The Decline Of Postivism: A New Culture War

The current ideological spasm seen widely in the West has a quasi-religious aspect. The idea of racism as a demonic force operating everywhere fits that. So does the iconoclasm, the attempt symbolically to reorder urban spaces in order to drive home a set of political imperatives.

What is most striking is the suspension of any sense of critique of the new order. Debate is so beneath you when you possess all truth. Much better just to steamroll people into subjugation. Debate is seen as oppressive. Instead, edicts are issued from on high, as befits a cult. Those who hold contrasting views are readily dismissed and shunned: if you do not think you are a white supremacist that means that you are guilty. If you feel uncomfortable about being accused of being a white supremacist – that means you are guilty. This is like a blatantly constructed trap; as is the reference to having “a conversation” when that is the very last thing that is intended.

In practical terms, we are seeing a bringing to fruition of the attack on positivism that has been so insistent since the 1960s, an attack that is bridging from academic circles to a wider public. In particular, there was, and continues to be, a critique of subordinating scholarship and the scholar to the evidence; and a preference, instead, for an assertion of convenient evidence that was derived essentially from theory. Empiricism was discarded, or at least downplayed, as both method and value, and there was a cult of faddish intellectualism heavily based on postmodernist concepts.

Divorcing the Arts and Social Sciences from empirical methods invited a chaos that some welcomed but that others sought to reshape in terms of a set of values and methods equating to argument by assertion and proof by sentiment: ‘I feel therefore I am correct,’ and it is apparently oppression to be told otherwise. The conventional academic spaces, the geopolitics of academic hierarchy and method, from the lecture hall to the curriculum, have all been repurposed to this end.

In this view, the statues that are unwelcome are not isolated residues of outdated and nefarious glories, but a quasi-living reproach to the new order. Indeed, the statue of Cecil Rhodes that decorates Oriel College, Oxford is referred to by its critics as making them feel uncomfortable. So also with crests of arms or stained glass, or the names of buildings and streets. All are to be removed because they are seen not as mute products of the past, but, instead, as toxic reproaches in a culture wars of the present in which there is no space for neutrality or non-committal, or, indeed, tolerance and understanding.

Iconoclasm, therefore, from whatever political direction, is a matter of a set of values that is inherently anti-democratic, in that the legitimacy of opposing views is dismissed, indeed discredited as allegedly racist, and anti-intellectual because there is an unwillingness to ask awkward questions and to ignore evidence which does not fit in the answer wanted. Examples of the latter might include the extent of slavery and the slave trade prior to the European arrival in Africa or the role of European powers in eventually ending both. It is possible to debate these and other points, but debate is not accepted if it involves questioning assumptions.

However, such questioning is crucial to understanding the past, which is the key aspect of history as an intellectual pursuit rather than as the sphere for political engagement. Historians need to understand why practices we now believe to be wrong and have made illegal, such as slavery or (differently) making children work or marrying them, were legitimate in the past. It is not enough, in doing so, to present only one side of and on the past because that is allegedly useful for present reasons. Nor to refuse to recognise debate in earlier, plural societies.

People in the past believed that they were right for reasons that were perfectly legitimate in terms of their own times, experience, and general view of the world. Imposing anachronistic value-judgments is antithetical to the historical mindset of the scholar, and is inherently transient as the fullness of time will bring in fresh critiques of present-day values, which will also be wrenched out of their historical context, not least by ignoring inconvenient evidence. Thus, iconoclasm will be perpetuated, providing a form of blood of (stone) martyrs to revive revolution, and to the detriment of any sense of continuity, unless, that is, the sole sense that is sought is that of an anarchic presentism.

Again, there are elements that can be traced to the assault on positivism. In particular, the notion of accumulated wisdom, and/or of source criticism based on an understanding of past practices, have in large part been discarded as a consequence of an academic culture being brought into line with those within it who use virtue-signalling to push their views. Iconoclasm is to the fore here.

The theme of a difficult ‘conversation’ about Britain’s past and its legacy in the present was pushed hard by critics, but their view of conversation was only one-way. It encompassed growing calls for iconoclasm, with Rhodes a target in Oxford from 2015 and Afua Hirsch, in an article in The Guardian, calling for Nelson’s Column in London to be pulled down. She described Nelson ‘without hesitation’ as a ‘white supremacist’ because he spoke in favour of slavery. Hirsch, who pressed for Britain to face its role in the slave trade and attitudes linked to its empire building, backed the Rhodes Must Fall movement vigorously and, in ‘The Battle for Britain’s Heroes’, a BBC programme on 29 May 2018, returned to the attack on Nelson and presented Churchill as a racist. Meanwhile, in February 2018, the controversy was over the exhibition ‘The Past is Now’ at Birmingham Museum and Art Gallery in which information boards claimed that “the relationship between European colonialism, industrial production and capitalism is unique in its brutality.’”

The key Birmingham politician of the Victorian period, Joseph Chamberlain, an exponent of a stronger British empire who became Secretary of State for the Colonies (1895-1903), was described as “still revered despite his aggressive and racist imperial policy.” One board attacked Britain’s ‘hasty’ departure from India in 1947 for ‘trauma and misogyny,’ and a second board offers another partisan context: ‘capitalism is a system that prioritises the interests of the individuals and their companies at the expense of the majority.’

Janine Eason, the Director of Engagement, said that it was “not possible’ for a museum to present a neutral voice, particularly for something as multifaceted as stories relating to the British Empire,” and, instead, that the exhibition was both a way to serve the multicultural population of Birmingham and was intended ‘to provoke.” Of course, real “provocation” would have been to offer a different account, one that was more grounded in historical awareness; or, even more, two or more accounts, but such an approach is indeed regarded as provocative.

The toppling of statues is far from new in Britain which has had its share of revolutions. Indeed, in addition to those of political and constitutional transformation, which included the execution of a king and declaration of a republic in 1649, and an overthrow of another king in 1688 leading to constitutional change, came those of three religious revolutions: the Henrician under Henry VIII, the Edwardian under Edward VI, and the Puritan one of the mid-seventeenth century. These saw state-imposed iconoclasm in every community in the country, which was far more extreme than political revolution. Church decorations and paraphernalia, from mass-books and roodscreens to wall-paintings and statues, were destroyed, with particular emphasis on the destruction of shrines to saints, for example, that of Thomas Becket in Canterbury Cathedral. Every monastery, nunnery and chantry was despoiled and terminated. This iconoclasm left the ruined monastery as an abiding image in British culture.

Yet, the brutal iconoclasm of the British past was also left in the past because of the nature of British politics and political culture after the Glorious Revolution of 1688-9. The emphasis switched to one of organic change and a government of consent expressed through, and in, parliamentary accountability. The British came to convince themselves that their politics was one that was far more orderly than those of most others, and notably so France, where there were revolutions in 1789, 1830, 1848 and 1871, followed by the instabilities of the Third and Fourth Republics.

So also with the British view of their own political culture, society and emotions. Iconoclasm, therefore, was not part of the British design. There were radical movements in the eighteenth and nineteenth centuries, but they were those of minorities, and there was an essential ‘lawfulness’ about Methodism in the eighteenth and Chartism in the nineteenth.

Attacks on symbols of power and continuity were pronounced in the case of Irish nationalism, but that was a separate tradition and one that did not influence the British one. The continuity of British political culture proved able to absorb the impact of trade unionism and the rise of the Labour Party, while the end of empire did not have the disruptive impact in the metropole that was to be seen in some former colonies.

That was very different to the situation today. In one respect, the disruption of decolonisation is being brought back now into the metropole, and that element is certainly apparent in the case of some members of minority groups from the former empire. Alongside the attempt to use slavery to discredit imperialism, different immigrant sensitivities play particular roles, with those of people of Caribbean descent especially concerned about slavery and those of Indian descent more so about the legacy of imperial rule. Conversely, there is less comparable critique from those originating in Hong Kong about British imperial rule.

In this overall context of contrast, statues in practice have different resonances. That of Edward Colston (1636-1721), the Bristol merchant who played a role in the slave-trading Royal African Company was one of particular note for the controversy over slavery, and the 1895 statue of him was pushed into Bristol Harbour in June 2020. The statues of Robert, 1st Lord Clive (1725-74) in London and Shrewsbury had more resonance for empire and India, and petitions in 2020 calling for the removal of the Shrewsbury one had 23,000 signatures between them. A counter-petition argued that removing the statue would erase part of the town’s history. Shrewsbury Council decided on a 28-17 vote not to remove the statue, and this decision was criticised on the grounds of supposed racism.

Similarly, there was a petition to remove the London statue, while the highly-overrated historian William Dalrymple, writing in The Guardian on 11 June 2020, declared that Clive “was a vicious asset-stripper. His statue has no place on Whitehall … a testament to British ignorance of our imperial past…. Its presence outside the Foreign Office encourages dangerous neo-imperial fantasies among the descendants of the colonisers… Removing the statue of Clive from the back of Downing Street would give us an opportunity finally to begin the process of education and atonement.” And so on with the usual attacks on Brexit being apparently a consequence of an imperial mentality that has never been confronted. Leave aside the extent to which Dalrymple is strong on assertion but no evidence, and that “Little Englanders” were of far more consequence in the 2016 referendum, what you get is a running together of past and present with the modern British supposedly trapped by the past. Therefore, in this approach, the statues have to fall, and the libraries and reading lists must be reordered.

The alleged validity of these views is allegedly further demonstrated by the false consciousness adduced to those who do not share them. Other statues then come up for immediate criticism. The most prominent in Exeter, that of General Redvers Buller on his horse, Biffen, is allegedly rendered unacceptable because he was a general of empire. That Buller was not associated with anything particularly bad is ignored by referring to him as having invented concentration camps during the Boer War of 1899-1902. In fact, one, he was no longer in command then; two, these were not the same as the later German camps, being more akin to detention centres; and, three, such camps had a long provenance, most recently being used by Spain in fighting an insurgency in Cuba in the 1890s.

Why, however, let facts stand in the way? In each and every case, there is misrepresentation in the iconoclastic demands; but that is not the point. We are in the midst of a postmodernist world in which facts are allegedly subjective, an irrational one in which emotion trumps reason, and one of gesture in which the statue is all-too-prominent as a target and the senses of continuity and identity that go with it deliberately attacked. If this is not a culture war, a war on culture, it is difficult to know what is.

The image shows “Fraternité Avant Tout (Brotherhood Above All),” by Asger Jorn, strategically vandalized in 1962.

Ideology And Global Politics: A Conversation With Ciro Paoletti

We are so very pleased and honored to present this interview with Dr. Ciro Paoletti, the renowned military historian. Dr. Paoletti is the author 26 books and several hundred essays and reviews. He serves as General Secretary of the Italian Commission of Military History, and as Director of the Association for Military and Historical Studies. He is a Life-member of the Institute for the History of the Italian Risorgimento, a member of the (US) Society for Military History, a corresponding-member of the Instituto de Geografia e História Militar do Brasil, a member of the Società Dalmata di Storia Patria, and a member of the International Commission of History of Technology. In 2007, he was awarded the SMH Moncado Prize, which he holds along with two other Italian prizes. Dr, Paoletti curretnly works for the Education, University and Research Ministry. He is interviewed by Dr. Zbigniew Janowski, on behalf of the Postil.

Zbigniew Janowski (ZJ): You are a military historian, which, if I am not mistaken, is a rare breed. I can only think of three others: Jeremy Black (English), Donald Kagen and Victor Hansen (American), and you. The four of you also happen to be conservatives. Is there any relationship between your discipline and conservatism?

Ciro Paoletti (CP): I know many military historians who belong to the Left. Many of them may have chosen the Left to be successful in terms of their career. Others are believers. I have in mind a historian, who, when asked why he was a Leftist, candidly answered: “Because this allows me to say whatever I want, feel protected, and suffer no persecution.” However, whenever a historian melts politics into his work, the result is bad quality of work. If you want history to support your political ideas, you have to be a liar. If we don’t rely on facts, if we don’t reconstruct facts properly, and if we don’t present facts as they occurred, we do bad work, and the result is therefore quite bad.

ZJ: From what you said, I gather you consider history, not just military history, to be conservative by definition. Am I right?

CP: Military history and conservatism are not necessarily linked. It depends on the time one lives in, and on the political background. As things are, in this historical period, if one in the so-called West relies on facts, he is a conservative; it is a matter of logic. When you know how things happened in the past, and apply their schemes to the current affairs, you may easily realize how close Political Correctness (PC) is to the worst 20th-century dictatorships.

In Italy we had Fascism, as you know. Fascism altered a lot of things, provided its own historical versions and interpretations, but it did not alter – never – the content of books written in the past because they were not in conformity with Fascism. Communism under Stalin modified paintings, exterminated people when they became “enemy of the people.” The Soviets banned and eliminated books from libraries, the Nazi did the same and burnt books, but did they alter their content? No.

ZJ: Is there a connection between the former totalitarian approach to history and the new PC (politically correct) ideology?

CP: PC makes changes to the original version; It does it in some books, it does it in theater. Thus, how can an honest historian join the politically correct, if it’s based on the falsification of sources?

ZJ: Italians are the most historical nation in European history. As my older friend told me, everybody must study art history, except the Italians. They live in a “museum.” Does this “historical” experience translate into greater attachment to history? Here I want to make a distinction between being culturally conservative and politically conservative.

In the US, where I live, when I say that I am conservative, people almost instinctively think I always vote Republican. To me, to be conservative means to be conservative in the cultural realm, which, in my mind, is the only realm that truly matters. Political allegiances come and go, culture lasts. When you start changing the past, you wage war on the whole cultural heritage, going all the way back to our historical beginnings. The former totalitarians may have done it as a matter of expediency; today’s totalitarians condemn history as such, and find little in it to learn from. What is your take on this?

CP: Italians are instinctively traditionalist, and highly nationalistic. They don’t like sudden changes – but there has been a generational dramatic change since 2000. Historical heritage provides an instinctive common background, comprised of Rome, the Renaissance and Garibaldi. But there it stops.

Translated into politics, this means that the majority – with the exception of the young people – is surely conservative, for almost every-time a general election has been called, the higher the number of voters, the better the result for conservatism. But, as things have gone in the last twenty-five years, almost every time the Right won, the ballot result was turned upside down by political crises and rule went to so called “technical governments” which more or less pended to the Left. And these crises, which were called by the Right “palace plots,” allowed the Left to take power again.

Paradoxically, as things are today, the Progressive Left – composed of former Communists – Is tasked to keep things as they are, to keep the power as much as possible, no matter what the compromise and the related cost for Italians, whilst Conservatives are the real progressive forces. Unfortunately, as things went in early 1995, in 2011, and 2019, the majority of Italians think voting is useless, because, no matter how you vote and what the result, later “they do what they want.”

Young people today are the product of diffused technologies and related apps. The vast majority do not read; hence they do not think, and they vote according to how familiar this or that sounds. Thus, political propaganda is basically advertising: the easier the slogan, the easier to get the vote, even if there is an instinctive resistance to “inclusion” and what it implies. People can also rely on national heritage to justify the reaction to “inclusiveness;” but this reaction is not a consequence of the national heritage, which exists by itself.

ZJ: In the 1970s, we used to say – after Hayek – that there is a distinction between European and American Liberalism, because one could not apply the term Conservatism in the European sense to American reality: no monarchy. Accordingly, the European liberal was conservative in the American sense, and the European socialist corresponded to the American liberal, or, supporter of state intervention, state social programs. If you remember, Hayek even wrote a chapter, in his important Constitution of Liberty, “Why I am not Conservative” – and this, despite the fact that many conservatives claimed Hayek to be in their camp. Do you think that this lack of parallel between the terms – conservative, liberal, socialist – in America is still valid? If I may suggest, my impression is that because Liberalism – or what used to be called classical Liberalism – simply disappeared and became PC. As far as the economy is concerned, both conservatives and “liberals” or democrats are for big state, something inconceivable to liberals and conservatives of old.

CP: You are right, but it depends on a tricky misunderstanding that occurred many decades ago in America. The Leftists never attempted to call themselves Socialists, and sneaked in as “progressive Liberals.” But a look at American affairs allows you to realize that the Democratic Party has never supported state interventionism till F.D. Roosevelt – who copied it from Mussolini, who was and remained a socialist all his life – and, also after Roosevelt, the Democrats were never as progressive as they claim to have been. The conservative South traditionally voted for Democrats “because Lincoln was a Republican.” Thus, due to such a core of voters, how could the Democratic Party not be conservative?

