we tend to separate: our human thought about the universe, the rational structure of the universe itself, and the source of that rational structure. Heraclitus’ logos as source of rationality in the universe was an immanent principle, and while it was itself a sort of intelligence, it does not seem to have been regarded as either conscious or intelligent, in the sense of itself indulging in the activity of thinking. A further step was taken by Anaxagoras through his doctrine of a principle of intelligence in the universe that was not mixed with all other things and so was not completely immanent, but he called this principle ‘nous’ and not ‘logos.’”

Continuing that thought with Plato and Aristotle, Kerferd says, “The Platonic universe was itself organized on rational principles, but this organization was produced by an entity called Nous and not Logos, and Aristotle also used the term ‘nous’ in connection with his own doctrine of the unmoved mover, an entity to which he did not hesitate to assign the activity of thinking.” He also says, “The Sophists used the term ‘logos’ both for arguments and for what arguments were about, so that ‘right reason’ (orthos logos) tended to be used both of a correct argument or theory and of the rational structure or principle which the argument or theory was about, but it was used of particular cases rather than of any universal single principle.” (Encyclopedia, vol. 5, 83)

In the Encyclopedia’s entry on Heraclitus, Michael C. Stokes says, “Heraclitus abandoned genetic explanations of the world, believing it uncreated. In his view, all events take place according to a ‘Logos,’ a term he left undefined. Since the Logos can be heard, it must be expressible in words…. Logos is both discourse and contents, both the truth about things and the principle on which they function. … The Greek word logos can mean ‘proportion,’ and for Heraclitus one change takes place in the same proportion as the reverse change. The English word that best covers Heraclitus’ philosophical uses of ‘Logos’ is ‘formula.’” (Encyclopedia, vol. 3, 477)

Gilbert Ryle includes a section in his entry on Plato on the use of logos in Plato’s Theaetetus: “True belief plus a ‘logos.’ When the discussion at last reverts to the original question What is knowledge? it is quickly shown that knowledge is not to be equated, as Theaetetus had suggested, with correct opinion. The jurors may be persuaded of truths about an event that they have not witnessed. The eyewitness knows what happened, but they do not know it, but only believe correctly that what he reports to them did happen. So knowing is not the same as correctly believing. It is now [Theaetetus, 201c-d—MK] suggested that knowledge must be not just true belief, but true belief plus something else, namely, a logos.” (Encyclopedia, vol. 6, 328)

In his translation of the Theaetetus, John McDowell, says in a note on this section: “At 201c9, and throughout this part of the dialogue, ‘account’ represents the Greek noun logos. The English word adequately fits either or both of the notions which figure in the passages echoed by the new definition…. There are two points not captured by this translation which are relevant to the interpretation of this part of the dialogue: (a) One of the senses of the cognate verb legein is ‘enumerate’. This is particularly important at 206e-208b. (b) The most common sense of the cognate verb is ‘say’: in its associated sense, the noun applies to the form of words which one utters when one says something. I have, however, avoided the translation ‘statement’, partly because it would obscure the echoes of earlier passages mentioned above, and partly because it would imply the ascription to Plato of a clarity about what it is to say something which, in this part of the dialogue, he seems to be working towards rather than already to possess.” (McDowell, Theaetetus, 230-231) I would also note that this section of the Theaetetus is often referred to as that which gave us the basic understanding of knowledge as “justified true belief.”

Hans-Georg Gadamer says, “To be sure, logos does not mean ‘word,’ but ‘discourse,’ ‘language,’ ‘account;’ ultimately, it is everything that is articulated in discourse, thought, and reason. Thus the definition of man that has come down to us through the centuries is that of the animal rationale, the creature that has reason, confirming at every stage the latest pride in reason. But logos is not ‘reason’ but ‘discourse’—precisely words that one person says to another. It is not an accumulation of words like the classified fragments that form the dictionary or so-called Wörterbuch (literally, ‘book of words’). Rather, the logos consists of words already disposed toward unity of a sense, the sense of discourse. We call that the unity of the sentence.” (Gadamer, Praise of Theory, 4)

Allan Bloom, in a footnote to his first translation of logos to “argument,” says: “The Greek word is logos which most simply means ‘speech’ and is derived from the verb ‘to speak.’ It can also mean story, discourse, argument, and reason; it is speech and what speech implies—human reason as expressed in speech.” (Bloom, Republic of Plato, 443-444n.25)

John Herman Randall, Jr. says in relation to Aristotle, “to understand the world of Greece means for Aristotle an understanding of language, of discourse, of logos, as the instrument of thinking and knowing. We think, we know, we understand, in terms of language, by describing things in words, by making statements about things, by reasoning from one fact to another, by employing discourse. ‘Discourse’ and ‘reason’ are one and the same thing—in Greek they are designated by one and the same word, logos.” (Randall, Aristotle, 6)

In his glossary to Aristotle’s Rhetoric, George A. Kennedy translates it as: “word, sentence, rational argument, speech, tale, esteem, etc.” (Kennedy, On Rhetoric, 317)

In the Cambridge Dictionary of Philosophy, Roger Crisp says in its entry: “term with the following main philosophical senses. (1) Rule, principle, law. E.g., in Stoicism the logos is the divine order and in Neoplatonism the intelligible regulating forces displayed in the sensible world. The term came thus to refer, in Christianity, to the Word of God, to the instantiation of his agency in creation, and, in the New Testament, to the person of Christ. (2) Proposition, account, explanation, thesis, argument. E.g., Aristotle presents a logos from first principles. (3) Reason, reasoning, the rational faculty, abstract theory (as opposed to experience), discursive reasoning (as opposed to intuition). E.g., Plato’s Republic uses the term to refer to the intellectual part of the soul. (4) Measure, relation, proportion, ratio. E.g., Aristotle speaks of the logoi of the musical scales. (5) Value, worth. E.g., Heraclitus speaks of the man whose logos is greater than that of others.” (Cambridge Dictionary, 518)

