Modernism on the Feast of Pope St. Pius X

Here’s a few selections from the old Catholic Encyclopedia’s write up on Modernism, in honor of Pope St. Pius X, who was pope at the time this encyclopedia was being written and who gave Modernism both barrels.

What Modernism is:

A full definition of modernism would be rather difficult. First it stands for certain tendencies, and secondly for a body of doctrine which, if it has not given birth to these tendencies (practice often precedes theory), serves at any rate as their explanation and support. Such tendencies manifest themselves in different domains. They are not united in each individual, nor are they always and everywhere found together. Modernist doctrine, too, may be more or less radical, and it is swallowed in doses that vary with each one’s likes and dislikes. In the Encyclical “Pascendi”, Pius X says that modernism embraces every heresy.

One reason a full definition of Modernism would be difficult is that Hegel, the tent-pole Modernist, held that definition – stating what something or some idea *is* and *is not* – is right out. The world is Becoming, not Being, so that all statements of being are essentially meaningless. Thus, expecting some sort of consistency in the beliefs and behaviors of Modernists is also nonsensical. They are all manifesting, in better or worse, or more or less advanced, ways the feelings of the age.

That “embraces every heresy” line is interesting. The future saint doesn’t say “is open to” or “may fall victim to” but “embraces” – a positive act. This embracing of the heretical, expressed in phrases such as ‘everything is a social construct’ or ‘that’s your truth’ is not just a letting down of our guard against heresy, but, in keeping with the Hegelian rejection of statements of being, a necessary step in the upcoming synthesis. A heresy is not wrong, it is merely the expression of the antithesis to some dogma, destined to become suspended yet not contradicted in a new and better understanding.

Note that one outcome of this kind of emoting – it would hardly do to call it thinking – is the readily apparent moral race to the bottom we’re seeing now. Nothing at all can be fundamentally wrong, but merely daring or transgressive, soon to be incorporated into enlightened understanding. Hegel, who imagined the Spirit driving all this enlightenment, may have not meant it that way, but it’s a funny tendency of ideas to get off leash and be pursued to their logical conclusion regardless of who thought it up and what they may have wanted.

A remodelling, a renewal according to the ideas of the twentieth century — such is the longing that possesses the modernists. “The avowed modernists”, says M. Loisy, “form a fairly definite group of thinking men united in the common desire to adapt Catholicism to the intellectual, moral and social needs of today” (op. cit., p. 13). “Our religious attitude”, as “Il programma dei modernisti” states (p. 5, note l), “is ruled by the single wish to be one with Christians and Catholics who live in harmony with the spirit of the age”. The spirit of this plan of reform may be summarized under the following heads:

– A spirit of complete emancipation, tending to weaken ecclesiastical authority; the emancipation of science, which must traverse every field of investigation without fear of conflict with the Church; the emancipation of the State, which should never be hampered by religious authority; the emancipation of the private conscience whose inspirations must not be overridden by papal definitions or anathemas; the emancipation of the universal conscience, with which the Church should be ever in agreement;
– A spirit of movement and change, with an inclination to a sweeping form of evolution such as abhors anything fixed and stationary;
– A spirit of reconciliation among all men through the feelings of the heart. Many and varied also are the modernist dreams of an understanding between the different Christian religions, nay, even between religion and a species of atheism, and all on a basis of agreement that must be superior to mere doctrinal differences.

Every get frustrated with the idea of Progress as an intransitive verb, divorced from any idea of progress toward something? That’s a feature, not a bug.

So Rodney King’s ‘why can’t we all just get along?”, that Hull House lady Jane Addams (I think) who convinced John Dewey that there are no real disagreements, only misunderstandings, and Jo Swenson’s Empathicalism, where the goal of life is “to project your imagination so to actually feel what the other person is feeling.”  – these are all flavors of Modernism. Right?

Perhaps Modernism could be defined as the idea that humanity will find peace only once all join hands in a sufficiently murky emotional miasma.