Additional example: in Italy we had the Liberal Party. In 1848 it was at the extreme Left and Republican. In 1876 it got into power and was loyal to the king. In 1948, it sat at the right and was considered a conservative party for the next 50 years. The problem is that the name on the box often does not, or does no longer, correspond to what’s inside the box. In 18th-century Britain, being a Liberal simply meant to be a supporter of free commerce, thus to be a capitalist, no matter the cost for low-income and non-mercantile classes.

As things are now, so-called Liberalism claims to be different, but actually it is still what it always was, and again no matter the cost for low-income and non-entrepreneurial classes. All those other narratives about care, inclusion, the environment, peace and love, and so on, are only a nice package to let the worst and most greedy capitalism be accepted by the people.

The same goes for conservatives: conservatives are the real revolutionaries today, because conservatives want people to use their own brain, feeding it with education and culture, in order to think, and then to act according to their own decisions. Unfortunately, thinking means realizing how dangerous debt can be, and how useful saving is. Thus, thinking is not welcome by the current Liberals, because it may affect the market in an unpredictable way. What the market likes are standard-minded people, a society whose consumers are predictable – and thus planned – in order to minimize losses due to stocking costs and unsold items, and to maximize profits.

ZJ: In our private conversations, you often refer to America as Calvinist, meaning in broad historical terms, Protestant, as opposed to Catholic, meaning different attitudes towards private and social realms. Those attitudes today do not express themselves as theological differences, nor a religious vision on how to organize earthy existence, or work-ethics, as Max Weber would have it, but as social attitudes broadly speaking. One of the characteristic features of life in early Protestantism was insistence on certain socially acceptable behavior.

There were no libertines in Protestant countries, who would mock religion. Sin is evil and thus we must eradicate it. Today religion does not have much of a grip on our lives, but PC in America does. Since punishment cannot be postponed till after death, we use the power of the state – rules, regulations, ostracism to thwart social sins. The last three decades in the US saw unprecedented growth of regulations affecting human behavior, and confessions for saying something considered socially “unacceptable.” Our reality looks like Calvin’s Geneva, with sinners prostrating themselves before the public, expiating their sins. Do you see a connection between PC, which has assumed totalitarian posture, and what you see as American Calvinism?

CP: First of all when I say “Calvinist,” I mean exactly Calvinist, not Protestant in general, because Calvinists consider salvation as a gift; and, in order to feel safe, they think they can realize whether salvation has been conceded to them by looking at the success of their actions during their lifetime. The best measure of success is money: thus, the richer one becomes, the surest one is to go to Paradise.

Due to its Puritan heritage, the USA still relies on a Calvinistic background, and this is part of the explanation. Then I’d say that the current mind depends in part on the Deism of the 17th- and 18th-centurries. That is to say: be loyal, pay your debts, don’t kill, don’t steal, don’t be a liar, and be friendly to other human beings – and this depends on whom one perceives as human beings, because many deists, including Voltaire, got good returns on the money they happily invested in the slave trade – and this in part depends on a Calvinistic vision of sin and money. I have already mentioned money.

About sin, the problem was that no official absolution could exist, for it was Popish. In early America a person was judged by the community, and, when found guilty, punished. That’s why it is so important on one hand to strip some behaviors of their quality as sins – those related to sex – and on the other hand to still identify some “sinners” to go after. If a behavior is no longer a sin, that behavior is by definition correct and you are no longer a sinner.

Thus, a person who is rejected (but who is otherwise a good member of the community) is one who criticizes your behavior; for this criticism makes that person “ipso facto” wrong; thus, he is a sinner. On the other hand, if you have sinner to go after, it means your society still has a “moral code.” Thus, if it has a moral code, it is still a “good” society; and, when supporting such a code, you are “on the right side” (that is, of the community); and you act well when going after the “sinners” opposing such a code, because they are out of the community, and thus a threat.

Legal means may seem soft, but are becoming far less soft. As far as I know, if German parents prevent their child from learning what is taught about gender at school, they are fined and can be also jailed. But this is only in theory a punishment of the sinner. In fact, it’s just the same system the KGB used in case one missed the Komsomol meeting and, by the way, is just the same system used also by the Church in the Middle Age when one refused the globally accepted behavior.

The problem is that these fake liberties are in fact the surface of a dictatorship which, thanks to Facebook, Watsapp and similar things, is more and more controlling and conditioning every aspect of our life, to plan it as capitalism wants, and not as we want. And capitalism has no interest in punishing our soul after our death, because, first as things are, you can’t trade souls, for now. Second, your death would simply mean one consumer less, thus depriving the market of a client – excluding funeral houses, of course. No, capitalism wants us to behave all in the same predictable and planned way, and that’s it.

ZJ: To move on to a different but related topic: The Protestant Reformation. It is a great modern event, whose consequences we are feeling even now. The second greatest event was the French Revolution of 1789. It proclaimed equality of all. It was the end of the world as we knew it. Burke’s Reflections on the Revolution in France is a great document of the old frame of mind, which saw the end of a long epoch. It abolished not just the monarchy as a political system but delegitimized the idea of social hierarchy.

For about 150–200 years the world went on without noticing how destructive this is. it is one thing to say, everybody should share political power to a small extent, have the right to vote and influence politics, it is quite another to assert equality in the way it manifests itself today as “discrimination.”

CP: America and Americans are a consequence of their revolution, not of the French one. The latter abolished slavery; the former kept it. Both stated a deistic application of the Christian principle of equality. But in both cases the principle of hierarchy was preserved. I do not see the root of the idea of “discrimination” in the French Revolution. America kept discrimination alive. It did not change significantly till Martin Luther King, who was killed in 1968.

ZJ: Since you referred to slavery, would you agree that there is a difference of attitude in Catholic and Protestant colonialism for this every reason. The Spaniards and Portuguese were Catholics; the Dutch and British were Protestant. The Catholic Spaniards and Portuguese went to the new world without women; the Protestants fled the British Isles taking populations of villages – men and women. They were self-sufficient; they wanted to recreate their life in a New World on old principles minus the British hierarchy. The local population was a nuisance.

CP: The Spaniards started their colonization, wherever it was, as a military operation, thus no woman could go with them. The Portuguese started their colonization establishing trading posts to support their commercial expeditions, thus in this case too there was no room for women, at least at the beginning. The Dutch and the British were looking for free spaces to migrate. They emigrated with families. On the other hand, the French started their North-American colonization smoothly, as a commercial penetration, thus they allied with the Hurons, and converted them to Catholicism. As a result, there was no destruction of the local population in Canada, whilst it occurred in the 13 British colonies (as happened in a similar way in South America ruled by Spaniards and by the Portuguese).

America

ZJ: Let me move to 20th-century. Here is something that an American military historian, an expert on the Greek historian Thucydides, Donald Kagan, said in an interview for American Heritage: “In my view America represents something relatively new in history of international relations. We are the greatest military power in the world today and we remain the greatest economic power. There haven’t been very many times in the past when there has been a single power with so much relative strength. And we are still almost universally perceived to be what Bismarck called a satisfied power, happy with what we have, self-sufficient, not aiming to seize anything essential to others. We don’t represent the kind of menace that powers approaching our relative strength have in the past. I think there is a new set of rules for us: If America tries to exert leadership in the world, it can do so in many ways that are historically new.”

Kagan said this in 1997. It is hard to believe how much changed: September 11th and all that it entailed, financial crisis in 2008, and, above all, the rise of China, which in 1997 one could not mention as a threat to American hegemony. What, if anything, from what Kagan said still holds true about the position of the US.

CP: Kagan at that time probably presented the shared great American pride after the fall of the Soviet System, when everybody thought America to be unchallengeable. It lasted till September 11th, only a few years later. That America was “not aiming to seize anything essential to others” is something many countries could easily argue about, but my answer to your question is – not that much still holds true.

Rules to hold power are always the same, no matter the historical period and the geographical location. In case you may dispute it, it is about how much velvet to use for the glove dressing your steel hand, but that’s it. Americans still rely on Theodore Roosevelt’s statement: “Speak kindly, and bring a big stick.” The typical American likes very much the self-perception of America as the land of liberty – which in Academia no longer exists and is severely scrutinized by the progressive press and television – and of Americans as welcome everywhere because they bring democracy.

Well, in 1944 and 1945 they were perceived this way, but now? What do they bring? Political correctness? The Americans are not aiming to seize anything essential to others because they are at the top. “If America tries to exert leadership in the world, it can do so in many ways that are historically new?” Oh, please, which new ways? There are no “new ways;” there is, perhaps, only a new way for dressing and describing the old ways. But the core is the same used since the days of the Egyptians to now, passing through thirty or forty or centuries of human civilization everywhere in the world.

ZJ: To bring support to your claim I can invoke two examples. When Hilary Clinton went to India, she uttered her famous slogan, “Women’s rights are human rights.” When Barak Obama visited Ethiopia and Kenya, he was talking about gay rights. My Ethiopian friend was outraged and said: “Ethiopians have serious problems to worry about: poverty, brutality of the government, non-existence of a free press, a corrupt ruling class, rule of law, and Obama is talking about gay rights!” One can, of course, score some points at home by saying such things, but it shows Kenyans and Ethiopians that America offers no support for the people in Ethiopia and Kenya in their fight against corruption to bring necessary reforms in their countries.

When President Carter came to Poland, in 1977, he talked about violation of human rights, his wife met with the Primate of Poland, Cardinal Wyszynski. It gave us hope and created the impression that the US stands for universal values and supports opposition. In contrast to Carter, Clinton and Obama were the supporters of new ideologies.

Would you agree that the more the American mind is preoccupied with ideological thinking, the less effective it can be in shaping politics outside America, and this preoccupation weakens its own influence? What America exports now is ideology which, incidentally, is inimical to freedom. This attitude antagonizes many people in other countries. People in former communist countries in the 1970s and 1980s were looking up to America. Today, no one is looking up to America any more.

CP: I subscribe to everything you said. Americans have often a very poor perception of what happens outside America. if you look at the American press, you know all about the city, enough about the county, not that much about the state, or about the USA, and practically nothing about the world. Americans like to think that what works for them works for everybody and that everybody must be happy with it.

Unfortunately, it is not so. A politician, of course, thinks above all of re-election, and thus speaks in order to keep or enhance the number of voters. This is normal, but what Obama did, and what Hilary did, seems something, in a certain sense, different: they seem to have perceived themselves as the apostles of progressive evangelism, telling the people living in the darkness how to think, behave and act. They had no doubt about being enlightened, thus better. But this is what we are dealing with since the French came to Italy in 1796 – which, believe me, was not a good period; and they were hardly welcomed, given the popular armed resistance they had to face for a very longtime – and it is something we know well. Beware of it.

When you make a comparison between Politically Correct and Communism, you are not right; the real comparison is to Jacobinism, and, of course, since people are all but stupid, the result is just what you say: no one is looking up to America any more, except, in my country, the provincial-minded and not the cultured leftists, who think America to be the land of the best by definition. By the way, until 1994, these cultured leftists were all formally Communist.

ZJ: As you said, Obama and Hilary Clinton perceived themselves as the apostles of the progressive evangelism. This struck me, because I heard the same argument some 25 years ago from conservatively minded Poles: the liberal elites feel disdain for the uneducated, simple people. And, 25 years later, the same argument came to the fore in France, Britain and the US. Trump and Johnson came to power on the wave of popular dissatisfaction with the liberal elites who are suspicious of ordinary people. It is the same thing everywhere in the Western world. The liberal elites, like the Democratic Party in the US, claim to be on the side of “the people,” but any real contact with them terrifies them: dirty, primitive, uneducated and, therefore, stupid. Or, as Hillary Clinton called them – deplorables!

CP: Yes, deplorability. This is the term which tells you who we are dealing with. But this is also why I perceive Political Correctness as Jacobinism, and not as Communism. A Communist will hate you, but will rarely look at you from on high because you don’t share his opinions; and a Communist will never consider you as “nothing:” you are equal, but opposing, thus an enemy to be destroyed – which is easier, faster and safer than re-educating. But the Jacobins felt superior; they had all the arrogance of the authors of the Encyclopedia, the same arrogance Voltaire displayed. They claimed they were right because they were enlightened. Being enlightened – of course, according to their standards, agreeing with those standards – meant ipso facto to be superior. If you think of it, you realize also that Communism was a result of the Jacobinism, not much different from it.

I would add that the worst form of arrogance is the intellectual one. This is an infringement of the first rule of democracy: parity. No matter what the Politically Correct people claim to be, they perceive as unequal everyone who is not like them. Thus they in fact deny fundamental parity to those who are not like-minded. This is undemocratic.

America, China, Russia

ZJ: I would like to ask you about China, but before that I want to ask you about ancient historians, whom, I know you studied, as most military historians do. Whom among the Greeks and Romans did you read? And, how important are they for military history?

CP: They are very important for history in general, and they are the first Europeans who wrote what they knew, and thus our cultural identity is widely indebted to them. What did I read? Thucydides, Herodotus, Polybius and Epaminondas, Caesar, Livy, Tacitus, Sallust, and Suetonius, the last ones both in Latin and in translation. How important are they for history is well-known. In military history, well, just think that the military academies normally include the Greek and the Roman wars in their teaching, because neither strategy nor tactics has changed.

ZJ: The reason I invoked the ancient historians is that the Chinese Communists are interested in them. Xi Jing Ping read Thucydides’ Peloponnesian War. Books by European classicists, for example by the Jacqueline de Romilly who wrote about Thucydides, were translated into Chinese. Recently two books on Thucydides were published here in the US – Thucydides’s Trap?: Historical Interpretation, Logic of Inquiry, and the Future of Sino-American Relationship by Steve Chan, or Destined for War: Can America and China Escape Thucydides’s Trap? by Graham Allison. One can observe a renaissance of ancient authors, Thucydides and Polybius, in particular, in small circles of specialists and political decision makers.

Wouldn’t you say that there is no better recommendation than the fact that non-Western communists read Western classics?

CP: I agree with you, but I’d add something. They, too, wrote incredibly valuable books. So, if they are reading ours, it’s because the first rule of a commander is – know what, and how your potential – or not – enemy thinks. This is what the Chinese are doing; and this is what we are not doing, because I don’t think our decision-makers have read, for instance, Sun Tzu. And it is dangerous.

Then you ask why the Greeks, the Romans? Well, it would be best to ask the Chinese. I can only wonder why. Maybe because our mentality is still that of ancient times, and because Greece and Rome are the roots of our culture. But honestly, I’m not a Chinese political leader; thus, I don’t know. Also, I do not know how much Classical education in the West is dead, because I do not have an idea of how it is in other countries but mine. I know that in my country we still have to study Latin and ancient Greek during the five years of high school – in the classical lyceum – or only Latin, and also five years in the scientific lyceum. Of course, a lot of families don’t like Latin and Greek, and thus look for not so “useless” subjects for their children. Nonetheless, many others still study them; and this is something. As for the last question, it is highly possible that by not reading – not reading in general I mean – the new generation of Westerners is bound to lose to the Asians who are learning from our heritage. Unless we forbid the use Facebook, WhatsApp, and related chats, I don’t know what we could do.

ZJ: Should we – and by WE I have in mind many different “WEs” or us – be afraid of the rise of China for the same reason? In the case of the West, the rise of China as a world power is threatening because we fear that the Chinese mentality, world-view is incompatible with ours, particularly the idea of the relationship between the individual and the collective. We fear that if China becomes a world-power, collectivism will have to override Western individualism. Asian countries, on the other hand, whose cultures are closer to that of China, see the threat more in economic and military terms. African countries, where China’s presence is ubiquitous, see China as a force exploiting their countries’ natural resources. China allies itself with corrupt local authorities. Is there a common denominator in everyone’s fear; or, is the situation in each of the three cases different?

CP: The answer is yes to the first two questions. The problem is that I hardly see a way to react or to avoid it.

Let’s take the case of Poland, at least the case of Poland of ten years ago. I went to Wroclaw that year, because I was going to be appointed to the scientific board of a journal published by the University of Lower Silesia, and I complimented my friend who invited me on how Poland had improved in less than ten years. I remember quite well that during the meeting of the board, when discussing the distribution of the journal, my friend said that 10 euros (yearly subscription) was too much for students. I was surprised, but made no comment. The next day, I asked him: “If a student can’t pay 10 euros per year, how can families purchase what I see in stores?” The answer – you know it but I did not know it at that time – was: “Whatever you see on sale is very inexpensive in Western terms, and it all comes from China. It’s all made in China: pencils, pens, paper, cloths, shoes, all. Otherwise we could not otherwise purchase it.” So, the terms for Poland were: better to buy Chinese goods and get what you need, even if it is not of the best quality, than not have at all.