Likewise, Nicholas Dent, in the Oxford Companion to Philosophy: “A Greek word, of great breadth of meaning, primarily signifying in the context of philosophical discussion the rational, intelligible principle, structure, or order which pervades something, or the source of that order, or giving an account of that order. The cognate verb legein means ‘say’, ‘tell’, ‘count’. Hence the ‘word’ which was ‘in the beginning’ as recounted at the start of St John’s Gospel is also logos. The root occurs in many English compounds such as biology, epistemology, and so on. Aristotle, in his Nicomachean Ethics, makes use of a distinction between the part of the soul which originates a logos (our reason) and the part which obeys or is guided by a logos (Oxford Companion, 511-512)

Richard McKeon includes the Greek to guide the Latin equivalence: “RATIO, reason, nature, relation, principle, ground, argument, definition, criterion, (λόγος). Sometimes used as indentical with intellectus [“intellect, understanding, meaning, conception, idea” (463)—MK], then divided into speculative and practical reason; sometimes taken for the action of the understanding, most of all for the discursive act of understanding.” (McKeon, Selections, 488)

Mythos (μύθος) – speech, story, tale, legend, myth

S. G. Pembroke, in his article on myth, gives us a good orientation to mythos: “In the earliest Greek literature, it means no more than speech or utterance, and is already contrasted with action in much the same way that logos (which came to replace it in this sense) was in the time of Thucydides placed in opposition to fact, the pair standing respectively for theory and practice.”

He continues: “In the specific sense of speech, mythos was gradually ousted by the new term. Herodotus’ predecessor Hecataeus of Miletus began his work by contrasting the version of things he was to set out (the verbal form mytheitai is used) with the accounts (logoi) given by other Greeks, the distinction lying not in the greater degree of rationality of the latter but rather (as he explicitly tells us) in that his own version is what he believes to be the truth, whereas other accounts are many and ridiculous. In Pindar, on the other hand, mythoi are associated with falsehood and contrasted with the true logos, and although some skill is required for their elaboration, he is explicit that this can deceive and may even be a force for wrongdoing. Herodotus alternates between representing his work as a single discourse (logos) and as one sub-divided into a plurality of separate logoi, yet he rejects as mythos the traditional picture of the River Ocean encircling the world and the story of the Egyptians attempting to submit Heracles to a human sacrifice. In the former case he adds that this picture is beyond the bounds of proper inquiry, but ‘story’ in the sense suggested earlier is probably a close equivalent. Ironically, this anticipates the famous claim made by Thucydides for the superiority of his own account of the Greek past over earlier versions in both verse and prose, and for the permanent value of his description of the Peloponnesian War: the prevalent traditions used by the writers of prose could not be subjected to rigorous criticism but had in the process of time ‘won out’ towards ‘the mythical’, and he was aware that the absence of this element of story-telling (to mythodes) might appear unattractive to the less assiduous of his own readers. With Plato, the polarity between mythos and logos is virtually complete: the stories we tell children are false in the sense that they are not literally accurate (the adjective pseudes does not distinguish fiction from lying, as Augustine was able to do in contrasting ficta with mendacia), yet they contain an element of truth—a formulation which points to the need for stories to be interpreted but gives no indication as to how this should be set about.” (The Legacy of Greece, 301-302)

(I should note that with Plato, Pembroke was alluding to “gennaion pseudes,” the phrase commonly translated as “noble lie,” in The Republic, 414b-415c. Allan Bloom and Paul Shorey both follow this tradition, but F. M. Cornford and Desmond Lee both dissent. Cornford, in his The Republic of Plato, translates it as “bold flight of invention” and says of it, “This phrase is commonly rendered by ‘noble lie,’ a self-contradictory expression no more applicable to Plato’s harmless allegory than to a New Testament parable of the Pilgrim’s Progress, and liable to suggest that he would countenance the lies, for the most part ignoble, now called propaganda.” (Cornford, Republic of Plato, 106n.1) The reproach is directed in the main towards R. G. H. Crossman’s Plato Today, a book written in the 1930s which sighted Plato as a totalitarian and was followed in the forties by Karl Popper’s much more powerful The Open Society and Its Enemies. Cornford’s fellow Cambridge man, Lee, came out with his Penguin translation in the fifties and said a bit more strongly: “Plato has been criticized for his Foundation Myth as if it were a calculated lie. That is partly because the phrase here translated ‘magnificent myth’ … has been conventionally mistranslated ‘noble lie’; and this has been used to support the charge that Plato countenances manipulation by propaganda.” (Lee, The Republic, 177))

Jane Ellen Harrison, in her very controversial book, Themis (which is Greek for “institution” or “law”) offers a key description: “A mythos to the Greek was primarily just a thing spoken, uttered by the mouth. Its antithesis or rather correlative is the thing done, enacted, the ergon or work. … From sounds made by the mouth, to words spoken and thence to talk or story told the transition is easy. Always there is the same antithesis of speech an action which are but two different ways of expression emotion, two forms of reaction; the mythos, the tale told, the action recounted, is contrasted with the action actually done. It is from this antithesis that the sense of unreality, nonexistence gradually arises.” (Harrison, Themis, 328)

Allan Bloom, in a footnote to his first translation of mythos to “tales,” says: “The Greek word is mythos; first meaning no more than ‘a speech’ (as in Homer), it comes to mean ‘a story,’ very often one connected with religious traditions. The poets are the makers of the mythoi; the meaning and reliability of mythoi is an important question in Plato.” (Bloom, Republic of Plato, 442n.17)