For [Modernists] external intuition furnishes man with but phenomenal contingent, sensible knowledge. He sees, he feels, he hears, he tastes, he touches this something, this phenomenon that comes and goes without telling him aught of the existence of a suprasensible, absolute and unchanging reality outside all environing space and time. But deep within himself man feels the need of a higher hope. He aspires to perfection in a being on whom he feels his destiny depends. And so he has an instinctive, an affective yearning for God. This necessary impulse is at first obscure and hidden in the subconsciousness. Once consciously understood, it reveals to the soul the intimate presence of God. This manifestation, in which God and man collaborate, is nothing else than revelation. Under the influence of its yearning, that is of its religious feelings, the soul tries to reach God, to adopt towards Him an attitude that will satisfy its yearning. It gropes, it searches. These gropings form the soul’s religious experience. They are more easy, successful and far-reaching, or less so, according as it is now one, now another individual soul that sets out in quest of God. Anon there are privileged ones who reach extraordinary results. They communicate their discoveries to their fellow men, and forthwith become founders of a new religion, which is more or less true in the proportion in which it gives peace to the religious feelings.

The attitude Christ adopted, reaching up to God as to a father and then returning to men as to brothers — such is the meaning of the precept, “Love God and thy neighbour” — brings full rest to the soul. It makes the religion of Christ the religion , the true and definitive religion. The act by which the soul adopts this attitude and abandons itself to God as a father and then to men as to brothers, constitutes the Christian Faith. Plainly such an act is an act of the will rather than of the intellect. But religious sentiment tries to express itself in intellectual concepts, which in their turn serve to preserve this sentiment. Hence the origin of those formulae concerning God and Divine things, of those theoretical propositions that are the outcome of the successive religious experiences of souls gifted with the same faith. These formulae become dogmas, when religious authority approves of them for the life of the community. For community life is a spontaneous growth among persons of the same faith, and with it comes authority. Dogmas promulgated in this way teach us nothing of the unknowable, but only symbolize it. They contain no truth. Their usefulness in preserving the faith is their only raison d’être.  They survive as long as they exert their influence. Being the work of man in time, and adapted to his varying needs, they are at best but contingent and transient. Religious authority too, naturally conservative, may lag behind the times. It may mistake the best methods of meeting needs of the community, and try to keep up worn-out formulae.

Those church songs I’m always going on about, where we, the gathered people, are mentioned directly or indirectly to the exclusion or near-exclusion of God – these are not some accident. They embody the above emphasis on *us* as the source and summit of religion.

What could possibly go wrong?

All heresies are rejections of the Incarnation. From Satan on down, pride inclines us to reject the idea that an all-powerful God could ever be so humble as to become one of us. Modernism rejects the idea that, having become one of us, Jesus might have something to say, and, having said it, might expect us to embrace it. They called him ‘Rabbi’ that is, ‘Teacher,’ yet we are incapable of being taught. No – we turn to feelings, to our personal direct experiences without any animating influence from that guy on the cross. We may stumble across Him (not that that could be all that important) and feel some connection. Or not. But that hardly matters. What matters is that we embrace our feelings and each other as we stumble into the sulfurous cloud.

Little heavy, there. But nothing compared to Pope St. Pius X. He was metal. Perhaps his St. Michael’s pray would be a good palate cleanser at this point.

Pope St. Pius X – Pray for us!

Image result for st pius x
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Book Review: William Torrey Harris – The Philosophy of Education, Lecure V

Concluding this review with the final lecture in the series. Lecture I review here, Lecture II here, Lecture III here, Lecture IV here. Going into more detail than usually is possible, including just pasting the the entire lecture below, because of Harris’s importance in advancing compulsory state schooling, and the lectures are short enough to admit of it.

This final lecture is also written as one run-on paragraph, this one nearly 3 pages long; clearly, these are outlines or note.

Let’s summarise our current state after Lecture IV: Harris believes all ‘substantial education,’ which he defines as the rote training and thoughtless inculturation every child in every culture receives, reduces the student to an ‘automata,’ careful to accept cultural premises and follow acceptable cultural paths. He tacitly dismisses the idea that a child could learn to think for himself, and accepts some form of tabula rasa: the idea that a child might already be himself, and thus not a clean field for indoctrination, is never considered.