That’ s the core of the problem: China grew because it was – and it still is – competitive in terms of prices, because of her lower standard of li ving, and because now China is competitive also in terms of quality. As things stand, you can’t stop it, unless we introduce strong protectionism. But what will happen if, for example, China causes a collapse of US bonds? What then? America would crash in a month, or less than a month, or would go to war.

So, you can’t stop it, unless you have no state debt, a lot of raw materials making you potentially self-sufficient; or, you don’t care about your citizens’ standard of living; or, if you don’t care how your citizens react in case their standard of livinggoes plummets. And there is only one country in the world, today, in such a situation: Russia, and it stands together with China – thanks to the US.

ZJ: Is there a way to avoid it?

CP: There is no way. Rather, the question is how to survive. Only in a Japanese way: keep the standard of living relatively low, keep manpower cost relatively low, increase technological innovation in order to render national production more competitive, and reduce national debt.

In all four cases, this is very hard, if not impossible, to do in the West; and in Japan it works only due to their longstanding tradition of low standard of living, hard and prolonged daily work, and, above all, a national debt which, by law, can be held only by Japanese nationals. But we can’t do it, unless a major social U-turn happens, which nobody is ready for. Think of the French under Macron in the last 28 months.

The problem is that the Chinese have a centralized decision-making process, and we have not. In military terms, they have already won, because a centralized command is always far more effective than a non-coordinated one; and in the West, we are not-coordinated.

Hopes? None, or a very small one: the increasing social gap between inner China and coastal China. To be even clearer – coastal China enjoys far better standards of living than inner China. Coastal China is in relatively good condition as far as I know, as good as Poland could be in 1980. Inner China is far below, as far below as the Soviet deep countryside could be in the 1960s, or more. Now, the Chinese government knows this and must somehow fill the gap. A way to fill the gap is to open the inner market, increasing wages in some areas. This will heavily push production – thus incomes should increase.

So there is a slight, very slight possibility that, on one hand, this may push prices as high as needed to render Chinese goods less competitive on world markets; on the other hand, there is a slight possibility that once richer, the Chinese may be a bit less disciplined than they are now, and thus they could somehow start not to obey as blindly as they do now. But I don’t believe either the former or the latter scenarios. Moreover, in Germany and Italy, we have seen how effective the dictatorial control can be, even when improving standards of living; and back then, there was no internet, and no mobile networks. Think of mobile networks and the internet controlled by Hitler and the Gestapo!

We can only hope to be left alone, because, as things are, there is no way to stop them. Besides, with this stupid Political Correctness, I don’t think there is the smallest room to challenge China. America is fighting rearguard action: it’s trying to keep the advantage it still has in terms of technology. But for how long?

ZJ: Given what you’ve said, I have two related questions. Let me begin with the following. Liberal states with their hostility toward power are ill-equipped to fight or oppose the dominance of non-liberal regimes, like China. Any attempt to endow the State with more power is seen as “fascist.” The moment Covid-19 broke out, liberal journalists claimed that the extraordinary measures which some governments took, in Poland, for example, is a smokescreen to amass more power. In the US we heard the same rhetoric. Now, weeks later, when people want to leave homes, go back to work, restart economy, and, like in the US, start rebelling against stay-at-home orders, the same liberal media outlets which complained about the government amassing power want the State to go after those who want to relax the regulations.

This leads me to believe that the liberal idea of a weak state is untenable precisely because when a danger looms, the state must have considerable power to provide order, and it is never because of extraordinary circumstances. Such circumstances, whether they manifest themselves on a daily basis or not, they exist by the very nature of political existence. For example, we don’t fight wars on daily basis, but we maintain the military in case we go to war, and it would be impossible to organize the military overnight if a country were to be invaded. It makes me think that the liberal state can work only when there is no danger (be it Covid-19, or threat to national security), which is a rare or impossible scenario.

CP: The so-called liberals wants a weak state because a weak state cannot fight an organized massive opposition. A state can oppose better than a single person; thus, a state must be weakened; and liberals, as you say, accuse the states, which try to keep some of their natural powers, as being freedom-threatening and fascist. But this in their minds has nothing to do with state-power as such. According to them, the state should be a sort of waiter, providing all the needed commodities, while allowing them to do what they want, when they want, and the way they want. The State, according to them, should be a gadget to be used as they like. So, there is no paradox: they are quite coherent. It’s the idea of the state which is different. Their idea is not ours.

ZJ: What you said in your previous answer sounds like the West’s doomsday or even its death certificate. The 20th-century is often referred to as the “American century.” That century started with a very optimistic statement by President Wilson, known as a “doctrine:” “To make the world free for democracy.” Fascism and Nazism failed. Soviet totalitarianism disintegrated. But now America and the West are being slowly replaced by a very non-democratic China. Do you see in Wilson’s doctrine something naïve; an expression of typical American optimism; or, the unfolding of the Enlightenment idea that Reason, democratic egalitarianism, will win over tribal passions and national interests?

Second, do you think that Americans will learn a permanent lesson after what one can call a defeat in Iraq and Afghanistan; or, for as long as America cherishes its Enlightenment principles, it will commit the same mistake again? Last but not least, would you say that under Trump, America already changed in this respect, not because Trump has any doctrine, but simply because he is a pragmatic businessman who sees the world in terms of dollars, not ideas and ideals, and looks at politics as a tool, not as a science of moral principles.

CP: Wilson was an academic who had no actual experience in foreign affairs, and in politics other than in the USA. His principles were fine on paper, but think of how easy would it be to apply them in Danzig and neighboring area. And in Silesia? And what about Czechoslovakia, where Czechs were only half of the population? Had his been applied, as he stated them, in Poland, you would have the cities kept by Germany and in the neighboring country; in Dalmatia the cities, and only the cities, had to belong to Italy; the countryside would belong to Yugoslavia – it was a mosaic of people changing into a nightmare. It was impossible, because the countryside wanted also the city they relied on; and the city wanted to rule the countryside it relied on.

As for Afghanistan and Iraq, let’s start with the latter. A couple of American friends of mine, deeply liberal, voting Democrats, fully objected to the Iraq war. As she always said: “It’s only for the oil.” Then, from a military point of view, it started badly, because the US Expeditionary force was less than two thirds than what should have been. Thus, it was clear to everybody with a bit of military experience (including me) that from the very beginning they were going to face a lot of troubles once the offensive was achieved. Afghanistan was an additional disaster. Why? After September 11th the US needed to show that they were reacting, the faster the better. They needed a target. They knew where Osama bin Laden was and they attacked. Now, as military history teaches, nobody can seize and keep Afghanistan, nobody. That’s why the Czars never tried. The British left it unoccupied after having suffered many severe total military disasters every time they entered Afghanistan. Ok? And Moscow entered in 1979. You know how that ended.

Will they make the same mistake again? My answer is, Yes. But it does not depend on their military; it will depend on their politicians; and it has nothing or very little to do with the Enlightenment mentality, because in both cases the fight for democracy was only the badge and did not correspond that much to what was in the box.

ZJ: Ever since the collapse of Communism, Russia feels uneasy about what to do and where to go. Whatever Sovietism was, it gave them a sense of being a great power; and, of course, the victory over Nazi Germany strengthened the feeling of being a liberating force. (It did not matter that it was one totalitarian power fighting another totalitarian power). All that went hand in hand with the old idea of Imperial Russia. Then, 1991 came as a psychological blow; the colossus collapsed, but the huge territory remained. As you know, in Putin’s mind, the collapse of the Soviet Union was the 20th-century’s greatest disaster. Today, Russia’s economy is the size of that of Italy.

It leads me to think of a paradox. I gather Italy does not have imperial ambitions; it is not flying military planes, armed with nuclear weapons over Europe, and so on. But Russia does. Does Russia, Russians, or Putin live in an illusory reality? Is their perception of the world, first, based on the divorce between their real power and the illusion of power they have? Or, is historical reality so strong that it makes it almost impossible for the present generation of Russians to reconcile themselves that the world has changed. After all, Britain ruled one third of the world. It lost its Empire, but accommodated well to the new reality.

CP: Russia is a nuclear power; we Italians lost World War II. Thus, we were prevented by a treaty, and we had to renounce military ambitions. But we belong to NATO; and this dictates our behavior. Britain did not exactly accommodate to the new status. Britain was heavily forced by the USA to progressively renounce her world power status – the Suez intervention in 1956 and the Bermuda Treaty about nuclear weapons were the two major steps in Britain’s decline, both enforced by the USA. But Russia is too big to be forced, and has too many assets to be used, in order to survive.

Russia won last World War II, and thus got and still holds a permanent seat with the right of veto in the UN security council, which we Italians have not got. Russia has plenty of raw materials – which we have not, as Britain too practically never had – from uranium to natural gas, including crude oil, gold, iron and so on. Russia is overextended in two continents, bordering with China. And, not the smallest issue, Russian is still a communication language in many countries, as I saw in Prague when, in 1997, I realized a Czech captain was speaking to a Chinese colonel in Russian, and as I still realize when in the Baltic States, in Eastern Europe, or in Israel.

Whilst Britain, once she lost her colonies, remained a peripheral, relatively small island off the European Atlantic coast, Russia must exist as a world power, simply because it shares the border with China. Russia has no alternative. It must remain a world power or disappear; and this is, I think, what Putin has in mind; because I do not think anybody will prefer to let his own country disappear.

ZJ: I would agree with your last point. But on the additional supposition, that Russia’s interests are or could be co-extensive with our interests, I am not sure. However, as things stand today, Russia appears to prefer, or pretends to, a close alliance with China over America, probably to oppose America’s influence for the 1991 humiliation. But given the size of Russia’s economy, her alliance with China makes her look more like “a gas station” for China, whose primary purpose is to secure resources for itself.

You can say, and the argument seems valid, that part of the blame is the attitude of the Democrats in the US. It is mindboggling to see the Democrats running around and screaming at Trump because he wants to have a relationship with Russia. Even Steven Cohen, an American scholar of Russian history, is stunned by the Democrats’ attitude. The Democrats sound as if it was in America’s interest to continue the Cold War. None of this seems to get Russia onside the West’s cultural and political influence to oppose China.

CP: When the USSR collapsed, Russia found itself weak, and isolated. On the other hand, USA did their own best to help all the former Soviet nationalities to get their independence. Hence the USA was perceived still as an enemy destroying Russia; for in Moscow’s mind, Russia and the USSR were basically one and the same. When that process ended, Russia found itself weaker than in the past, hugely indebted, and still alone, sharing an incredibly long and impossible to defend border with an increasingly powerful China. What to do?

After what just happened, Russia could not rely on the USA, and had to find a solution. China in that moment was not a threat and, according to the old rule, “if you can’t fight them, join them,” Moscow signed the Shanghai Pact. The consequence – both partners felt their back was safe. An important Chinese general in 2007 in South Africa clearly and officially said, in an international conference I attended, that China appreciates nothing better than harmony, and harmony leads to happiness; and the Shanghai Pact was aimed to keep harmony, thus rendering everybody happy. As I later wrote in the Italian Navy Journal, this basically meant: “We want to run our own business according to our own mind. So, please, don’t intrude, or you will be against harmony, and the Pact will be turned against you.”

I do not know when, and if, Russia will be compelled in the future to choose whether to break harmony and survive, or submit to Chinese hegemony and become a satellite. But it is certain that, as things are, if the USA does not take a different approach, the relationship between Washington and Moscow will hardly change. I remember well the terror that existed in Eastern Europe in many countries, before the last US presidential election – because everybody considered the election of Hilary Clinton as the trigger for a war on Russia, with their countries in the middle. Nobody forgot that the USA entered both the World Wars led by a Democratic president, who had been re-elected promising to keep peace. It is something some Democrat should keep in mind.

ZJ: Are you saying that European alliance with the US is not necessarily in the interest of Europe and that Russia’s flying her planes over Europe is a benign exercise.

CP: Please don’t rely on the American vision: America, seen from here, did her own best to destroy Russia, and went further than strategically needed. Yugoslavia had to be dissolved, for it could no longer hold as it was. But there was no need to attack it, as was done in the 1990s, thus creating that ghost named Kossovo, and the other ghost called Bosnia, after a bloody civil war, and compelling NATO to keep its forces there for 30 years. But if it was done, it was only to deprive the Russian fleet of a possible port on the Mediterranean. That was the only reason for that war: democracy and self-determination were empty words. Now, try to see who the Serbs perceive as being closer to them – Washington or Moscow. And the answer is, Moscow, and right in the center of the Balkans! Wonderful result!

What do you think that many Poles thought? Do you think that they were supportive of the American initiative in Kiev? Not at all. Poles know quite well that in case of war, they will be alone in facing Russia, because, as the press reports, the Germans have exactly 16 effective aircrafts – 16, no kidding – and far less tanks then the Polish Army has; and in Warsaw nobody seriously thinks the USA is ready “to die for Danzig.” And what did the Americans do? The Orange surge in Kiev; and why? To establish in Kiev a government whose first declared task was not to renew the lease of Sebastopol to the Russian fleet! Could whatever person with a working brain think Putin would just happily accept the loss of such an asset? Could Putin agree to such a change? What do you think the USA would do in case a party in Italy would run saying, Let’s kick out the 6th US fleet from Naples and the Mediterranean?

I have heard with my ears Poles terrified by the perspective of an Orange success in Kiev, for that meant war on Russia, and many others in Romania, Bulgaria, Poland and the three Baltic States were frightened by the possible victory of Hilary Clinton – for that, in their mind, meant WAR, with Poland alone in the first line. Putin is no choir-boy. But the Americans, my goodness, they did their own best to push him in the corner where he is now, to push him to find an agreement with China, and now they complain!

We are losing tens or hundreds of billions of euros to be loyal to the NATO-imposed – thus American imposed – commercial embargo on Russia: does the USA care? Not at all. We, not USA, gets damaged. Obama left Iraq to be devastated because it was a former Russian ally; and then he did the same with Assad; and when Syria – which is flooding us, not America, with her refugees – after years of not ending war – asked for help, and Putin said, Yes, for he could not decently refuse to support a longstanding ally, what did Washington do? It said “Oh-oh, this is unfair.” But when Syrian people were massacred by the war, was that fair? And why did it happen? In the past 30 years, it seems that there was not a single day when Washington did not try to destabilize Russia once and for all – and this is the result.

Russia would like to come to an agreement, but America prevents it. I know that one can’t trust the Russians, but, for Heavens’ sake, when did we, the West, offer them one – I say just one – opportunity to show how reliable or unreliable they can be? Never! That’s a very bad and shortsighted policy. Only the Americans can think that it is only a matter of Russian goodwill. It is a matter of nonexistence of American goodwill. That’s it!

You say, Russian planes fly over Europe, and close the US coasts? And what does the USAF do? It patrols along the Russian border, just above the line of the Russian border? Who started first, guess… the Americans. Putin is reacting, due to many reasons, to show his Chinese allies that “he can,” that he is not the weak member of their dual alliance, to let the USA realize that he will not surrender, and that “he can stand up,” and provide evidence to his people that they are still under threat. Thus, the current situation – bad or good – has to be kept due to the external threat. And the problem is that, as things have been and still seems to be, he is right, because the external threat does exist – from America.

America wants – Russia destroyed, the European Union weak and disbanded, and China falling. As American policy is going, they may have the EU going down, but no success with the others. Thus, if they do not offer Putin a good compromise, a good loyal offer, they won’t achieve whatever result they want. And whilst Trump could, the Dems won’t; and you will see the result.

ZJ: Henry Kissinger’s view was that America in the late 1960s and 1970s was a declining power, and the best thing America could do was to contain the Soviet Union by agreeing to the division of the sphere of influence between the US and Soviet Union. Zbigniew Brzezinski, National Security Adviser under Carter, devised a different policy: using human rights as a weapon to build opposition in the Soviet empire and hold the communist governments accountable for their violations, and indirectly and slowly weaken communist grip on society.

After the collapse of communism, the sphere of America’s influence spread; but it spread exactly at the time when America entered the phase of its moral decline: its economic model – living on credit which was in perfect agreement with the hedonistic values of the society – led to unprecedented debt, which, as you remarked, makes it even less possible we can build a sensible opposition to China.

So, we moved from the world being split between America and the West and the Soviet Union, to the West and America being ripped apart by unprecedented debt and lack of ideological cohesion which makes it impossible to build an opposition to China. Does America have an attractive message to its allies and other countries, who are afraid of China as well, that could unite them today?