Hans-Georg Gadamer, in a vaulted discussion of different ancient senses of “the word,” counterposes to “the word of the question,” roughly the dialectical sense, “the other word, the old rival of the Greek religious and philosophical tradition, the poetic word of poetry and legend. Of course ‘legend’ is used in a fairly emphatic sense here, and means more than just the mythical form of information usually called ‘legend’ (Sage) in the epic memory of humankind. ‘Legend’ here designates in its entirety the word’s special claim to autonomy, not to be saying something that would then need to be confirmed or certified, but rather something that is certain precisely in its being said. That is the age-old meaning of mythos, a word that for the most part gets used somewhat inaccurately. Mythos is that which displays its authentic power of truth only by being said repeatedly, and not by being rigorously questioned on the strength of a certainty situated outside the tradition of the legend. Thus a poem is legend, in the sense that the word no longer refers to anything outside…. Rather, everything gets gathered into what is said, as it were. Now, this kind of legend is the word at its most authentic—it is word to such an extent that it becomes impossible to separate its significance from its sound. Hence the ideal of poetic legend is fulfilled in its untranslatability.” (Gadamer, Praise of Theory, 13)

Wednesday, June 24, 2009

Greek Words 2

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Theoria (θεωρία) – witnessing, contemplation, theory (theoros—onlooker, spectator)

In Truth and Method, Hans-Georg Gadamer gives us a good guide to theoria: “…watching something is a genuine mode of participating. Here we can recall the concept of sacral communion that lies behind the original Greek concept of theoria. Theoros means someone who takes part in a delegation to a festival. Such a person has no other distinction or function than to be there. Thus the theoros is a spectator in the proper sense of the word, since he participates in the solemn act through his presence at it and thus sacred law accords him a distinction: for example, inviolability.

“In the same way, Greek metaphysics still conceives the essence of theoria and of nous as being purely present to what is truly real, and for us too the ability to act theoretically is defined by the fact that in attending to something one is able to forget one’s own purposes. But theoria is not to be conceived primarily as subjective conduct, as a self-determination of the subject, but in terms of what it is contemplating. Theoria is a true participation, not something active but something passive (pathos), namely being totally involved in and carried away by what one sees.” (Gadamer, Truth and Method, 124-125)

In a later essay, he says of theoria: “The word means observing (the constellations, for example), being an onlooker (at a play, for instance), or a delegate participating in a festival. It does not mean a mere ‘seeing’ that establishes what is present or stores up information. Contemplatio does not dwell on a particular entity, but in a region. Theoria is not so much the individual momentary act as a way of comporting oneself, a position and condition. It is ‘being present’ in the lovely double sense that means that the person is not only present but completely present. Participants in a ritual or ceremony are present in this way when they are engrossed in their participation as such, and this always includes their participating equally with others or possible others. Thus theory is not in the first instance a behavior whereby we control an object or put it at our disposal by explaining it. It has to do with a good of another kind.” (Gadamer, Praise of Theory, 31-32)

Gadamer says this about the relationship between theoria and praxis in Aristotle: “The priority of theoria is based on the ontological superiority of its objects, namely, beings that always are. In contrast, the world of praxis belongs to that reality or being that can be one way but also be another. Consequently, knowledge of what is to be done in practice must be placed second to theoria. Even so, both dispositions of knowing and reason are something supreme. Practical reasonableness, phronesis, as well as theoretical reasonableness are ‘best-nesses’ (aretai). That which is highest in the human being—which Aristotle likes to call ‘nous’ or the divine—is actualized in both of them.” (Gadamer, The Idea of the Good, 174-175)

Werner Jaeger speaks to a transformation in the notion of theoria when he says in a chapter of exposition on Plato’s Laws: “Plato thinks his state is so different from everything else, so unique, that he wonders about its relation to the rest of the world. ….spiritually too it must be shut off from all chance influences which might interrupt the influence of its perfect laws. No citizen may travel abroad except heralds, ambassadors, and ‘theoroi’: by which Plato does not mean the city’s representatives at festivals (the usual sense of the word), but men with the spirit of scientific research who will go abroad to theorein, to ‘contemplate’ the civilization and alws of other men and study conditions abroad at their leisure.” (Jaeger, Paideia, vol. 3, 258-259)

Hannah Arendt says in her controversial The Human Condition: “Theoria, or ‘contemplation,’ is the word given to the experience of the eternal, as distinguished from all other attitudes, which at most may pertain to immortality. It may be that the philosophers’ discovery of the eternal was helped by their very justified doubt of the chances of the polis for immortality or even permanence, and it may be that the shock of this discovery was so overwhelming that they could not but look down upon all striving for immortality as vanity and vainglory, certainly placing themselves thereby into open opposition to the ancient city-states and the religion which inspired it.” (Arendt, The Human Condition, 20-21)

Of Aristotle’s use of theoria, Pierre Hadot says, “…for Aristotle philosophy consists in a ‘theoretical’ way of life. We must not, however, confuse the term ‘theoretical’ with ‘theoretic.’” (Hadot, What Is Ancient Philosophy?, 80) Hadot’s translator, Michael Chase, clarifies the Greek relation: “The distinction here is between the French words théorique [“theoretic”—MK] (which means ‘speculative; having no relation to reality or practice’ and derives from the Greek theorikos) and théorétique [“theoretical”—MK] (which means ‘relative to pure knowledge or speculation’ and derives from the Greek theoretikos).” (293n.13)