In Hegel-speak, a substantially educated child has his individuality ‘subsumed’ into the culture. Such a one will have surrendered his individuality in order to belong. Harris then proposes a second educational principle, which frees the student’s individuality from this subsumption (while simultaneously not freeing it – hey, it’s Hegel!): learning to be an Hegelian. Only Hegelians, in Harris’ view, possess the tools to address society’s problems.

This second kind may be called individual or scientific education; it is the education of insight as opposed to that of authority.

Here we find the traditional Hegelian and especially Marxist abuse of the word ‘scientific’ to mean ‘untestable and poorly-defines assertions that I’d really like to be true.’ We know Harris means this, because he calls this an ‘education of insights’. Hegel places insights – direct infusions of truth into the soul, not subject to logic nor testable by experiment – above and beyond the reach of the little people and their math and science and technology. It is by insight, for example, that the enlightened Hegelian sees the Spirit unfolding and coming to know Itself through History. Thus progress is not a measure of net relative advances, if any, over time, but is instead Progress, a god-like force moving us ‘forward’. This is all very scientific.

Another aspect of scientific education is that it must be doled out a spoonful at a time by experts – here he echos Pestalozzi and Fichte – lest the child get the crazy idea that he can figure stuff out on his own, and become unmanageable. We see here the foundation of our dumb-them-down system that does everything possible to exclude or trivialize parental involvement.  Harris praises textbooks as the perfect tools to this end.

So, after the first two lectures, we are to understand that we all are automata except insofar as we’ve been enlightened, the sole measure of this enlightenment being our agreement with Hegel and his acolytes like Harris. Our schools need to be run by professionals, who alone are able to properly ration out knowledge, and who will take great care that their charges remain docile.

After an excursion through Kant and some more blank slate nonsense in Lecture III, Harris gets to the point in Lecture IV: the little benighted people need to be lead by the good and enlightened people, a sort of revolutionary vanguard, as it were.

LECTURE V. February 4th, 1893.  HERBERT SPENCER AND WHAT KNOWLEDGE IS OF MOST WORTH.  (found here.)

In Herbert Spencer, the return to nature means the study of natural  science, and this becomes the great thing. But natural science is only the  instrument with which we conquer nature. Everybody becomes filled with the idea of progress by it, for we see that nature as it is, existing in time  and space, is conquered by inventions and made to serve man. There was never a more unscientific book made than Spencer’s essay on education ; for while he praises science, he does not apply it to a study of education as it  is and has been. To do this he ought to study the genesis of the course of study and explain its functions. The unscientific person takes things as they are, and cares not for their origin. To study things from a scientific standpoint means to take an inventory of them to find the process in which  they are being produced ; to connect them with other things ; to see things in their causal process. He does not understand the system of education as it exists, because he does not know the educational value of its branches. The education he proposes for us is for the purpose of complete living; but  what is Spencer’s definition of this complete living? Spencer does not take education as the genesis of man’s spiritual life, but merely as something useful for showing how to care for the body and perform the lower social functions as the tool of life, the instrument by which life is preserved.

More specifically Hegelian criticism. All current action is to be judged by its place within the Spirit’s unfolding both now and in the future. I have little knowledge of Spenser’s educational theories and would likely find them appalling based on what little I do know, but Harris’s critique here hangs on Spenser not being Hegelian enough, which I would take as a complement.  Sure, sound education is first and foremost education toward spiritual growth. Hegel’s idea of spiritual growth is hardly anything I’d sign up for.

Now  suppose the definition of complete living to be, to elevate each individual so that he can take advantage of the life and experience of his race. Then  he would find complete living to involve the initiation into the civilizations of the past that furnish the elements out of which our own civilization is formed.

This sounds good, having children learn about past civilizations, until you see it in an Hegelian context: past civilizations are mere illustrations of the Spirit’s march through History. One would not be permitted by Hegel to dwell too much on how our modern age has in many ways lost the excellence of past cultures – e.g., Greek excellence, Roman honor, Medieval logic, Renaissance conceptions of beauty  – and failed to replace them with anything of equal value, let alone exceed them. Hegelians have no place in their schema for genuine admiration of the past, which is just prelude to an ever more glorious present and future.