CP: No. It once had one; but now no longer does. Political correctness is not a message; and its rules seem to push people far away from America instead of becoming close to America.

ZJ: Hence my last question. Does China have an attractive message? Before you answer my question, let me read to you something that Xi Jing Ping said in 2014: “The Soviet Union collapsed because nobody was man enough to stand up and resist [its downfall]… Constitutional monarchy, imperial restoration, parliamentarism, a multiparty system and the presidential system – we considered them, tried them, but none worked.” You can contrast it with Churchill’s “Democracy is the worst form of government, except for all others.” Was Churchill too optimistic, as was Pericles in his funeral oration during the Peloponnesian war? Are Xi Jing Ping’s words the next superpower’s message to the world?

CP: A mistake usually made in the West and above all in America, is that of thinking of the others as compact. Europe is not compact – think of the differences among the different European peoples – and China too is not, and it is big, enormous, and, till now, the most populated country of the world. Can you imagine what if all the ethnic groups would start acting with the same freedom we have in the West? Divisions, quarrels, differences, and who would settle them? They would soon be back to the War Lords time, or something like it; and that was a very sad time. We cannot, and we must not think that what works for us, here and now, may suit the others in the same time, and in another part of the world, because this is just the mistake Political Correctness does: it’s right, it works here, hence it must be exported everywhere. That’s wrong.

Some years ago I met an American based in London, who had a deep knowledge of the Far East and he had to agree with me when I told him that we can’t export democracy; we can’t enforce other people to accept democracy, because if they want not to have it, there is nothing to do, and we can’t go to war to impose democracy. This is America’s biggest fault – to believe that the American way of life can work everywhere, and thus must be exported and, in some cases, enforced. As long as it was a sort of shared idea, it could be neglected. But for the last 25 years, it is no longer so. It was officially stated by Warren Christopher in an article published in 1995 in Foreign Policy. Christopher wrote that the post-USSR-collapse situation presented the USA with an exceptional opportunity to shape the world according to their standards. His idea was based on four points; and the fourth was the support for democracy and human rights, according to American interests and ideals. Soon thereafter, senator Robert Dole also published an article – “Shaping America’s Global Future.” He said basically the same things Christopher said. Thus one could conclude that, no matter the party ruling the country, that policy had to be the future American policy.

So, back to China, why should the Chinese accept to share American standards, if those standards can’t be safely applied to their country? Primum edere, deinde philosophari – Food first, then philosophy. After that, many other things can follow.

ZJ: Dr. Paoletti, thank you for your time.

The image shows “Fury of Achilles,” by Charles-Antoine Coypel, painted in 1737.

The Death of Liberalism? An Interview With Nicholas Capaldi

This month we are so very pleased and honored to present this interview with the renowned philosopher, Nicholas Capaldi, who is the Legendre-Soule Distinguished professor at Loyola University, New Orleans, USA. He is interviewed by Dr. Zbigniew Janowski, who himself is a philosopher and author of several important books and is currently working on a collection of articles, entitled, Gods Will Have Blood: Rise of Totalitarianism in America.

Zbigniew Janowski (ZJ): My image of Nicholas Capaldi is that of an American intellectual and academic, rather than a philosophy professor. The reason is, correct me if I am wrong, that in your books you always try to tackle a big intellectual problem, just like in your book on analytic philosophy, which you inscribed in the Enlightenment Project. It is not just narrow philosophical problems that you see, but you see them in a broad historical context. The same goes for your other books and the one you have just finished, The Anglo-American Conception of the Rule of Law. Is my description of you correct?

Nicholas Capaldi (NC): Yes! Thank you. Philosophical issues do not exist in a vacuum but within a larger context. It is always important to ask “why” an issue is an issue and for whom. The academic world, wrongly modeled along scientific grounds, forces people to know or think they know more about less and less. The result is a series of fashionable discussions akin to a carousel on which the riders and tunes change but there is no progress or direction.

ZJ: Your other book is a biography of John Stuart Mill, the father of the Liberal Idea. What made you write it?

NC: As an undergraduate seeking to find my own voice, I was inspired both by Mill’s defense of individual autonomy and by the critique of censorship. A career in academe has only reinforced the need to seek for the truth and to be free to articulate it, even more so as the academic world becomes increasingly politicized and intolerant.

ZJ: As the author of two books on Mill, you are well qualified to assess Liberalism as a doctrine. Liberalism travelled a long way from where it started in 1820, as a criticism of the establishment of the aristocratic Anglican order to what it became in Mill, and to where it is now, essentially a form of Politically Correct orthodoxy. One could probably find a number of other intermediate stages in the 20th century (welfare state, extension of suffrage, etc.) How do you explain its plasticity, the ability to adapt itself to the changing circumstances? In ten years, it will be roughly 200 years since the emergence of the Liberal Idea in Oxford in the 1820s, as Cardinal John Henry Newman explained it in his Apologia.

NC: I think it is a mistake to talk about Liberalism. It would be better to focus on the importance of individual freedom and how it emerged/developed historically within the European psyche, but most especially in the English world. Once you try to understand this as an isolated concept (philosophical, political, economic, etc.) you have created a contextless abstraction – and abstractions can be interpreted to mean anything. The best discussion I know is Oakeshott’s distinction between civil and enterprise association, wherein the former is a society without a collective end, but exists to allow individual members to pursue their own individual ends with a minimum of conflict.

The existence of people (anti-individuals) who are incapable or unwilling to live in such a world enables them to take an abstract concept and make it mean the opposite of its original meaning. I might add that intellectuals who are limited to using only Greco-Roman models have bought into an intellectual frame of reference that limits their ability to understand individual freedom. Such intellectuals want to be free to impose their own model on others – freedom of speech for them means freedom to impose their private vision on others.

ZJ: What, in your opinion, were the classical characteristics of Mill’s Liberalism and which are the ones which today’s Liberals promote?

NC: Mill sought to respect individual freedom; today, many so-called Liberals seek to “promote” individual freedom by collectivist means. Assuming they know what they are talking about, they are blind to the inherent contradiction of ‘forcing people to be free’ (Rousseau). It all goes back to what Voegelin called “Gnosticism.”

ZJ: Let me give you one example, from his On Representative Government. Mill was a great proponent of universal suffrage. Yet, he understood that it was not a God given right, like the American inalienable rights, but contingent upon certain factors – education, for example. “Universal teaching must precede universal enfranchisement.” In other words, basic education, which he considered to be the knowledge of basic mathematics, reading, geography, national and world history is the foundation on which suffrage rests. We, today, on the other hand, believe that it is a right, that democracy can function anywhere, and that regardless of our personal and intellectual qualities, democracy can function. Democracy in Mill’s writings appears to be a very fragile and complex mechanism. How would he see the democratic world today?

NC: Mill wrote the essay, On Liberty, in part, to call attention to the difference between the negative role of democracy in the eighteenth century (favored by the U.S. founders) and the “tyranny of the majority,” against which Tocqueville argued so eloquently. Mill also called attention to the difference between what the majority might think and what those who claim to speak for the majority (power elite) claim on behalf of the majority.

ZJ: We seem to be obsessed with the idea of wide participation of the masses. No exclusions; in fact, every exclusion is called discrimination. Mill, sympathetic as he was to the idea of extending the right to vote, was very clear that, first, criminals’ right to vote should be suspended, that people who live off others should not have a right to vote, and those who are unemployed for an extensive period of time (he thought of 3-5 years), should not have a right to vote either. Today, Mill would be accused of discrimination.

NC: Today, democracy has become a mask for oppression. So-called “identity politics” brings together all the of the anti-individuals (mentioned earlier – see Oakeshott) to undermine the achievements and prestige of autonomous individuals. Instead of transferring resources from the rich to the poor, we transfer power from individuals to the state (de Jouvenel). Political discourse has become Orwellian.

ZJ: Let me go back to his educational requirements – literacy, national history, global history and geography. This is what he thought was necessary in 1861 when he published his work! The world of 1861 and the world of 2020 are not the same, and by that, I mean the world is so much more complicated and complex that even the best educated among us cannot claim to be experts in political matters.

Let me draw a parallel, I am not sure how useful it is, between criticism of Socialism by Hayek and democracy’s ability to sustain itself. According to Hayek, one major reason why Socialist economics is not viable is because no one can have complete knowledge that goes into pricing, and therefore, only free market can provide us with correct price of goods. Planned economy can’t work. The idea that the masses somehow have enough knowledge to run the social and political realms seems to me Utopian in nature, in the same way that Socialism was.

NC: You are absolutely correct. Keep in mind that Hayek’s argument against planning is a restatement of his mentor Mill’s position that no one can be infallible (remember the context of 19th-century debate on infallibility). The U.S. was founded as a Republic (constitutional protection of individual liberties) as opposed to a DEMOCRACY (majority-tyranny).

ZJ: In the beginning of his On Liberty, Mill states: “The struggle between Liberty and Authority is the most conspicuous feature of history with which we are earliest familiar, particularly in that of Greece, Rome, and England. But in old times this contest was between subjects, or some classes of subjects, and the government.”

This idea sounds very familiar to the readers of Marx and Engels, who at the opening of the Communist Manifesto formulated their vision of progressive history as well. In their view history is a class struggle, between oppressors and the oppressed. The oppressors are in Mill’s scheme the Party of Authority, and the oppressed are the Party of Liberty. Is it a coincidence that Mill – the Liberal – and Marx and Engels sound so alike? Or does the similarity stem from the popular understanding of History as Progressive, a popular conception in 19th-century.

NC: Great question. There were different conceptions of history in the 19th-century debate. For the mature Mill, history evolved but did not progress; as in the common law, we constantly seek to retrieve, explicate, and restate for new contexts the inherent norms of our inherited civilization. For Marx, Comte, etc. “history” was understood “scientifically” as a form of teleology or progress. The great attraction of the latter view is that it allows you to invent self-serving narratives.

ZJ: Do you think there are consequences of such an interpretation of history? In Marxism it was called “Historical Inevitability,” which in practice gave the communist apparatchiks a theoretical tool to eliminate the enemies: If History is progressive, if it unfolds itself in a certain direction, there is nothing wrong in eliminating the enemies of Progress. The idea had serious consequences in real life. Millions of people killed! The Stalinist trials, for example, are a good exemplification of it.

Let me quote a few sentences from Arthur Koestler’s Darkness at Noon, a book about trials, in which Gletkin, the interrogator, explains what kind of historical thinking drives the communists and what justifies the elimination of the enemies: “My point is, one may not regard the world as a sort of metaphysical brother for emotions. This is the first commandment for us. Sympathy, conscience, and atonement are for us repellent debauchery… to sell oneself to one’s conscience is to abandon mankind. History is a priori amoral; it has no conscience.”

Thus, one can torture, kill. History provides justification. Are today’s Liberals heading in the same direction? Not necessarily by physically extermination, but by destroying everyone who disagrees with them? I am asking this question because their intolerance is growing; they attempt to shout down any critical voice; they become increasingly more violent; and the words, such as progress, progressive agenda, progressive policies, etc. are their only vocabulary.

NC: I fear that you are correct. All of this nonsense reflects the fact that the British and U.S. Revolutions were “conservative” in the sense I attributed to Mill above. The Russian and all subsequent Revolutions have been “radical,” that is, based on abstractions. Furthermore, the intellectual origin of all of this dangerous nonsense is what I have described as “the Enlightenment Project” – the belief that we could construct a social ‘science’ and thereby a social technology. You alluded to this in mentioning my other book. Like all bad ideas it originated in 18th-century France. If there is a social technology then dissent undermines utopia. Again, this appeal to infallibility is what Mill objected to in Comte.

ZJ: These dangerous tendencies in mass behavior are not new. They were noticed by philosophers, sociologists and psychologists. Let me begin with Mill who talks about tyranny of the majority in a democracy often in his On Liberty. How do you account for his favorable, even enthusiastic support for the rule of the majority, on the one hand, and his contempt for them (the collective mediocrity), as he refers to them?

NC: Mill saw political democracy as inevitable—curiously a product of industrialization. What he advocated was a cultural and political bulwark against its excesses.

ZJ: Was his contemporary, Nietzsche, a more perceptive critic of democracy and majority rule than Mill? Sometimes they sound the same, but Nietzsche took the masses for what they are – mediocrity, and saw what Mill refused to see – lack of aristocratic virtues. In fact, Mill hated aristocracy; wrote nasty things about it. Do you think it was a well-argued position, or was it a psychological suspicion of someone who did not belong to an aristocratic order, and who gave support with the power of his considerable intellect to the rule of mediocrity?

NC: lan Kahan has written a good book, Aristocratic Liberalism, in which he makes the case that Mill, Tocqueville, and Burckhardt were exemplars. I have argued that England (individual autonomy tradition) was different from the Continent (long history of collectivism). I see Nietzsche as responding to the more threatening Continental context.

Elsewhere, I (following many previous writers) have identified the extent to which intellectuals are attracted to holistic, collectivist, and Utopian thinking (e.g. Enlightenment Project, Hoffer’s men of words in his book True Believer). So, it is no surprise that the ‘Continental Disease’ has slowly infiltrated the Anglo-American world.

I also believe that the cultural dimension is more important than the purely intellectual one. In the U.S., many ordinary people understand and respond positively to Clint Eastwood’s Western films and to Frank Sinatra’s song “My Way.” This is behind Buckley remark that some of us would rather be governed by the first 300 people in the Boston telephone directory than the faculty of Harvard.

ZJ: Ever since the beginning of the 20th-century, that is, the rise of psychology and sociology, we know not only how, but why masses behave the way they do. Freud devoted an interesting book, The Group Psychology, to the topic. In a nutshell, man loses his individuality and identity in a crowd. Following Le Bon, Freud claims, man goes back to his primitive instinct and nature, and acts like a member of a herd, again, an expression that Nietzsche uses frequently to describe what he calls slave-morality. Only individuals, not crowds, not masses, have a moral compass. How does it square, in your view, with the idea of a democratic, mass society? Is such a society bound to be immoral?

NC: This is the very issue that Oakeshott addresses in his essay, “The Masses in Representative Government.” His conclusion was that “….[the anti-individual or mass man] remains an unmistakably derivative character…helpless, parasitic and able to survive only in opposition to individuality….The desire of the ‘masses’ to enjoy the products of individuality has modified their destructive urge.”

ZJ: Let me turn to something that has been on my mind, and which made me put out a new edition of Mill’s writings, where I think one can trace the trajectory of his development; namely, the idea of authority, which is so inimical to Mill. He made it, as the quotation from his On Liberty which I used before reveals, the centerpiece of his philosophy. Authority is the enemy of Liberty. Plato, in Book. VIII of his Republic, on the other hand, saw the dissolution of authority as the beginning of anarchy, which, in turn, is the result of expanding equality in a democracy.

Now, Mill, as you know, translated several of Plato’s dialogues and knew his philosophy well. Did he miss something? Did he expect democracy to last despite Plato’s warnings? Or did he think that everyone is rational? Or was he just too steeped in the English tradition of respect for law, order, conservatism in private life, etc.? Did he think that the social order is self-sustaining, that we will not cross a certain line? How would you explain his position?

NC: The intellectual and moral responsibility of the public intellectual, whether he/she be Plato, Mill, or us, is to (1) identify the social problem, (2) defend one alternative solution/policy against others, and (3) offer a rhetorical (artistic) expression, designed to persuade others to see the world as we do. Plato clearly did this in writing dialogues. You captured some of this in your collection of Mill’s more popular writings. You also capture this in some of your own cultural writing. It has been my great failing not to have done more of this in my own.

ZJ: Is the suspicion or hostility, in your view, as it is in Mill, characteristic of Liberalism? And if so, how far can the Liberals go, you think, without destroying social order?

NC: The greatest threat to tyranny is the capacity of a few people to stand up and say, “The Emperor has no clothes.” Keep it simple, clear, and authentic. It takes enormous courage to do this. In the end, the question is never how far tyrants will go, but how far we are willing to go to oppose them.

ZJ: Let me return to the idea of order. In Aristotle, we find a claim that the function of a good law giver is to make citizens good. In his defense, one of Socrates’ accusers makes the same point. When I taught those thinkers, it struck me that if Aristotle had a chance to read the American founding documents—pursuit of happiness, that is, leaving an individual to his own devices, without any moral compass—he would give the Founding Fathers an F. The idea that human behavior can be left unregulated would be preposterous to the ancients.