Hadot continues: “‘Theoretic’ is a word of Greek origin but does not appear in Aristotle. In a nonphilosophical context, it meant ‘referring to processions.’ In modern parlance, ‘the theoretic’ is opposed to ‘the practical’ the way the abstract and speculative is opposed to the concrete. From this perspective, then, we may oppose a purely theoretic philosophical discourse to a practical, lived philosophical life. Aristotle himself, however, uses only the word ‘theoretical’ [theoretikos], and he uses it to designate, on the one hand, the mode of knowledge whose goal is knowledge for knowledge’s sake, and not some goal outside itself; and on the other, the way of life which consists in devoting one’s life to this mode of knowledge. … From this perspective, ‘theoretical’ philosophy is at the same time ethics. … It means wanting knowledge for its own sake, without pursuing any other particular, egoistic interest which would be alien to knowledge. This is an ethics of disinterestedness and of objectivity.” (80-81)

John Herman Randall, Jr. adds in this connection at the outset of his Aristotle, “The ‘theoretical life’ is not for him the life of quiet ‘contemplation,’ serene and unemotional, but the life of nous, of theoria, of intelligence, burning, immoderate, without bounds or limits.” (Randall, Aristotle, 1) I should note here that the Greek theoria was translated by the Romans into Latin as contemplatio, and that accordingly, Hadot and Randall (more explicitly) are buffeting overly Thomistic understandings of Aristotle (and our Greek, as opposed to Latinate, heritage). (I should also note that despite Gadamer’s fondness for Latinate derivations of theoria, he generally avoids the pitfalls that go with it—on the other hand, see below on praxis.)

In George A. Kennedy’s translation of Aristotle’s Rhetoric, his glossary includes: “Theoros, pl. theoroi (m.): a spectator; one who listens to a speech but is not asked to take a specific action, as in the case of epideictic.” (Kennedy, On Rhetoric, 302)

In his entry on Carneades (a “leader of the Academic Skeptics,” c. 213-c. 128 B.C.E.), Philip P. Hallie writes of the epistemology of the time, “All philosophers of this era held that knowledge came by way of phantasia (representations [often, ‘imagination,’ sometimes ‘impressions’—MK]), not by way of pure, intuitive theoria (knowledge of intelligible forms). The Stoics, in particular, believed that the mind in certain cases receives sense representations that irresistibly make the mind assent to them (phantasia kataleptike). Such true representations are the foundations upon which the Stoics built their whole dogmatic epistemology and metaphysics.” (Encyclopedia, vol. 2, 33)

The weight of Thomistic tradition tells us to translate theoria as (from Richard McKeon’s glossary): “CONTEMPLATIO, contemplation, taken either strictly for the act of the intellect meditating divine things, and thus contemplation is the act of the wise man, or in another way commonly for every act by which any one sequestered from exterior affairs considers God…. By contemplation one considers God as he is in himself, by speculation as he is imaged in created things as in a mirror (speculation from speculum [Latin for “mirror”—MK]).” (McKeon, Selections, 439)

Praxis (πράξησ) – doing, acting, action, practice

Richard T. De George’s short entry in the Oxford Companion: “The Greek word for ‘action’. It enters the philosophical literature as a quasi-technical term with Aristotle (meaning ‘doing’ rather than ‘making [something]’), is developed by some of the Left Hegelians, and is now primarily associated with Marx and Marxism.” (Oxford Companion, 713)

Calvin O. Schrag’s longer entry in the Cambridge Dictionary begins: “(from Greek prasso, ‘doing’, ‘acting’), in Aristotle, the sphere of thought and action that comprises the ethical and political life of man, contrasted with the theoretical designs of logic and epistemology (theoria). It was thus that ‘praxis’ acquired its general definition of ‘practice’ through a contrastive comparison with ‘theory’.” (Cambridge Dictionary, 731)

Hans-Georg Gadamer says, “Aristotle developed practical philosophy, which includes politics, in express opposition to the ideal of theory and theoretical philosophy. In doing so he raised human practice into an independent domain of knowledge. ‘Praxis’ signifies all things practical, including all human behavior and all the ways people organize themselves in this world, not least of which is politics and, within that, legislation.” (Gadamer, Praise of Theory, 56)

With my limited understanding, moving from the Greek to the Latin with Richard McKeon’s help presents a difficulty. On the one hand, we have the Latin word “PRAXIS,” which stands for, oddly, “praxis, actions or operations considered in their bearing on good or evil, practical activities.” (McKeon, Selections, 483) On the other hand, we also have “ACTIO, action, properly the actuality of a power, as being is the actuality of a substance or essence. Contrasted therefore to passion.” (425) (Note: the Greek dynamis can be translated as either “power” or “potential.”) On yet another hand, we have “FACERE, to do, action,” which we should compare to “FACTIO, making; usually contrasted with action (or in particular that action which is called intelligence [which in Greek, is phronesis]….” McKeon includes an interesting quotation from Aquinas (from his commentary on Aristotle’s Metaphysics): “For although we can use the name making, which in greek is praxis, concerning natural things, as when we say that heat and an actual thing makes such an actual being, still we use it more properly concerning those things which are made by the understanding, in which the understanding of the agent has dominion over what it makes so that it can make it thus or otherwise, which does not happen in natural things….” (454)

Friday, June 19, 2009

Greek Words 1

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Aretê (ἀρετή) – virtue, excellence, success

Alexander Nehamas offers a succinct account bridging into his suggestion of “success”: “It is of course a commonplace that “virtue” is not an accurate translation of the Greek term. “Virtue” is simply too narrow a concept, while the more recent “excellence” is, I believe, too weak, colorless, and vague. Aretê applies to many more human qualities than “virtue”; it can also refer perfectly well to features of nonhuman and even inanimate beings.

“In regard to human beings, we would do well to construe aretê as “success” or as the quality or qualities that account for it. If nothing else, such an interpretation would explain why the Greeks were so concerned whether aretê can or cannot be taught and would show that their debates are immediately relevant to our situation today.

“But since aretê applies to inanimate objects as well as to human beings, it is better to try to understand the term in a more general manner. We could do no better, I suggest, than to think of it as that quality or set of qualities that makes something an outstanding member of the group to which it belongs. Aretê is the feature that accounts for something’s being justifiably notable. Both suggestions, which come to the same thing, involve three elements: the inner structure and quality of things, their reputation, and the audience that is to appreciate them. And this is as it should be. From the earliest times, the idea of aretê was intrinsically social, sometimes equivalent to fame (κλέος [klêos—MK]).” (Nehamas, The Art of Living, 77-78)

Werner Jaeger’s first chapter in his three volume spinning of Greek culture out of the idea of paideia (education) is entitled, “Nobility and Aretê.” In regards to the intrinsically social element Nehamas pointed at, Jaeger suggests that watching the term aretê evolve in ancient Greece can give us an idea of how intellectual culture evolved and the colors and inflections in it. “There is no complete equivalent for the word aretê in modern English: its oldest meaning is a combination of proud and courtly morality with warlike valour. But the idea of aretê is the quintessence of early Greek aristocratic education.” (Jaeger, Paideia, vol. 1, 5)

The idea is that aretê began as a concept that only the nobility, the warrior class, used, partly no doubt to the fact that they were the only ones with the time to develop such usages and they were the only ones who really mattered (from their noble view). “…ordinary men have no aretê; and whenever slavery lays hold of the son of a noble race, Zeus takes away half of his aretê—he is no longer the same man as he was. Aretê is the real attribute of the nobleman. The Greeks always believed that surpassing strength and prowess were the natural basis of leadership: it was impossible to dissociate leadership and aretê. The root of the word is the same as that of ἄριστοϛ [aristis—MK], the word which shows superlative ability and superiority; and ἄριστοϛ was constantly used in the plural to denote the nobility.” (ibid.)

But aretê is on the move. While “only now and then, in later books, does Homer use aretê for moral and spiritual qualities,” Jaeger says that “it is clear that the new meaning given to the word by everyday speech was then forcing its way into the language of poetry.” (6) With the demise of the Mycenaean empire and the rise of Greek city-states, the spread of small, polis democracies, the ordinary man became a citizen with uses of his own for words like aretê. “…[A]retê as warlike prowess could not satisfy the poets of a new age: their new ideal of human perfection was that character which united nobility of action with nobility of mind.” (8) “The class limitations of the old ideals were removed when they were sublimated and universalized by philosophy: while their permanent truth and their indestructible ideality were confirmed and strengthened by that process.” (11)

Pierre Hadot adds in this fashion: “The flourishing of democratic life demanded that its citizens, especially those who wanted to achieve positions of power, have a perfect mastery of language. Up until this point, young people had been trained for the acquisition of excellence (aretê) by means of sunousia, or nonspecialized contact with the adult world. The Sophists, by constrast, invented education in an artificial environment—a system that was to remain one of the characteristics of our civilization. … Thus, aretê (excellence), conceived as competence intended to enable young people to play a role in the city, could now be the object of an apprenticeship, so long as the student had the right natural aptitudes and practiced hard enough.” (Hadot, What Is Ancient Philosophy?, 13-14)

W. K. C. Guthrie says this of the Sophists: “…one of the most hotly debated questions of the day, which because it was taken up by Socrates continued to be discussed by Plato and even Aristotle, sprang directly from the Sophists’ appearance in the new role of paid educators. They claimed to teach aretê, but was this something that could be instilled by teaching? Aretê when used without qualification denoted those qualities of human excellence which made a man a natural leader in his community, and hitherto it had been believed to depend on certain natural or even divine gifts which were the mark of good birth and breeding. They were definitely a matter of phusis [nature—MK], cultivated, as a boy grew up, by the experience of living with and following the example of his father and elder relations. Thus they were handed on naturally and scarcely consciously, a prerogative of the class that was born to rule, and the thought that they could implanted by an outsider, offering schematic instruction in return for payment, was anathema to fathers of the old school. Hence the urgency to a young man like Meno—high-born and wealthy yet a pupil and admirer of Gorgias—of the question which he springs on Socrates at the beginning of the dialogue that bears his name: ‘Can you tell me, Socrates, whether aretê can be taught? Or is it a matter of practice, or natural aptitude, or what?’ [Meno, 70a—MK]” (Guthrie, The Sophists, 25)

Bernard Williams says this of the context with which aretê came out of: “…a picture of a certain kind of social morality, which does offer some impersonal criteria of who is to be admired and respected, but finds them particularly in certain kinds of competitive success and inherited position—an aristocratic or feudal morality. It was from the context of such a social morality that the fifth and fourth centuries inherited the concept of aretê, ‘personal excellence’ (the standard translation of this term as ‘virtue’ is only sometimes appropriate, and can be drastically misleading). This term carried with it certain associations which Plato, and probably Socrates, made strong efforts to detach from it: in particular, the notion of being well thought of and spoken of, cutting a good figure. Here a vital term is kalos, ‘fine’, ‘noble’, ‘splendid’, a word more strongly aesthetic than agathos, ‘good’, and an important term of commendation, but bearing with it implications of how one is regarded; as its opposite, aischros, ‘base’ or ‘shameful’, carries implications of being despised or shunned.” (Williams, The Sense of the Past, 37-38)