Now, given the American Founding Fathers’ brilliance, did they miss something? It is unlikely, which leads me to my question. The US was founded by the sectarian Protestants, with a very strict moral code. They, particularly Jefferson, could believe that the public realm can remain neutral because the citizens’ religiosity, or the Churches, will keep pumping, so to speak, the moral code. What are your thoughts on this?

NC: I think you are correct. The U.S. is, as Samuel Huntington said, an Anglo-Protestant culture. I would also make the case that since Mill and Nietzsche, it has become necessary to find an intellectual/cultural defense of the values of such a Protestant culture not tied to a specific theology as traditionally understood. I have tried to make such a case in a way that is compatible with some but not all traditional forms of the Judeo-Christian tradition.

Curiously, we live now in an increasingly secular culture where clergy who no longer believe in God are attracted both to mindless defenses of abstractions, like tolerance of intolerant religious sects and movements, and, at the same time, a therapeutic view of the welfare state as the new moral community. When I meet such people, I am not sure whether I should laugh or cry. Perhaps we need a new Reformation. This is part of what it means to retrieve our moral tradition in a new context. Retrieving a tradition can never be a simple matter of an uncritical return to the past. Instead, it is the re-identifying of something that is a permanent part of the human condition, even though it is always expressed in specific historical contexts.

ZJ: Now, 250 years later, with the decline of religiosity, low church attendance—and the same seems to be true of Judaism (as my Orthodox Rabbi friend tells me, reformed Judaism is likely to cease to exist in a few decades) – there is no moral or ethical powerhouse. It is almost as if Sartre and de Beauvoir’s dream came true. Everyone invents his own moral code, lives according to his own rules. Are we becoming a nihilistic society? Is this nihilism?

NC: I would make two points. First, there are lost souls, some of whom embrace the latest fashionable, and sometimes destructive, enterprise association. Second, nihilism is not to be confused with moral pluralism. We have always lived in a morally pluralistic world. The mistake we have always made is to try and find the one new true collectivist faith and impose it on others.

What we need, and what we have to some extent, is a plurality of substantive moral communities who need to agree on common procedural norms. I think many such communities exist. I think some of those communities presently lack the internal resources to agree to common procedural norms. In our book on The Anglo-American Conception of the Rule of Law, my wife Nadia and I have tried to show how this is possible and actual.

ZJ: Just like Mill, Jefferson was hostile to aristocracy, in his own, so to speak, American way. He saw it as an extension of monarchical order rather than a class, or much less so, because in one of his letters, he made a very strong case for aristocracy of spirit, education. He even designed a way how such a democratic aristocracy should be bred. In one letter he made a list of mad European monarchs, which, he thought, to be a very good case for abandoning monarchy as an institution.

Now, let me make this point – seceding from the British Crown, declaring independence from Britain, is one thing, establishing a new political order is another. So, after painful debates, the Americans chose the republic. Here is my question – one could believe, as Jefferson did, back then, that a monarch can become crazy and corrupt, but, one could argue, that one can replace a corrupt or mad monarch. However, when the masses become corrupt, what then? What can you do? And our present social and political situation seems to point to a number of problems which, on an individual scale, you could term unhealthy, or even insane.

NC: There are a number of issues here that need to be separated. First, I do not believe that the “masses” correctly captures the major issues. There are many people who cannot be classified as “intellectual,” but who are decent individuals and responsible citizens. You do not get to be decent and responsible by having a Liberal education. Second, the social pathologies I do see reflect the failure of major institutions (e.g. family, schools, religions). The failure of those institutions I would attribute to the false idea that we can have a social technology (i.e. the Enlightenment Project).

ZJ: You are an academic, having spent your life in academia. But you are more. You are associated with the Liberty Fund. When I think of the several conferences that I attended, I cannot resist the feeling that I have never, and I mean it, participated in more intense intellectual life than during the two days of their sessions. It is not only a well-organized setting, but it is a place where ideas matter. I am sure that you will agree with me. No university produces such an intense intellectual atmosphere as does the Liberty Fund. Do you agree?

NC: I would indeed agree. As long as the administration of Liberty Fund is true to donor intent, and is not captured by ideologues with a program, it remains the premier educational institution in America. Again, I would argue that the intellectual world in the last century has been a captive of the Enlightenment Project program of social technology. So-called higher education now disfigures the intellectual world, the worlds of the clergy, government administration, communication and journalism, law schools, teacher training, business, the arts, etc. At the risk of sounding self-promoting, higher education now controls the commanding heights of all that is wrong with our society.

ZJ: Given the absolutely dreadful state of education and universities in America, do you see a way out? The tenured academics will not give up their positions. Has academia been destroyed? Almost every week you can read an article of complaint from retiring academics stating how bad things are. Few people have the courage to stand up; and the majority of professors are afraid—afraid of students and administration. How did we come to be where we are?

NC: This is a long story. I started writing a book about it and became too depressed to finish it. It cannot be reformed internally, in part for reasons to which you have alluded. It can only be reformed from the outside. I do not see that happening in the short run. Our only hope is that it will collapse on itself, and the current financial crisis (student loan debt) may be how it happens. This is not an excuse for doing nothing – we keep up the rear-guard action. What we need to prepare is a positive alternative.

ZJ: What about the Liberty Fund method of education? Don’t you think that there is room for it to do the same kind of seminars with students? That Liberty Fund and other foundations could start real universities where education is what it used to be?

NC: I think the Liberty Fund model is a good one. I also think that education cannot be left to professionals alone. The articulation, defense, and critique of our fundamental norms should go on in every institution. The life of the mind also has intrinsic value. I end this interview as I plan to enter retirement with a program called “Community of Scholars.” Free from the constraints of teaching those who do not want to learn, freed from administrative B.S., free from the tyranny of journal editors and university presses; and with the help of the new technology and social media we can create a vast network of scholars who want to search for and articulate the truth, who want to share – for free – the wisdom of a lifetime of searching, and to do so in the spirit of Mill’s and Nietzsche’s ruthless self-examination. It requires both intellectual and moral virtue. It is our way, perhaps the only way, of keeping the Socratic faith.

ZJ: In 1977 Leszek Kolakowski published his opus magnum, Main Currents of Marxism. Its Rise, Growth and Dissolution. The first volume deals with the founders; the second with the golden age; the third with Marxism’s demise. Kolakowski’s work is, as I like to think about it, a death certificate of Marxist thought issued twelve years before the actual burial of Communism in Eastern Europe, and fourteen years before the end of the Soviet Union.

In his work, Kolakowski describes the vicissitudes of Marxism as a philosophy and practice. You wrote two books on David Hume, a massive book on the Enlightenment Project in analytical philosophy (or conversation!—as you called it), Liberty and Equality in Political Economy: From Locke versus Rousseau to the Present; and just a few months ago, you and your wife Nadia Nedzel, published The Anglo-American Conception of the Rule of Law.

The range of your interests is impressive, but you also wrote a fantastic biography of John Stuart Mill – a great read! Would you feel tempted to write a work on Liberalism à la Kolakowski’s Main Currents of Marxism? You could even title it, “Main Currents of Liberalism.” From our private conversations, I gather that you are thinking about it. Any thoughts on this and how would you structure it?

NC: I am most definitely interested in writing such a book. The general thesis is that what I have called the Enlightenment Project (18th-century French idea that there can be a social science modeled after physical science and that such a social science will give us a social technology) is the origin of Doctrinaire Liberalism, Marxism, and Socialism – these are all expressions of this bad idea (all bad ideas, by the way, come from France).

Doctrinaire Liberalism, I shall argue, is a French abstraction that (a) misunderstands Anglo-American culture, (b) and tries to introduce Anglo-American virtues into the Continent, but mistakes the abstraction for the reality. The mistake is then read-back into Anglo-American culture by British and American scholars and activists – thereby providing a fake history. All versions of the Enlightenment Project ultimately become totalitarian – hence, why what is happening in the U.S. (under the Democrats, not Trump) parallels what happened under Marxism.

ZJ: Marxism died not merely because the countries of real Socialism could not compete with the Western Liberal democracies, because the economy started to crumble, because of politics, etc., but because faith in Marxism died. Marxism, in its different stages of development, was not only a philosophy and political orientation, but a religion that required faith. One could say that its longevity depended on the existence of the believers. A host of intellectuals, writers, artists were Marxists; they gave support to the idea. When they lost faith in it – partly because of the form in which it manifested itself politically and socially – Marxism lost its magical power. Do you find any parallels between Marxism and Liberalism? Liberalism has also evolved, manifesting itself in different ways.

NC: I think you are correct that ideologies die when people lose faith in them. I do not think that this will happen soon in the U.S. In the U.S., the weakening has just begun; we need to make people aware that they are succumbing to an intellectual disease. We need to persist in weakening the faith.

ZJ: At the very end of volume one, Kolakowski characterized Marxism as man’s greatest 20th-century utopia, a flight to freedom. Today, the young generation is not familiar with such a hope and the Socialist idea, but being Politically Correct (with its call to social justice, the abolishing of “power structures,” etc.), which is a reformulation of Marxism. Do you think that the Liberal Idea is another utopia which replaced the old one, Marxism?

NC: Liberalism is just another version. What people confuse is our institutional structure with theory; we need to remind them that our structure is an historical product and not a theoretical product. I tried to initiate that in the book on The Anglo-American Conception of the Rule of Law.

ZJ: There are a number of books on Liberalism, beginning with Hobhouse’s classic, Liberalism (1911), which, in my opinion, comes very close to what we find in Mill’s writings; Harold Laski’s book The Rise of Eurpean Liberalism is another minor landmark in the development of the idea, and a number of minor works (O’Sullivan’s Liberalism, Schapiro’s Liberalism, Brinton’s The Shaping of the Modern Mind, part of which is devoted to liberalism, and so on). What is probably the most ambitious and serious book on the subject is De Ruggierro’s History of European Liberalism. It occurred to me that one could write a book on the development of Liberalism by tracing books called “Liberalism” or “History of Liberalism.” This is a phenomenon in itself, which makes one wonder why Liberals must redefine or readjust the notion of what Liberalism is every decade or so. Do you have an explanation?

NC: There is a disconnect between theory and practice, a disconnect that the discipline of philosophy has encouraged, namely, the belief that we can theorize the relation of theory to practice. Intellectuals, as Schumpeter noted, are the culprits here. Intellectuals so want to be the new clergy, they are unwilling to acknowledge the limits of discursive reason.

We cannot defeat them with more theory; we need to root out the notion that reason exists independent of all context (almost every major philosopher from Plato on has made this mistake). In the 20th-century, only Oakeshott and a few others have tried to reign in this rationalism.

ZJ: Do you think there is a need for a work on Liberalism, like Kolakowski’s Main Currents of Marxism, particularly now that Liberalism has assumed a freedom-threatening posture (I mean the PC movement, which is very destructive, socially, politically and culturally), just like Marxism before? Need the people be reminded how Socialism began and deteriorated? Liberalism is no longer an idea that promises liberation from the shackles of oppression but, like Marxism, has become an oppressive system, very much like what Tocqueville feared democracy would become.

NC: Several of us should write about it – not one book but a host of books. I do not think “democracy” is the problem. I think the problem is a collection of elites (academe, journalism, military, business, Hollywood, technicians in IT, etc.).

ZJ: Does Liberalism require and depend on faith as much as Marxism did? When this faith dies, does the Liberal Idea die with it?

NC: It is the same faith. We need to make clear what that faith is. Voegelin identified it as Gnosticism, a form of Pelagianism. It will never disappear; it will simply assume new guises. We have to be patient in dealing with its eternal return.

ZJ: Under Communism, where I spent the first 25 years of my life, we had a mild Marxist-Leninism indoctrination (it was not that mild in the 1950s or the 1960s); but no one believed this ideological rubbish. Opposing it meant serious consequences, losing a job, interrogations, prison, sometimes “an accident” (death). But people opposed it; there was an underground/ samizdat press. We would read Hayek, Milton Friedman, Roger Scruton, Kolakowski, and others in horrible underground editions. One book would be read by twenty individuals. People made the effort to clear their minds of the ideological pollution. But now they attend official university classes in feminism, gender studies, environmental justice, domination, patriarchy, colonialism, women in art, literature, and many others.

Here is my question: Why this weakness of man under Liberal Democracy, why such blindness? Is it because Liberal Democracies do not go after your body, but your soul, as Tocqueville observed? People prefer to lose their souls – integrity, conscience – than their jobs? This is not a recent phenomenon. Tocqueville saw it in 1835!

NC: We have to remember that the vast majority of Americans do not have college degrees; that the U.S. culture is not primarily an intellectual culture but a practice/pragmatic culture. The infected part of the population consists of two groups: (a) Intellectuals taking their cue from the Continental abstractions I previously identified, and (b) College students – most of whom are disinterested in ideas.

The public has been totally turned off by the media journalists (“fake news”), so they remain uninfected; and the public is largely oblivious to what goes on in higher education and still thinks it is about getting a better job. The problem is the intelligentsia (vast literature on why totalitarianism appeals to them) and the intellectual students who are indoctrinated. Most students are ignorant, disinterested, turned off, and remain quiet as a defensive maneuver.

It is OUR job to attack the intelligentsia (and remain unpopular with fellow faculty) to educate and re-educate those bright students with whom one comes into contact, and to reassure, by our opposition, the disinterested students that they do not have to take left-wing intellectuals and faculty seriously. The latter, ironically, may be the most effective thing we do.

ZJ: Thank you, Professor Capaldi, for this wonderful conservation!

The image shows, “Danish soldiers return to Copenhagen, 1849,” by Otto Bache; painted in 1894.

A Polish version of this interview appeared in Arcana.

The Conflict Of Opinions: Iconoclasm And The British History Wars

International movements delight those who like to find commonalities in cause, course and consequence, but each country has a unique dimension in every crisis and there is danger to reading readily from one to another. And so also with Britain. The demonstrations, agitation and commentary seen in 2020, notably in Bristol and London, but in practice across much of Britain, saw both deeper and more widespread tendencies and ones particular to the country, notably to the legacy of empire. The latter provided a matter of intellectual and conceptual confusion on the part of much of the agitation, with an elision of the distinction between discussion of the slave trade and that of the empire. In reality, the two were very different, and one of the major activities of the empire was the campaign against slavery. That distinction, however, was of no interest to what rapidly became a movement drawing together a range of interrelated discontents.

Declared a murderer, as his statue was thrown into the water, Edward Colston (1636-1721) was scarcely the evil personified that is now asserted, in a period in which the interface between history and myth is very active, while a new public history is constructed, mindless of the very many killed in the Chinese model of the 1960s cultural revolution; but then a total lack of context and comparison is part of the situation, as is a failure to understand the nature of tyranny in recent (and current) Communist states. Thus, those who care not a fig about the dire situation in North
Korea today are very happy to make gestures about the situation centuries ago.

Television presenters confidently announced as fact that Colston’s statue was thrown into the very harbour from which his slaving ships set sail, and that it met a watery grave like the dead and dying slaves thrown from the ships from which he made the bulk of his fortune; but he directly owned no slaving ships, and the bulk of his fortune did not derive from the slave trade. In many respects with Colston, we have the problems of addressing many issues for a period in which information is not as full as we would like; not that that prevents commentators.

A child born in Bristol, and fond of the city as a result, Colston left it during the Civil War and was essentially a London merchant. It is unclear how much of his fortune derived from the slave trade, in which he was involved from 1680 to 1692, due to his membership of the Royal African Company, of which he was Deputy Governor, from 1689 to 1690. Colston was also a partner in a Bristol sugar refinery. In practice, much of his merchant activity was focused on trading with the Mediterranean and Iberia, lucrative trades from which he presumably derived most of his wealth; and Colston was involved with slavery for around one fifth of his long business career. For the last thirty years of his life, he was not involved, although, crucially, it is not clear why. It was in that time that he endowed his charities, for education and poor relief, which makes him the greatest philanthropist in Bristol’s history.

The fate of the Royal African Company is separately interesting, as a result of the impact of national politics on its fortunes during Colston’s life (see my Slavery. A New Global History), and that possibly deserves more attention when he, who was later in his life an MP, is discussed. At the risk of being ahistorical, the relationship between his active levelling-up philanthropy and discussion of contemporary social policy and politics is also interesting. None of this concerned the demonstrators in Bristol. The facts of Colston’s life are irrelevant to the protestors who do not want to be told the truth, but, rather to attack the myth.