Bruno Snell says, “The words for virtue and good, aretê and agathos, are at first by no means clearly distinguished from the area of profit. In the early period they are not as palpably moral in content as might be supposed…. When Homer says that a man is good, agathos, he does not mean thereby that he is morally unobjectionable, much less good-hearted, but rather that he is useful, proficient, and capable of vigorous action. We also speak of a good warrior or a good instrument. Similarly aretê, virtue, does not denote a moral property but nobility, achievement, success and reputation. And yet these words have an unmistakable tendency toward the moral because, unlike ‘happiness’ or ‘profit’, they designate qualities for which a man may win the respect of his whole community. Aretê is ‘ability’ and ‘achievement’, characteristics which are expected of a ‘good’, an ‘able’ man, an aner agathos [“good man” —MK]. From Homer to Plato and beyond these words spell out the worth of a man and his work. Any change in their meaning, therefore, would indicate a reassessment of values.” (Snell, The Discovery of the Mind, 158-159)

In a similar fashion, E. R. Dodds sets the Protagorean and Socratic view of human nature against each other, saying: “Both use the traditional utilitarian language: ‘good’ means ‘good for the individual,’ and is not distinguished from the ‘profitable’ or the ‘useful.’ And both have the traditional intellectualist approach: they agree, against the common opinion of their time, that if a man really knew what was good for him he would act on his knowledge. Each, however, qualifies his intellectualism with a different sort of reservation. For Protagoras, aretê can be taught, but not by an intellectual discipline: one ‘picks it up,’ as a child picks up his native language [Protagoras, 327e—MK]; it is transmitted not by formal teaching, but by what the anthropologists call ‘social control.’ For Socrates, on the other hand, aretê is or should be episteme, a branch of scientific knowledge…. For to Socrates aretê was something which proceeded from within outward; it was not a set of behaviour-patterns to be acquired through habituation, but a consistent attitude of mind springing from a steady insight into the nature and meaning of human life. In its self-consistency it resembled a science; but I think we should be wrong to interpret the insight as purely logical—it involved the whole man.” (Dodds, The Greeks and the Irrational, 184)

G. B. Kerferd says this in The Encyclopedia of Philosophy’s entry for “Aretê/Agathon/Kakon”: “Aretê, traditionally translated as “virtue,” is a key word in Greek ethical thought. Its central meaning was excellence of any kind, but from the beginning it was also associated with the idea of fulfillment of function: excellence, whether in animate or inanimate objects, consists in the fullest performance of the object’s function or its power to achieve the fullest performance. From the time of the Homeric poems onward, aretê, with its associated adjective agathos (“good”) and various synonyms, was the strongest word of commendation that could be used. The negative of agathos was kakos, and the neuter forms, agathon and kakon, mean what is good and what is bad. Differences between Greeks about agathon and kakon did not normally concern the meaning of the words, but only the question of what actions and what sort of behavior were manifestations of aretê and hence what kind of behavior was entitled to be described by the adjectives agathos and kakos.” (The Encyclopedia of Philosophy, vol. 1, 147-148)

I. G. Kidd’s entry on Socrates says: “The Sophists were itinerant professors teaching for a fee the skill (sophia [usually translated “wisdom”—MK]) of aretê (excellence, in the sense of how to make the best of yourself and get on). Socrates was the Athenian Sophist inasmuch as his life was dedicated to the same new intellectual inquiry into education—the science of effecting aretê.” (The Encyclopedia of Philosophy, vol.7, 481)

Trevor J. Saunders says in relation to Plato’s political thought: “Now the Greek word usually translated ‘virtue’ is in fact better rendered by ‘excellence’ – excellence for something. The kind of excellence that interests Plato is human excellence, that set of qualities thanks to which we are excellently equipped to perform human functions excellently, and so achieve human eudaimonia, ‘happiness,’ ‘success,’ ‘fulfillment.’” (The Cambridge Companion to Plato, 464)

Allan Bloom, in a footnote to his first translation of aretê to “virtue,” says, “it is the translation used by Cicero and all other thinkers in the tradition of moral and political thought. It means, broadly stated, ‘the specific excellence of a thing.’ ‘What is virtue?’ is the typical Socratic question, and no answer can be given to it in the Platonic context unless all the subtle and various uses of the word itself be followed throughout the work. Contemporary usage has narrowed the sense of the word, but we still can grasp its broader meaning. If we fail to recognize that our understanding of virtue is different from the classical view, we cannot become aware of the very great change in moral understanding that has occurred. The moral sense of virtue can only be developed in relation to its larger sense, and, thus, it is no accident that Socrates’ first use of the word is in relation to horses [335b—MK].” (Allan Bloom, The Republic of Plato, 444)

Gregory Vlastos, in the last chapter of his magisterial book on Socrates, turns to virtue and happiness and finally to the translation of those Greek terms, saying of aretê—that most important of Socratic terms—“The key terms in the title pose problems of translation. On ‘virtue’ for aretê I need not linger at all, for whatever may be the general usage of this word, Socrates’ own use of it to designate precisely what we understand by moral virtue must have been apparent throughout this book.” While on the one hand, this might seem disappointing for the amateur auditor reading this, and even disingenuous on his part, particularly for leaving explication of aretê to the end of his book, I might defend Vlastos by saying that for understanding generally and translation specifically, what any individual term means is built by the pattern of usage surrounding it. In other words, the course of his book is the argument for translating aretê as “virtue” (though Vlastos does, notice, limit himself to Socrates’—now understood as innovative—use of aretê).