As far as the general point about memorialisation is concerned, it is surely better if matters are handled in a legal and temperate fashion. Feeling strongly about an issue as a justification for mob action could all too readily be used across a society that includes many who feel strongly about other aspects of belief and activity; and then we would be in a very dark place indeed, one possibly of sectarian violence, or of physical attacks on homosexuals or abortion clinics, or a whole range of what is hated by at least someone. I cannot help reflecting on the image of violence in Sir Thomas More, a play in the writing of which Shakespeare may have had a role:

And that you sit as kings in your desires,
Authority quite silent by your brawl,
And you in ruff of your opinions clothed;
What had you got? I’ll tell you. You had taught
How insolence and strong hand should prevail,
How order should be quelled; and by this pattern
Not one of you should live an aged man,
For other ruffians, as their fancies wrought,
With self same hand, self reasons, and self right,
Would shark on you, and men like ravenous fishes
Would feed on one another.

Readers of this who support the Bristol rioters might shrug their shoulders and say the ends justify the means and that I am ‘privileged’ by my whiteness, a charge thrown at me on Radio Four; but of course this passage referred to the ugly May Day 1517 riots in London; riots directed against foreign residents. And just before, as all too often, race is thrown to the fore, these foreigners were white, and the writer vividly refers to refugee foreigners, ‘their babies at their backs.’

As a Policy Exchange public opinion poll indicated, these discontents in practice were only those of a minority, and most of those polled wanted no iconoclasm, but, nevertheless, the impression was created of a mass movement.

The basic constituents were fourfold:

  1. Campus agitation
  2. Discontent among the young
  3. Pressure from the Left, especially the Far-Left
  4. Anger from ethnic minorities.

These categories, however, have to be handled with care, as much of each group, and, polls indicated, only a minority of the young backed the cause of the protestors. At the same time, to label the latter simply as entitled, primarily public-sector, often middle-class, politically correct, left-wingers, would be to adopt an overly tight schematic. More pertinent would be the observation that these were individuals and supporting groups and institutions; for example the BBC and the Guardian newspaper, frustrated by the overwhelming Conservative victory in the general election of December 2019.

Thus, in electoral terms, the demonstrations took place at a very different moment to those in the United States. There was, and is, however, a degree of highly inappropriate mimicking, as with holding up ‘don’t shoot!’ placards, like those in the United States, at unarmed British police. So also with the desperate and disproportionate search for episodes of real or alleged police brutality, which are then typecast to produce an image of alleged systemic violent racism. The reality throughout is that there are very few such episodes in Britain and, in contrast, a very large number of black-on-black killings, mostly linked to drug-dealers and turf-wars. However, the “performative” (a favourite “progressive” word) nature of protest is not to be directed at drug-dealers and the related criminality; a choice that is highly indicative of the irrationality and overt politicisation of the protests.

As another instance of difference with the United States, the “long march through the institutions” has developed further in more statist Britain. This “long march” is especially significant in the case of the universities, where they were particularly (although not exclusively) linked with Departments of English, History and Politics, and with younger academics. In part, this was a process of fighting for consequence in the face of the proletarianisation of a profession being expected to work harder as a consequence of mass-access student entry. There was also the ascribing of established intellectual strategies and academic practices to a new situation apparently full of potential. In particular, the discourse-merchants and zeitgeist specialists found opportunities in a situation that they could define in terms of good and evil.

In part, there was the normative repetition of slogans about inherent White privilege, many linked to reductive analyses on the part of “New Left” academics keen to reduce individuals to categories and to explain people in terms of supposedly inherent thought. Most of those offering this analysis were middle-class of some type or other; so, in order to pose as helping the underprivileged, the critique of a redundant, imperialising, conservative whiteness suited them. Ironically, the principal slants or “disproportionalities” in university entry in Britain were in favour of women as a whole, and, among ethnic groups, of Asian pupils, but truth was not to be allowed to stand in the way of a good narrative of justifiable anger. Thus, BAME [Black and Minority Ethnic] was employed as a classification, even though there was much variation amidst it, including very considerable tension. Yet universities lined up to sign up for, and propagate very actively, what was presented as an “antiracist” strategy.

Leaving aside the obvious self-interest involved, with those linked to this process gaining or protecting well-paid jobs, these attitudes helped encourage and disseminate the iconoclastic ideas of 2020, and as part of a rejection of the imperial past, indeed the past as a whole. There were liberals involved who were ready to vary the critique, but the key dynamic was that from a far left who saw all qualification, let alone criticism, as totally unacceptable. Moreover, they lived in a bubble of likemindedness that owed much to social media. Thus, on 22 July 2020, the Registrar, or head of the administration, of Exeter University, sent an email to staff declaring: “If you see or hear any inappropriate behaviour, and you feel able to call it out, please do so in an appropriate way. It may be that a colleague is unaware of the impact of their behaviour, and mentioning this may give them a chance to adjust their behaviour alongside allowing them space to reflect.” Such “space” to “reflect” is steadily becoming tighter, but the entire exercise is reminiscent of Communist activity. Those who do not say the right things can be “called out.” This “cleansing” will doubtless cause a thousand flowers to bloom, as long as they are the same colour and height.

An additional trouble is that now, as apparently “silence is violence,” those who remain silent will also be forced to go to mandatory “retraining” sessions. Freedom of thought and expression, as well as open enquiry, have been totally discarded. This is power at play; but, as so often, it is power masquerading as weak and suffering hardship, so that grievance becomes a necessary drive to action.

An historical perspective on this process would point out that we have been here before. Iconoclasm itself was central to the Protestant Reformation, notably with the destruction of monasteries and of shrines in the Henrician Reformation, named after Henry VIII. The end of sainthood proved particularly damaging for many churches. In turn, more strident Protestantism in the Edwardian Reformation, named after Edward VI and then in and after the mid-seventeenth century Civil War led to fresh destruction, the latter extending to the iconography of royalty, including statues. At that stage, Britain had a tradition of political and religious instability far greater than that of Italy, one compounded in 1688-1689 by the overthrow of James II (VII of Scotland), in what to the victors was the Glorious Revolution.

And yet, thereafter, iconoclasm ceased to be part of the British tradition. In part, this was due to the contingencies of history, notably no successful foreign invasion after 1688. Indeed, the prime damage to British (like Italian) cities was bombing in World War Two. There was also the practice and ideology of a domestic politics that in Britain (although not Ireland) saw political, economic and social transformation, but in a largely non-violent fashion. This, indeed, became a key element of the British “way,” one celebrated by conservatives influenced by the idea of organic change derived from Edmund Burke and by nineteenth-century liberals (and religious Nonconformists) similarly committed to peaceful reform. Taking outsiders into the political system was part of this process, as when the governing Whigs absorbed first (some) Tory policies and then Tory politicians from the 1720s. A key development was that trade unionism followed the path of the system-joining Labour Party rather than system-rejecting syndicalist or communist methods. None of these processes was simple or easy, but they were all important.

To a degree, the situation now is less happy. The system-rejecters who populated the Momentum Movement and were very influential in the Labour Party in 2015-2020, when it was led by Jeremy Corbyn, can be found behind Black Lives Matter, which is keen to replace both capitalism and the police; as well as being heavily white and middle-class. The critique of Empire provides a rhetoric to make their movement popular with tranches of campus culture, current or recent. And thus, the statues are attacked.

There is a present-mindedness at play, but also an absolutist, Manichean, good versus evil worldview, one defined by the would-be setters of the agenda, who have variously been described as Maoist, narcissist and Orwellian; all descriptions employed with reason. There is also a deliberate rejection of the notions of History as both a trust between the generations and a public practice of nationhood; or, seen differently, a determination to transform both into a very contrasting trust and practice. That is a deliberately disruptive process, and iconoclasm is simply one consequence.

Pressure on, and from within, institutions to change, in large part first by admitting institutional and inherent flaws in the shape, in particular, of racism, is part of this process. Thus, educational curricula, and hiring practices in all forms, are to be changed, not as a consequence of debate, but due to a demand for a monoculture of opinion and monopoly of power that is far more serious than any supposed virtue-signalling. I have seen this clearly with the University of Exeter from which I retired in January 2020. Its new self-definition as an “anti-racist university” might be an amusing comment on the racists who therefore supposedly ran it until the new initiative, but this is to be enforced by “unconscious bias” policies that are a clear grab for power by a group of administrators, would-be administrators and related academics, notably in Critical Race Theory, which is problematic in its conceptualisation and implementation. Typical of this is the search for microaggressions which, to put it mildly, are very much in the eye of the beholder. In another echo of the Cultural Revolution, student monitors have been employed at Sheffield University to report on staff and students, and, on the pattern of the NKVD, this only works if they provide the necessary evidence.

An industry is at play, with Advance HE, a data provider for UK Higher Education, pushing universities to meet its Race Equality Charter That it has Trustees who are senior officeholders in universities now agreeing, at considerable cost, to meet its targets, provides at the very least a serious conflict of interest. Moreover, significant sums of money are shown in the accounts as going to Trustees. Doubtless this has all been cleared by the relevant committees of their colleagues, but it will look heavily questionable with the perspective of history, and, at present, might strike some as unacceptable.

That money and status, and an ability to imagine that hard work is giving orders to others, who actually do the teaching, marking and research, are all at play, will surprise no-one who understands how bureaucracies operate in totalitarian systems. What is surprising is that this situation pertains in a democratic system with a Conservative government. So also with the BBC and its treatment of British politics and history, notably of late, Winston Churchill. The News at Ten, flagship programme, on 21 July 2020, was highly critical of Churchill’s stance during the Bengal Famine and provided no balance or contextualisation. To note that Churchill’s statue was one that was recently attacked is pertinent, as is the degree to which the criticism of Churchill by the BBC is part of a long pattern of revisionism in pursuit of a left-wing agenda. There is no equivalent in attacks on aspects of the left-wing past, for example, the Labour government’s role in the foundation of the National Health Service.

Statues are both real and figurative. In the latter sense, attacks from the Left have been on the ascendant from the 1960s, and the Thatcher years (1979-1990) did not really see this process stop. The intent on imposing a twisted narrative of hatred of the country, even a perverse virtue-signalling selfhatred, are issuing a call to destroy gentle, generous, democratic Britain; not a call to destroy statues. The dangers are far greater than ignorance of history; and the idea that a rational review of the real historical facts will help is far too optimistic, because any who argue thus are presented as sharing in the evil of a past that must be destroyed.

Conservatives in Britain are apt to be highly pessimistic about the state of the “Culture Wars,” and certainly Labour has done particularly well in university cities, such as Cambridge, Canterbury, Exeter and Oxford, and in the last election was in the lead among voters aged under 44. Thus, the crowds demonstrating or tweeting against statues are scarcely marginal. Yet, the self-indulgent, obsessed with an ignorant view of the past, should apply their energies to the present in giving direct help to the poor, on their own doorstep, and in large tracts of the World, who have nothing. That point makes addressing the situation more urgent.

Remedies worthy of attention include taking away the BBC’s anachronistic licence fee, reforming and/or removing funding from university quango bodies such as UK Research and Innovation, and the Office for Students, supporting legal and administrative action against universities that limit free speech, as permitted by the law of the land, and shifting the balance in post-16 teaching from HE (Higher Education) to FE (Further Education), with the latter encouraged to focus on vocational education and funded, in part, by money moved from HE. The radicals are the new establishment and their power can only be lessened by radical means, the means also necessary to hold off their malice.

I am most grateful to Julie Arliss, Peter Cull, Bill Gibson and Andrew Sharpe for their comments on an earlier draft.

Jeremy Black is a British historian, and a prolific author. His most recent books include, Military Strategy: A Global History, War and Its Causes, Introduction to Global Military History: 1775 to the Present Day, and Imperial Legacies. The British Empire Around the World.

The image shows the statue of Edward Colston, in Bristol, before it was toppled.

The Necessity Of Bravery In Scholarship

Roger Scruton was a brave man. He was personally brave and intellectually brave. His personal bravery is evident from his activities in Eastern Europe helping to forge underground universities in the 1980s. There were real personal risks in doing that. Police states do not look kindly on anyone who encourages intellectual opposition to them. But then neither did Scruton’s academic colleagues back in the United Kingdom. There, he was persona non grata in an institutional world dominated by leftists and socialists always eager to excuse despotism and authoritarianism. That, after all, was their road to power.

While his academic brethren indulged ever more fantastical theories of society and human nature, Scruton found himself at odds with his generation. As he observed somewhat ruefully in his autobiography, he had some regrets about this. A mild touch of melancholy offset his phlegmatic personality. The generation who got their PhDs in or after the mid-1960s were serially attracted to successive forms of soft totalitarian faculty-lounge rhetoric: Marxist, Nietzschean, postmodernist, and identitarian. Each of these currents worshiped power. Scruton didn’t. Nor was he intimidated by it. He didn’t bend to fashions, crowds or collective passions.

No small part of the reason that the English intelligentsia (on the whole) despised him was that he possessed a remarkable independence of mind which they conspicuously lacked. That independence of mind was obvious when Scruton published The Meaning of Conservatism in 1980. He was aged 36. A defence of conservatism was practically inconceivable then—and it remains in academic circles today a rare thing. Especially a defence undertaken with Scruton’s depth of thought.

Like all classic writers Scruton existed at a slight tangent to time. He entered the public intellectual fray with a book that was out of step with “the times”. He remained that way, steadfastly but always interestingly. He did not wait for Communism to fall to oppose Communism. He argued for the virtues of England long before Brexit. He defended the imagination against social fantasy, beauty against the despotic rage for reason, and a placid, gentle politics against angry political posturing.

Scruton’s work and life, voluminous and multifaceted as both were, displayed a number of fixed points, anchors amidst the flow of time. His intellect and soul were constantly and often maliciously attacked by his critics. He paid a personal price for all the nasty badgering, manias and melodramas that were the calling-cards of the post-modern intellectual generation. Nevertheless his persistence resulted in a venerable body of work which had at its heart an intimation of a beatific faith. This was not just faith in a transcendent personal God but also the kind of faith that manifests itself in decent societies, genial associations, firm friends and responsible individuals.

Scruton was a careful thinker. He was trained in analytic philosophy at Cambridge. Elizabeth Anscombe, a student of Wittgenstein, was his PhD supervisor. That training left a mark on his philosophical style—a care in drawing distinctions. Sometimes he overdid that. But after his Cambridge student years (1963-1973) he discovered another intellectual tradition. Philosophically it was the tradition of Edmund Burke, the Whig inspirer of English conservatives. But, in the case of Scruton, Burke represented not just a philosophical archetype. After all Scruton was deeply familiar with Hegel, Kant and Spinoza—and the rest of the Western tradition of philosophy. No, the Burkean aspect was more than philosophical. It connected Scruton with a tradition of English letters that favoured straightforward, elegant expression and a style of writing about society and politics that was beautiful.

Among his many works, this literary style reached a dazzling peak in England: An Elegy, Scruton’s unparalleled description of the nature of England and the English. Most of his critics favoured language that was obscurantist and tortured—the more unintelligible the better. They all aspired to be public intellectuals because they wanted their fantasies to rule the world. Yet unlike most of them, Scruton was a genuine public intellectual—a person who could speak and write clearly and movingly about matters of great human importance.

Because Scruton didn’t worship power, the political party that he was close to, Britain’s Conservative Party, casually turned on him in 2019. In the last year of life, an infantile trophy-hunting left-wing journalist publicised a series of doctored quotes from an interview with him. He briefly lost his unpaid appointment to a government commission on good architecture, a topic he loved. He was restored to the post after the journalist’s fraud was revealed. But the action to dismiss him showed something striking. Namely how weak those who hold power can be, and how prone they are to panicked judgements. Small-c conservative qualities of faith, reliability, durability, commitment, and piety mattered to Scruton. Woven deeply into his writings are themes of promises, commitments, and vows; and things imperishable, immortal, and transcendent. His life encapsulated those values. He lived the way he thought.

Peter Murphy is a professor at La Trobe University and at the Cairns Institute, James Cook University.

The image shows, “Watson and the Shark,” by John Singleton Copley, painted in 1778.

Educational U-Turn

According to recent economic data, the gap between the rich and the low-income people is bigger than ever before, and the level of inequality between Blacks and Whites is highest since 1989: “Whites have $13 for $1 held by African Americans” (The Washington Post on Dec. 3rd, 2014). The tone of the pronouncements is alarming, and, the claim goes, unless something is done, the wealth divide may become the cause of social unrest.