Nevertheless, he does continue: “Any lingering doubt on this point in my readers’ mind may be resolved by referring them to the fact that whenever he brings the general concept under scrutiny – as when he debates the teachability of aretê in the Protagoras and the Meno – he assumes without argument that its sole constituents or “parts” ([mόria?—MK], [meri?—MK]) are five qualities which are, incontestably, the Greek terms of moral commendation par excellence: andreia (‘manliness,’ ‘courage’), sophrosyne (‘temperance,’ ‘moderation’), dikaiosyne (‘justice,’ ‘righteousness’), hosiotes (‘piety,’ ‘holiness’), sophia (‘wisdom’). (Gregory Vlastos, Socrates, Ironist and Moral Philosopher, 200)

And finally, Richard McKeon lists a Latin term for neither “excellence” nor “success,” but one for: “VIRTUS, power, virtue, a perfection or strength for performing something rightly; it has been called the disposition of the perfect to the best, in that it is a disposition enabling a potentiality to elicit an actual good. Virtue is also taken as power, thus contrasted to essence; this is the use that appears in the adverb virtually. In its ethical sense, virtue was held to be a prerequisite to intellectual as well as moral perfection....” (McKeon, Selections, 506)

Tuesday, June 02, 2009

Dworkin and Rawls on Liberalism

This is a paper I wrote in 2003 for a political philosophy class, presumably for the final (though it's quite possible I dropped the class before the end, as I had a history of doing for philosophy classes). I pretty much concur with every point made in it. It's a fairly simple exposition of how we need to rethink the liberal/conservative distinction in real politics in our political philosophies. It is also pretty clear that I had already read Rorty's "The Priority of Democracy to Philosophy" and this functions as little more than an added footnote to his argument there, roughly that public politics need to be thin because substantive conceptions of the good have led to bloodshed. This is what Rorty means by a public/private distinction--a public discourse is based on the overlapping consensus of substantive conceptions, which in a modern democracy with freedom of religion and thought, must be centered around private rights to substantive conceptions of the good (meaning, a right to whatever conception that doesn't overlap, nor infringes or attacks the overlap). The Enlightenment "liberal contradiction" is one we've worked out: sure, public discourse is normative, but of the peculiar kind in which much of your normative life and choices are left out of the affairs of politics and government. It is a normative choice to create the public/private distinction, a normative choice basically synonymous with "democracy."

*NOTE* The footnote links won't work unless you're on the specific post page (by clicking on the title link). You'll have to excuse my crappy coding.

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In his paper “Liberalism,” Ronald Dworkin attempts to reconstruct the contemporary, public distinction between liberalism and conservatism. In this way he hopes to wipe away the old way of understanding this distinction, based on a misleading contrast between liberal desire for equality and conservative desire for liberty. In doing so, he hopes to show that out of the new contrast he proposes, based on different views towards conceptions of the good, we can construct typical liberal and conservative political positions. Dworkin also shows that the liberal position is independent, that it isn’t simply in the middle between radicals and conservatives. Dworkin, however, misses a crucial step in his definition of liberalism by supposing that it hangs free of normative conditions. If we work through what the attack on liberalism would be from a conservative standpoint, we will find John Rawls waiting for us on the other end with a clarification of what the contrast between liberals and conservatives should be: on whether we have a robust enough sense of equality.

Dworkin opens his piece by arguing that liberalism and conservatism cannot be understood by a contrast between equality and liberty. He draws the typical conception by saying that liberals and conservatives both value equality and liberty, just to different degrees. The liberal will tend to value equality over liberty and the conservative liberty over equality. Dworkin says that this theory leaves room “for the radical who cares even more for equality and less for liberty than the liberal, and therefore stands even further away from the extreme conservative.”[fn.1] This makes the liberal position appear to be in the mushy middle, a wishy-washy, “untenable compromise between two more forthright positions.”[fn.2]

Dworkin counters the contrast between equality and liberty in two ways. First, he argues that, at best, the contrast between the liberal love of equality and conservative love of liberty can help us understand economic issues. On disputes about the allocation of economic resources, liberals tend to favor some form of government redistribution for reasons of equality and conservatives tend to favor the government staying out of the economy all together. But on social issues, such as pornography and censorship, liberals would appear to be on the side of liberty, desiring to stringently uphold freedom of expression, whereas conservatives are more willing to take away these liberties.

Dworkin’s second, and more forceful, argument is that “we do not have a concept of liberty that is quantifiable in the way that demonstration would require.” But demonstration is exactly what is needed. It needs to be demonstrated that “if two political decisions each invades the liberty of a citizen, we can sensibly say that one decision takes more liberty away from him than the other.”[fn.3] More importantly, if we are to contrast the liberal and conservative positions by this distinction, we need to be able to show that conservatives desire liberty more than liberals. It seems, though, that all we can say is that we desire different liberties to different degrees.

Dworkin does away with the equality half of the equality/liberty contrast in much the same way: it is tailored for economic issues. However, Dworkin constructs his new contrast under the rubric of equality by saying that the liberal and conservative each have a different understanding of what equality requires. The fundamental principle of equality that Dworkin believes liberals and conservatives disagree on is how the government should “treat all those in its charge as equals, that is, as entitled to its equal concern and respect.”[fn.4] Dworkin says that the liberal “supposes that government must be neutral on what might be called the question of the good life”[fn.5] and the conservative “supposes that government cannot be neutral on that question, because it cannot treat its citizens as equal human beings without a theory of what human beings ought to be.”[fn.6] The liberal treats “equality” as “neutrality,” while the conservative treats “equality” as “treatment in accordance with a substantive view of how human beings should be because the government cannot help but to have such a substantive view.” It becomes apparent at this point how the liberal position takes on a life of its own. For if we take a radical position, like a Marxist, we can see how the Marxist has, and desires to force upon others, a substantive view of how human beings should be, just as the conservative does.

Though Dworkin constructs his contrast under the rubric of equality, liberty seems to appear in the contrast. By formulating the contrast as he does, it would be fair to say that the liberal wants to allow the individual the liberty to choose whatever view of the good life she desires, whereas the conservative does not. The conservative wishes to limit the individual to a number of choices that fall under their substantive view. This seems consistent with our brief reflection on the liberal’s and conservative’s difference over the issue of pornography. The liberal wishes to allow people the ability to choose a life of porno, while the conservative wishes to excise that alternative from the list of options. The problem with Dworkin’s line is that it does not address at all whether the liberal does presuppose a conception of the good life as the conservative charges him with doing. It seems to me that the liberal does, but this charge isn’t as dire as the conservative makes it.

To sharpen my point, I would take the debate between defenders of religion who claim that schools are not remaining neutral towards religion. Defenders argue that public schools are under the guidance of what can effectively be called a religion, “secular humanism.” If religion is roughly a system of belief that instills in its practitioners a set list of desires and values, then secular humanism would seem to qualify. It attempts to instill the values of an American secular democracy. It places primary emphasis on a person’s ability to interpret and guide his or her own moral actions. Defenders of religion argue that they do not think people have an ability to interpret or guide his or own moral actions, that we need some other guide such as God, Jesus, the Buddha, or Vishnu. The secular humanist replies that a person can choose to follow God or Vishnu if they want, but the schools cannot become involved in this decision because of the Jeffersonian compromise, the separation between church and state. But this reasoning is circular. It begs the question against the defender of religion by pointing to a value of secular humanism to argue that secular humanism remains neutral to religion.

In most cases, the secular humanist takes the guise of a liberal and the defender of religion a conservative and it seems fairly apparent that the secular humanist would fall quite nicely under the boundaries of Dworkin’s definition of liberalism. I would argue that Dworkin’s lightly sketched liberal would succumb to such an argument about circular reasoning unless her position is clarified in some fashion. The difficulty with this wholly reasonable and logical line of argument is that the religious defender/conservative poses it as an argument about metaphysics. The religious defender, because he interprets his view of reality as the right view, the view that understands reality correctly, interprets the secular humanist as holding an analogous view: that secular humanism is the right and correct view. But the secular humanist/liberal, properly constituted, holds no such view. The secular humanist bases her argument not on metaphysics, in the attempt to understand reality correctly, but on politics, the attempt to reach a manageable consensus. This line of argument isn’t based on any sort of metaphysical premises; it is based on the overlapping consensus of a diverse people with varying conceptions of the good. Being secular is the only way liberal philosophers can imagine people engaging in any meaningful public manner and it isn’t at all clear that conservatives (under Dworkin’s definition) have a better alternative.

It should be obvious that I am attempting to borrow some moves from John Rawls. Rawls suggests “justice as fairness is a political conception of justice: that is, it is designed for the special case of the basic structure of society and is not intended as a comprehensive moral doctrine.”[fn.7] Rawls says that conceptions of the good (equivalent to Dworkin’s “question of the good life”) are “normally set within, and interpreted by, certain comprehensive religious, philosophical, or moral doctrines in the light of which the various ends and aims are ordered and understood.”[fn.8] The basic structure of society is explicitly not set within one of these comprehensive doctrines. People are expected to have a conception of the good, possibly set in a comprehensive doctrine, but in a well-ordered society of free and equal persons, people have the freedom to choose what their conception of the good is. There is only one caveat: the conception of the good must be permissible.[fn.9] This is simply to say that it must be compatible with justice as fairness, which is Rawls’ primary concern.

The caveat at the end is the bit that we should pay attention to: Rawls is proposing a normative set of values, a thin set of primary social goods that seem to be the only way to reach a fair system of social cooperation. The conception of justice that Rawls proposes falls under Dworkin’s definition of liberalism, but makes explicit that it does need some normative workings, though these workings are political. As Rawls says, “The hope is that this conception with its account of primary goods can win support of an overlapping consensus.”[fn.9] These normative workings would seem to be the same broad-scale fundamental liberties that Dworkin saw liberals and conservatives agreeing on. The reason for this is that both liberals and conservatives find themselves in a democracy and it would seem that the only way to keep it running is with these liberties. If we rework Dworkin’s contrast now, we can see that the difference is between liberals who think we have worked out all the normative sense of equality (or justice as Rawls might call it) we need (in our conception of the government remaining neutral to questions of the good life), thin as it may be, and conservatives (and radicals) who think that our normative sense of justice needs to be made fuller and more robust, more restrictive as to what kinds of conceptions of the good are permissible.

Hopefully by way of Rawls, it has been shown why Dworkin’s thinly sketched liberal might need augmentation. Certainly when we take our liberties for granted, simply assume that they are agreed upon, which is a political act, we will come up with Dworkin’s contrast. But if we think of a radical interlocutor (not in the sense of a Marxist) who does not agree with some of the assumptions that we deem basic to uphold a democracy, then some of the troubles with saying that “the government should remain neutral towards questions of the good life” arise, particularly when the example of public government sponsored education is taken up.

Endnotes

[1] Ronald Dworkin, “Liberalism,” in Liberalism and Its Critics. ed. Michael J. Sandel (New York: New York University Press, 1984), p. 60

[2] ibid.

[3] ibid., p. 61

[4] ibid., p. 62

[5] ibid.

[6] ibid.

[7] John Rawls, Justice as Fairness, ed. Erin Kelly, (Cambridge: Harvard University Press, 2001), p. 19

[8] ibid.

[9] ibid., 61

[10] ibid.