What goes unnoticed in the context of endless discussions concerning the growing income inequality is the galloping educational inequality where the blame cannot be assigned to the rich for the educational ills of the poor. In the economic realm one can tax the rich to transfer wealth to the poor, but one cannot transfer knowledge, that is, linguistic comprehension and social and scientific competence, of those who are highly literate to improve the comprehension of low-income children.

The last two hundred “democratic” years, which witnessed the spread of public libraries and learning institutions created for the use of ordinary citizens, abounds in examples of children from poor and modest backgrounds getting to the top of Western societies.

Twentieth-century — both in the democratic West and in the former Communist countries — demonstrates that one can elevate the uneducated masses to a historically unprecedented level of literacy and scientific competence. The key to success was teaching proper language – the language of educated classes (or elites – the word purged from American English) so that the masses of ordinary people could participate in High Culture and civic and scientific life of the country.

What we observe in Twenty-First-century America is an educational U-turn. We graduate masses of elementary, high-school and college students who are below the level of reading daily newspapers. Their comprehension is getting worse and worse each year, and the average present-day public-school student does not have enough vocabulary to read the same books that his counterpart did a decade let alone two decades ago.

We produce citizens who have no linguistic and thus conceptual skills to grasp the complex political, social, and economic problems that every nation faces in its history. The question is why? And if you think it is lack of resources or bad teachers, you are likely to be wrong.

Despite the recurrent media “witch-hunt” after bad teachers, teachers bear much less responsibility than one would like to assign to them. They are victims of cultural and institutional politics that pushed out the traditional methods of teaching and learning and replaced them by pedagogy, children’s psychology and, in the last decade, electronic insanity which makes children scroll through a text rather than read.

The last thing one sees is young people reading and what they read, if they read books at all, are books that bear semblance to literature, but they are not. They lack literary imagination characteristic of the Classics, the characters are psychologically flat, rarely animated by any virtues, and speak the language of the people from the street. Instead of making our children’s English better, more elegant, we perpetuate bad habits and cater to their existing vocabulary level, leaving them behind their richer counterparts.

If one wonders why foreign students, Asian, and many from former British colonies in Africa, are so successful in America, the answer is: they came from societies where educational habits did not change much for decades. Their parents brought with them traditional study skills and discipline – the two things which are absent here. Memorization and endless drills “till you get it right” are essential tools for getting high grades.

To some extent the same attitude still prevails in good private and most Catholic schools in the U.S. There vocabulary is still taught from serious vocabulary books in the old-fashioned way by memorization, drills, endless and relentless repetition and exercises. In some of those schools, students take Latin, French, sometimes German, which for an English speaker is the only way to learn grammar (since grammar is never taught).

As a nation, we need to realize that the wealth divide between “haves” and “have-nots” corresponds to “comprehends” and “comprehend-nots.” One cannot teach, for example, eighth grade science or history to students who operate on the fifth or sixth grade vocabulary level. If one’s comprehension is not up to the level of being accepted by a good college, one’s chances for social and financial advancement disappears from before one’s child’s eyes.

The educational abyss overlaps to a large extent with the financial abyss making America look like a “tale of two cities”: fewer and fewer well-educated rich and growing masses of semi-literate and helpless low-income people.

Unlike the acquisition of wealth which requires personal and rare qualities (industriousness, self-determination, etc.), all it takes to know one’s language well is reading good literature. Reading is what disappeared from American households and schools.

Few children from the poor backgrounds have heard of Charles Dickens, Jules Verne, Alexandre Dumas, Mark Twain, Hans Christian Anderson, the Brothers Grimm, Homer, Aesop, let alone Plutarch’s lives of great Greeks and Romans — the authors who formed the imagination and language of generations of readers in the Western world. Using a dictionary and reading Classics appears to belong to the remote past and is restricted to a relatively small group of richer children which makes them look like educational aristocracy.

Why do our youngsters not read the Classics? There are two answers to this question: Parents and younger teachers themselves did not read them, and the teachers succumbed to the ridiculous idea propagated by so-called “experts” in pedagogy that children understand literature best when they “can relate to” characters whose problems and language are theirs.

If so, how on earth can one explain how millions of girls of several generations ago could relate to Hans Christian Anderson’s “The Princess and the Pea” without sleeping on a pile of pillows, or Snow White? The answer is, we relate through imagination which is a vehicle to a more beautiful world and a way of getting out from the ugliness of our own environment and poverty.

No literary character is real. Literary characters are merely plausible, and literature is a promise that we can imagine being elsewhere in life. To illustrate my point, let me invoke an example of a poor Hispanic Brooklyn girl who became America’s Supreme Court Justice – Sonya Sotomayor. This is what she said in the January 13, 2014, NPR Fresh Air interview:

“One day talking to my first-year roommate … I was telling her about how out of place I felt at Princeton, how I didn’t connect with many of the experiences that some of my classmates were describing, and she said to me, “You’re like Alice in Wonderland.”

I said, “Who is Alice?”

And she said, “You don’t know about Alice?”
I said, “No, I don’t.”

And she said, “It’s one of the greatest book classics in English literature. You should read it.”

“I recognized at that moment that there were likely to be many other children’s classics that I had not read. … Before I went home that summer, I asked her to give me a list of some of the books she thought were children’s classics and she gave me a long list and I spent the summer reading them. That was perhaps the starkest moment of my understanding that there was a world I had missed, of things that I didn’t know anything about.”

Justice Sotomayor’s words should be a cautionary tale for all present-day educators who by experimenting with new methods are in fact closing the door to the future before our children’s eyes.

How did we reach such low level of literacy? There are several reasons, of which the first one is the idea of multiculturalism propagated in the 1980s and 90s. According to it, a multicultural society should, or even must, represent minorities in educational curriculum.

This argument is similar in nature to the one I presented above: it is based on the false intellectual and moral premise that the work of art does not have an intrinsic value; its value lies in the fact that it was created by a member of a given minority, and the minority reader (or viewer of a painting or sculpture) is more likely to appreciate it if he is of the same sex, race, ethnicity.

But to make such a claim is tantamount to saying that there are no objective criteria of judgement. The criteria are subjective and determined by race or sex or ethnicity.

Secondly, multiculturalism is inimical to the idea of a nation. Americans may not be a nation in the same sense in which other nations are, and whose literature captures peculiar moments of a historical development, mentality and the features of its people.

It is unimaginable to be a German without knowing Goethe, Schiller, or Heine; French without knowing Racine, Corneille, or Moliere, Pascal and Descartes; Russian without knowing Pushkin, Dostoyevsky, Tolstoy, Lermontov, or Gogol and Pasternak. They are not just great writers; they are national monuments, of which Germans, French, and Russians are proud.

To be sure, America does not have national literature in the same sense. Knowing Thoreau or Emerson, Steinbeck or Faulkner, or C.S. Lewis does not make an American American. What does is the tacit intellectual commitment – inculcated in the educational process — to principles on which this country was founded, and which for a century or so was transmitted through what Americans used to call “Great Books.”

There are no American writers in it. What the American “Library of Alexandria” contains are the greatest treasures of European intellectual tradition which goes back to the Greeks, Romans, great Christian writers, such as, St. Augustine, St. Thomas, Calvin, Luther, and others. But first of all, much of what one finds in this library is British or English, including the greatest works in the English language: the language of America and the language of its legal and political tradition.

As things stand, America appears to be in the final stage of repudiating its threefold past: British, Protestant and Western. Multiculturalism is not merely a failed promise of a providing a better education; it is a moral and intellectual disease, and that is how we should treat it. We need to repudiate it loudly by returning to our old “Library of Alexandria.”

Pouring more money into education will not solve the problem and will more likely make things worse. The money will be spent on organizing conferences on new methods of teaching, relating to students, buying new computers – all that is taking students away from reading. It is time to recognize the simple truth that there are no new methods in education but one: old-fashioned painstaking acquisition of vocabulary, learning grammar and reading good books.

It may not always be true that every rich person is educated but the majority of children from richer families or families where reading is a daily bread are the same who will graduate from top universities. They will acquire wealth while the semi-literate will remain financially poor because they will not be able to master subjects necessary to get jobs to get out of poverty and advance their social status.

There is also a place for the billionaires and richer members of our society to help the poor, not by squandering money on educational foundations, but by directly engaging in doing something: sponsoring children Classics book-clubs, giving incentives to children who read a lot, organizing serious foreign language classes where they could learn language and grammar.

Perhaps McDonalds and other food chains, which live off the low-income people, could promote Classics by putting books, like Starbucks does selling CDs with music, at the counter offering “voracious readers” awards, or giving a free meal to children who read X number of books. Education does not have to cost a lot, provided one knows what it is, but social costs of having millions of poorly educated citizens can and we should do something about it.

If we are serious about improving education, we need to go back to basics: a pencil, a sheet of paper, a dictionary, basic Latin and Greek, and classic literature with a teacher who should not be bothered by a continuous nonsense of improving methods of teaching. No method is a substitute for literary competence and imagination.

Zbigniew Janowski is the author of Cartesian Theodicy: Descartes’ Quest for Certitude, Index Augustino-Cartesian, Agamemnon’s Tomb: Polish Oresteia (with Catherine O’Neil), How To Read Descartes’ Meditations. He also is the editor of Leszek Kolakowski’s My Correct Views on Everything, The Two Eyes of Spinoza and Other Essays on Philosophers, John Stuart Mill: On Democracy, Freedom and Government & Other Selected Writings. He is currently working on a collection of articles: Homo Americanus: Rise of Democratic Totalitarianism in America.

The image shows, “Woman Reading. Portrait of Sofia Kramskaya,” by Ivan Kramskoi, and painted sometime after 1866.

A Modest Proposal To Rescue Higher Education

There are three issues that reflect crisis in higher education: Rising costs leading to serious student debt; lack of competence of graduates in basic skills; politicization.

Costs of Higher Education

The cost of obtaining a degree has risen at an astronomical rate, compared to the overall rate of inflation. Part of the reason is that when someone else is paying (government-guaranteed loans) we cannot resist the temptation to raise prices and to overspend.

This over-spending is reflected in the fact that academic bureaucracies and support staff have swelled. They have swelled because the increase in people seeking degrees leads to a vast increase in the number of students either incapable of, or unprepared for, college-level work. Lack of preparation reflects the disaster of K-12 schooling.

Culturally, we have not honestly discussed students’ limited ability and disinterest. A large part of the educational establishment sustains the myth that it has a utopian social technology for solving all social problems.

In addition, the higher-education industry refuses to give up market share and prefers to adulterate (dumb-down) the product, as well as pursue its private political agenda, as opposed to its academic mission. It is much more exhilarating to think that you are transforming the world than to admit that you are part of a gigantic fraud.

We continue to camouflage these difficulties by doing away with the evidence – doing away with tests or other forms of objective assessment and by engaging in semantics. Faculty, who are rightly fearful of finding themselves redundant or expendable, are complicit.

Competence

Lack of competence reflects the dumbing-down of standards and achievement. The very failure of post-secondary education leads to the claim that students need more education in the form of advanced degrees – which, by the way, increases market share. The major problem here is that we have not distinguished between higher education and longer education.

Higher education, as reflected in serious requirements in multiple disciplines (what the old liberal arts degree used to reflect, like mathematics, science, history, philosophy, foreign languages, the ability to read and write critically, to do research and scholarship, etc.), is only achievable by about 20% of the school-age population – again a difficult statistic for a democratic culture to accept.

Longer education, on the other hand, is achievable by about a further 60% of the school-age population. This is what the vast majority of students really need to function in an increasingly complex economic world.

If we focused resources on this cohort, then we would produce competent graduates relevant to the workforce. The academic establishment would cry that these graduates have not been taught liberal subjects – ignoring the fact that most students are neither interested in, nor capable of, understanding these subjects or critical thinking.

It is also not clear to me that a liberal arts education makes you a better human being or a better citizen. As a result, most students do not learn what they can and should learn. Finally, the liberal arts have by now been totally politicized. For example, instead of reading Shakespeare to learn something about the human predicament, students now are led to discover that the author was racist, sexist, homophobic, and so forth.

Politicization

There is a hidden political agenda. Since the 18th-century, the intellectual world has been dominated by the ideology of the Enlightenment Project – the view, based on the false assumption that the so-called “social sciences” are like the physical sciences; that there are experts (university professors) who know the fundamental truths; such that they have a social technology which enables them to solve every social problem; and thus they should be in charge of an institution (namely, the government) with the power to implement this technology over every other social institution. In addition to being empty abstractions, mission statements are thinly veiled political agendas.

It should come as no surprise that such intellectuals favor central control and that they seek to silence dissent (including, and especially, other professors who deny the existence of these truths or this technology). If the experts were to disagree, then we would not know who, if any, are the real experts. John Stuart Mill must be turning in his grave.

These ideologues educate the K-12 faculty, the journalists and even the clergy; they dominate the publishing and media world. They offer academic positions to politicians or their spouses – the academic-political complex; they fund propaganda centers; they control who is invited to be a commencement speaker.

Given the foregoing, it should come as no surprise that the political agenda of universities is to indoctrinate students into becoming democratic socialists, i.e., to vote for the left-wing of the Democratic Party. All of this costs money and necessitates a big endowment devoted, not to education or to tuition remission – but to a political agenda.

Given these problems, I therefore propose the following remedies.

Economic

All universities should lose their tax-exempt status. They should charge a market-determined price for their services: if degrees are so valuable monetarily with regard to future income then universities should contract with students to pay no tuition (i.e., everybody goes to college for ‘free’) but students would agree to pay a modest percentage of all future earnings. Who would turn down such a great win-win offer? Presumably, some universities could focus on under-prepared students.

Universities cannot contend that they are preserving a cultural and intellectual heritage – in fact, they are trashing it. The heritage is being preserved in many other institutions and should never be the exclusive prerogative of one type of institution. Serious research in all fields is now being done primarily in think-tanks and private laboratories.

All universities should be required to contribute ¾ of their present endowment to defray the costs of student loans by present graduates of their respective schools. In many cases, universities are circumventing donor intent. The endowment is now used to pay huge salaries to administrators and consultants, and as well to turn campuses into country-clubs. Universities have engaged in false advertising by accepting students knowing that many of them will not succeed (e.g., retention rates).

Universities should be encouraged to define themselves and their own requirements – how many years, what courses. We need innovation and experimentation. We need boutique education.

There will no longer be any need for accreditation. Accreditation agencies promote uniformity not competition; they are a disguise for the imposition of the political agenda; they are so inherently corrupt (academic insiders evaluating other academic insiders) that Enron’s accounting/auditing scandal pales by comparison.

Competence

Academics favor government regulation, so why not regulate them as well?
All graduates should be required to take a competency exam consisting of four parts:

  • Basic communication skills (write a coherent paragraph)
  • Math skills
  • Technology skills (e.g. computer) [Standards to be set by the Department of Education in consultation with representatives from the top five technology companies, as determined by market value]
  • Knowledge of major public policy debates (see next section on politicization)

Those who pass the exam would be given a certification (like passing the bar exam in law or board exams in medicine). These certifications will be made public so that employers may use them in judging applicants for a position. Perhaps U.S. News and World Report could use these statistics. This is certainly more reliable than the popularity polls they use now.

If the graduate fails the exam three times, the degree must be rescinded; but the student may take the exam as many times as he/she wished. Those who fail the exam five consecutive times should be allowed to participate in a CLASS-ACTION SUIT AGAINST THEIR UNIVERSITY.

The Department of Education should evaluate schools on their certification passage rates. These ratings would be made public; below a certain passage rate would lead to the revocation of their license and eventual closure of the school.

The Department of Education is not going to disappear – every time democratic socialists are elected, they will bring it back. Every regulatory agency runs the risk of politicization. My suggestion brings it out in the open and minimizes it.

Politicization

The examinations on religion, politics, or other disputed topics, should not turn on the truth or falsehood of opinions, but on the matter of fact that such and such an opinion is held, on such and such grounds, by such and such authors, or schools, or churches. All positions would be studied.
The selection of disputed topics and the acceptable answers would be publicly posted in advance.

The Department of Education would form a special committee, both to formulate the questions and what constitutes an acceptable answer (especially the reasons or arguments for a position). The use of fallacious reasoning (e.g., ad hominem arguments) would result in disqualification.

The membership of the committee would be determined as follows: every political party that polls at least 5% of the national vote will designate their participant(s); and the number of each group’s designees will be proportional to the last presidential election. Terms will be staggered.

The Q&A will be formulated by those who advocate the position. No test is perfect but it is better than no test. Current university students have no idea that there is an alternative position on anything. The point is not to require agreement but merely require knowledge of what is being argued, by whom, and how.

Nicholas Capaldi is Legendre-Soulé Distinguished Chair in Business Ethics at Loyola University New Orleans, where he also serves as Director of the Center for Spiritual Capital. He is the founder and President of the Global Corporate Governance Institute. He received his B.A. from the University of Pennsylvania and his PhD from Columbia University. His principal research and teaching interest is in public policy and its intersection with political science, philosophy, law, religion, and economics. He is the author of 8 books, over 100 articles, editor of ten anthologies, member of the editorial board of six journals, and has served as editor of Public Affairs Quarterly. He is Associate Editor of the Encyclopedia of Corporate Social Responsibility (Springer). His most recent books are Liberty and Equality in Political Economy: From Locke versus Rousseau to the Present, as well as The Anglo-American Conception of the Rule of Law. He is also the author of the Cambridge intellectual biography, John Stuart Mill.

The image shows, “The School,” by Jan Steen, painted in 1660.

 Indigenous Ways of Knowing?

Once again, the brilliant minds at University of Toronto’s Ontario Institute for Studies in Education, better known as OISE, has graced the world with another one of their hair-brained theories. It’s called Indigenous Ways of Knowing and it’s coming to schools near you.

OISE is rallying teachers to poison our children with these ludicrously pre– non-historical ways of thought.

CLICK HERE to be forwarded to the module on OISE’s website designed to educate teachers on what is and how to teach Indigenous Ways of Knowing.

What exactly is Indigenous Ways of Knowing? Well, buckle up because for anybody with half a brain it’s going to be a bumpy ride as we dive into the seven topics of this half-witted module.

 

TOPIC ONE “What is Indigenous Knowledge?”

So, what exactly is Indigenous Knowledge? Your guess seems to be as good as anybody else’s. Our mis-informed friends at OISE don’t even define what they’re talking about. Like many of the buzzwords taught at our universities, they’re about triggering certain emotions as opposed to thoughts.

To quote the module, “In this module, Indigenous knowledge is described rather than defined. There are sources and characteristics that are shared among diverse Indigenous peoples but a hesitance to define it in one limiting way.”

No worries, let’s just cut them some slack and carry on with the module. But wait! What is the reason they give for not being able to describe what they are talking about? Oh right…. it’s because of those rotten Westerners….

According to the module, “Indigenous knowledge definitions can be problematic because they often use the dominant knowledge system (Western knowledge) as a frame of reference.”

See what I mean about triggering emotions instead of thoughts? They even blame the West for not being able to articulate their own thoughts. Is Western guilt hitting rock bottom? Or is it as the Irish say, “if you think you’ve hit rock bottom, wait a while and you’ll hear a knock from bellow.”

Then, they quote Dr. Marie Battiste‘s description of  Indigenous knowledge. She claims that “Indigenous knowledge compromises the complex set of technologies developed and sustained by Indigenous civilizations. Often oral and symbolic, it is transmitted through the structure of Indigenous languages and passes on to the next generation through modeling, practice, and animation, rather than through written word.”

The module then states “Indigenous knowledge is embedded in community practices, rituals, and relationships. As a living knowledge, it is holistic, contextual, and relational.”

In other words, Indigenous knowledge is comprised of stone aged tools, pre-historic oral traditions, and rituals.

 

TOPIC TWO “Characteristics of Indigenous Knowing”

Finally, it’s time to dive into the descriptions given about the characteristics of Indigenous knowing. The characteristics of indigenous knowing are that it is “personal, orally transmitted, experiential, holistic, and narrative.”

What do these folks mean when they say that Indigenous knowledge is personal?

They mean “no one person has the truth… With multiple perceptions at the core, indigenous knowledge actualizes itself in context….thus indigenous knowledge is highly dynamic.”

Translation: more of that Post-modern garbage juice which claims that there is no real truth and that “everything’s, like, your, like, opinion man.”

If there’s no “real” truth, and everybody knows just as much as everybody else, then why are we paying you to teach us this garbage? If the students know as much as the teacher, why should they show up to class (or take the time to study this absurd module)?

What do these folks mean when they say that Indigenous Ways of Knowing is orally transmitted?

To quote the module, “Oral tradition is not a precursor to literate traditions. They are simply different ways of knowledge keeping.”

I think that they might have put the wrong herb in the peace pipe on this one. Oral tradition is not a precursor to literate tradition? What are they talking about?!

Do they even know what history, the study of written records, means? Or what pre-historic societies are? Do they not understand that people spoke to each other before they invented script and started to write things down?

I feel obliged to remind you that these people are the teachers of your children’s teachers!

What do these folks mean when they say that “Indigenous Ways of Knowing” are experiential?

Well, the module claims, “The land is alive, the only way to know that is to be on the land. The senses can know more deeply and concretely than knowledge gained though reading or being told.”

I’m not going to lie, there is some truth in that claim. One only has to read a bit of Walt Whitman to sympathize with this position. But that being said, I severely question how deeply one can understand a blade of grass just by holding it, as opposed to learning about it in a botany text book. Furthermore, it is very questionable that holding it, seeing, and tasting it provides a “deeper” understanding.

What do these folks mean when they say that “Indigenous Ways of Knowing” are holistic?

The module defines Indigenous knowledge as holistic because it “brings together internal and external worlds, the physical and the spiritual.”

Hold up….

Last time I checked, The Canadian Public School Board was a secular board. Then why are we telling teachers to introduce Native Spirituality into the classroom? Isn’t the entire idea of secularism the right to be free of religious rule and religious teaching?

Is telling teachers to teach Native Spirituality fair to other spiritual denominations?

For example, The Orthodox Church of America claims to be holistic. Orthodox also believe their teachings are universal and unite the external and internal parts of ourselves. As strict monists, they believe in the existence of only one world (that the natural and supernatural are united as one in the same world).

Ironically, the OCA also has a disproportionately high number of aboriginals, particularly the Alaskan Kodiak naitives, in the hierarchy of their church.

Should teachers be allowed, or rather encouraged, to bring in American Orthodox priests to teach their children about the “wonders of creation” and the “Orthodox Ways of Knowing?”

If Indigenous Ways of Knowing are spiritual, then like other spiritual teachings it doesn’t belong in a secular classroom.

If Buddhists and Orthodox Christians have to leave lessons about their incense usage at home,  Indigenous Ways of knowing should leave stories about the “sacred prayers” of the peace pipe at home as well.

What do these folks mean when they say Indigenous Ways of Knowing is narrative?

They claim that “Indigenous knowledge is conveyed using a narrative. Stories contain the knowledge that is needed to live in a good way. Transmitting vital teachings without preaching.”

That sounds like it’s OK, until you start to actually think about it. Hate to break to these guys, but telling moral stories is one of the oldest forms of preaching. It’s what that Jesus guy was doing when he spoke in parables.

All this shows is that they want to preach to children in everything but name.

 

TOPIC THREE “Sources of Indigenous Knowledge”

The module lists  “1. Traditional knowledge, 2. Empirical Knowledge, 3. Revealed knowledge” as the sources of Indigenous knowledge.

First off, how do we know that what the Indigenous think is “traditional knowledge” actually is what the Indigenous pre-European contact actually believed?

If everything is passed down from word of mouth, then how do we know that pre-European-contact-indigenous groups actually believed the stories that we currently claim are “traditional” native stories? Isn’t it possible that some of these stories are post-contact historical retro-projections?

Second, they’re misusing the word “Empirical.” Empiricism is an epistemological philosophy invented by Europeans invented in the 17th and 18th century.

If all they mean by “Empirical Knowledge” is that the Indigenous saw, felt, smelt, heard, and tasted things then whop-tie-do. There’s nothing special about that.

Welcome to the human condition. It certainly doesn’t make the indigenous way of knowing anymore distinct from anybody else’s way of knowing.

Third, how are we going to teach our children the Indigenous Way of Knowing if it comes to us in dreams and revelations?

The module defines “Revealed Knowledge” as “dreams, visions, and intuitions.” all of which are un-teachable.

What happened to citations? Verifiable and falsifiable hypotheses? The scientific method? Can teachers consider knowledge credible simply because it came to them in a dream?

 

TOPIC FOUR “Indigenous Axiology, Values, and Ethics “

In this part of the module, the focus is on the values and ethics within Indigenous Ways of Knowing.

There is nothing here that Ancient Greek Virtue philosophers didn’t already propose. Above all else, at least when the ancient Greeks spoke about ethics, they could write their thoughts down and have future generations check their notes.

This way each generation wasn’t working from scratch and from the time torn tatters of broken miscommunications found in all oral traditions.

After all, to quote the module, “the way one one comes to know is as important as what one comes to know.”

 

TOPIC FIVE “Indigenous Knowledge and Western Science Side by Side”

Here comes the fun part.

The module is actually putting this Indigenous Ways of Knowing nonsense on par with Western Science.

The module starts by denouncing science as nothing more than a Eurocentric and Imperialist tool to push aside the ideas of other cultures.

“The modern Western World developed in tandem with the expansion of European colonial empires. With colonial imperialism came an emphasis on the centrality and superiority of European theories and ideas also known as Eurocentrism. Eurocentrism has used Western science to discredit and delegitimize and marginalize Indigenous knowledges … This process has also been described as Cognitive imperialism (Battiste, 1986)”

Let us concede that Europeans turned to tribal peoples and spoke out against superstition, regional folk lore, and mislead mysticism. Is that really so bad?

Let us further concede that Europeans were even quick to push aside useful knowledge possessed by the natives because of pompous and ignorant racism. Does that mean that suddenly the epistemology of Western Science is on par with Indigenous Ways of Knowing?

Is all epistemology, all ways of knowing things, equal? Of course not.

If not, how does Indigenous Ways of Knowing compare with Western Science. Luckily for us, the module measures them both against one another in a Venn diagram.

CommonGroundCircles

^Cited from the geniuses at OISE^

The module explains how the Venn diagram presents “characteristics of both systems side by side to illustrate the different emphases, assumptions and outcomes of knowing within each system.”

Notice how they didn’t put “holistic” in the middle. Are they claiming that Western science, which studies the universal laws that permeate everything from to quarks and galaxies, is not holistic? Do they even know what Western Science is?

Apparently not, considering how they put “practical experimentation” as exclusively indigenous. It’s not like Western Science conducts any practical experimentation … Oh wait! It does! That’s what laboratories are for!

Who do they think comes up with the vaccines, generates new space aged materials, and increases agricultural yields?!

I’m just glad that they recognized that Western Science, and not Traditional Naive Knowledge, possess “global verification; hypothesis falsification; quantitative written records; communication of procedures, evidence, and theory; mathematical models;” and most importantly “skepticism” because God knows belief in Indigenous Knowledge requires blind faith.

The fact that they didn’t put “limited to evidence and explanation within the physical world” in middle just goes to show that “Traditional Native Knowledge” is just more religious neo-paganism.

Does this belong in a secular school system?

 

TOPIC 6 & 7 “Indigenous Knowledge and Learning, Re-imagining Education” & “Suggested Activities”

In these parts of the module, they argue that educators should “Re-imagine Education” and conduct activities with their students on  “Indigenous Ways of Knowing.”

This includes sharing “with your fellow learners this living representation of First Nations Holistic Life Long Learning model Created by the Canada Council on Learning and the Aboriginal Learning Centre.”

Remember that this module is designed for the teachers of your children.

Is anybody considering home school?

 

DISCLAIMER 

The module, like any faulty product, comes with a disclaimer.

It states, “Remember that the boundaries between the two are not so hard and fast and that both kinds of knowledge can exhibit different aspects. Most importantly, there are instances where indigenous knowledge and Western Science overlap.”

Personally, I completely agree. But insomuch as they define describe what Indigenous Ways of Knowledge is in contrast to Western Science, the more I feel like I need chemotherapy to get rid of this mental cancer.

 

The photo shows, “Le guerrier Iroquois,” by Jacques Grasset de Saint-Sauveur, hand-tinted etching, done in 1797.

What Is Thinking?

Over the years, higher education has become thoroughly vocationalized, and people come to university and college expecting to be trained for the job market.

More and more, society sees the academy as nothing more than a training facility where specific and transferable skills are acquired by individuals which can then be translated into careers and jobs in the marketplace.

Inherently there is nothing wrong about such a view of education; jobs and careers are fundamental to a happy life. But there is an essential problem here, because a primary component is being consistently ignored, which we can get to by asking a simple question.

What guarantees a career or a job or a paycheck in the first place? It is not proficiency in skill – rather, it is the context in which this skill is to be practiced. And this context, of course, is society. It is only within the context of a good society that jobs, careers – in short, the good life – can be guaranteed.

But if education is nothing other than training efficient workers who only know how to apply their skills in job situations – who will manage the needs of society so that it continues to be good, continues to be that context in which jobs and careers, and the good life, are to be guaranteed? If no one is educated in taking care of the good society, will society continue to be good? There is a strong and direct co-relationship between prosperity and the good society.

In our own political and cultural context, the good society is the liberal democracy, which depends upon the idea that all of us must work together to maintain the goodness of our society.

In order to do so, we must be educated in the wisdom of the liberal democratic tradition. But if we only worry about training for jobs, who will have the knowledge to ensure that our society remains both liberal and democratic – that it retains its goodness?

And what are the characteristics of such a society? They are ideals that we all aspire to and expect our society to provide – namely, freedom, personal worth, individual rights, and a government entirely answerable to the people.

Notice none of these expectations depend upon skill, upon being a good worker. And none of these expectations have come about as a result of industry’s efforts.

Industry can function in any type of society. It has loyalty only to profit. These expectations are, of course, ideals – and ideals require two things: education – not skill – and humane thinking.

 

How We Are Expected to Think

The enduring emphasis of skill in the educational system is also an emphasis on two kinds of thinking, and the neglect of a third kind. Skill is closely related to know-how, or technical knowledge, and to analytical, or scientific, knowledge.

The former is repetitive and performative, in that a skill is repeated in order to produce the same result. Scientific knowledge seeks to explain or predict; it can do no more.

For example, many children are prodigies with mathematics or music, in that they have acquired the skill to repeat notes or numerical patterns. Their expertise, or skill, is marvelous to witness – but no one turns to them for guidance on issues of freedom, individuality, or responsible government. Why?

Because we know that skills are not higher-level thinking. In the same way, a physicist understands fully how to establish models that can test natural laws and predict what nature may or may not do – but we do not consult this person about matters pertaining to the good society, or love. Why?

Because physics is analytical and cannot be used to understand goodness or love. Despite these obvious handicaps in scientific and technical knowledge, we still demand that higher education worry only about training workers. While everyone is functioning smoothly in industry – who is looking after the functioning of society?

Perhaps the reason for voter apathy, for example, and low voter turn-out may directly be related to this question.

There is a third kind of knowledge, which may be labeled practical wisdom. It is not technical, explanatory, or predictive. It is concerned with ideals, with formulating judgments and making decisions, and it directly relates to the way we encounter the world around us and the way we participate in society.

In other words, there is a specific kind of thinking which directly relates to the good society. Practical wisdom is about ideals. Life is always greater than tangible, material things.

Indeed, what is more important to human beings – happiness or skill?

To worry about skills is to desire to become a robot. To worry about happiness is to understand our humanity – because to be happy each of us must reflect upon what truth is and what goodness is, and each of us must create meaning in our lives. Skills can do neither of these things.

To be happy, to have meaning and value, we need to think critically, in the true sense of the term.

 

The photo shows, “Man at his Desk,” by Georg Friedrich Kersting, painted in 1811.

Dialogos: Dr. Widdowson on Exposing the Aboriginal Industry

The controversial Dr. Frances Widdowson joins us in a talk about exposing the “Aboriginal Industry” in Canada.

The interview touches on her book “Disrobing the Aboriginal Industry: The Deception Behind Indigenous Cultural Preservation,” Ontario school’s push to teach “Indigenous Ways of Knowing,” and Dr. Widdowson’s most recent controversial presentation, “Does University Indigenization Threaten Open Inquiry,” at Wilfrid Laurier University.

Dr. Widdowson is a professor from Mount Royal University in Calgary. She was recently invited to Lindsay Shepherd‘s Laurier’s Society of Free Speech and Open Inquiry to give a talk on Indigenization.  In addition, Widdowson runs her own blog, “Offended by Offense,” and is a coordinator for the Society of Academic Freedom and Scholarship (SAFS).

 

 

 

The photo shows, “Onigoheriago,” one of the Mohawk Kings who visited Queen Anne. Painted in 1710, by John Verelst.