Spencer thinks that the first business of the child is to know physiology ; the next is the selection of a vocation or trade, which leads to training for citizenship ; and last of all he puts relaxation and amusement, in which he includes literature and art. Now, Aristotle characterized man as the symbol-making animal. Human nature has to be expressed by symbols. The poets of a people first paint the ideal, which makes civilization possible. Literature furnishes the most essential branch of education, so far as its function is to help the child into civilization. Man sits in the theatre of the world (as Plato tells us) and sees the shadows of men and events thrown on the curtain before him. Behind him and out of his sight is the Great Leader, who is making these shadows. From them he draws his ideals, but ideals are potentialities, not realities. Self-activity, the freedom of the soul, is made possible by the institutions of society, the family, civil society, State and Church. We must not confound the mere school with these other great institutions of civilization. In the family are learned the mother tongue, habits, and nurture. Civil society teaches him his vocation; the State, his duties as citizen ; and the Church shows him his place in the divine plan of the universe. Spencer calls education the subject which involves all other subjects, and the one in which they should all culminate. But some one has better said that school education is the giving to man the possession of the instrumentalities of intelligence. By his school education he does not attain all education, but he gets the tools of thought by which to master the wisdom of the race.

OK, sure, pretty common understanding, although the glossing over of “church” Mere Christianity style fails to address the real, passionate disagreements people have over what constitutes a proper church. This, I suppose, would be an area Harris would expect the little people to be lead by their betters.

There are, then, three epochs  of school education elementary, secondary and higher. The first or elementary stage is the opening of the five windows of the soul. (1) Arithmetic is the foundation of our knowledge of nature, by which we measure  and count all things inorganic. When its first principles are mastered the child begins to want to combine the organic with the inorganic, and then we come to another window (2), that of elementary geography. The distribution of animal and plant life is learned, and the child begins to peep  into the organization of things, the growth of plants, and the formation of the continents and the earth. Thirdly, he learns to read and write, and gets a glimpse into literature. The original colloquial vocabulary learned at home, variously estimated at from 300 or 400 to 3,000 or 4,000 words, deals  only with commonplace things. But the school takes this colloquial vocabulary as a key and opens up the great reservoir of literature in books, initiating him into a higher class of words, expressive of fine shades of feeling and thought. Thus, to his own vocabulary are added those of great writers, who have seen nature from a different point of view, and presented their thoughts  in gems of literary style. Literature lifts up the pupil into the realms of human nature and discloses the motives which govern the actions of men. Yet Spencer puts this last in his course of study. After learning all science has to give, after learning one’s trade and the care of his body, he would then, if there is leisure, permit literature and art. But literature is the greatest educator we have. It has made possible newspapers and periodicals and books, with pictures of human life and of the motives governing  our actions. The fourth window of the soul is grammar, wherein we have a glimpse of the logical structure of the intellect as revealed in language. The fifth window is history (that of his own country), wherein he sees revealed the aspirations of his countrymen, his own nature, written out in colossal letters ; and these five studies should make the elementary education of the student.

Here the Pestalozzian approach is clear: the expert decides the child shall learn Arithmetic first, and not go on to anything else until it is mastered; then  basic Geography, and only once this is mastered, reading and writing; then Grammar, then the History of his own nation.

Well? Anyone who has been around kids knows that no two are alike, and that one may take to math like a fish to water at age 5, while another will find it baffling into adulthood. Lumping kids together by age, a barbaric practice championed by Harris and his predecessors, makes it certain that the first kid is going to be bored out of his mind and the second baffled and confused. Sure, in some Pestalozzian, anti-Fichtean dream world each kid gets all the attention he needs and moves ahead at his own pace. Sure. History shows how well the graded classroom model has approached that ideal. If education were the goal, it might; but since control is the goal, it won’t.

And so on. I’m old enough and, after a fashion, smart enough that I got left alone by the teachers for the most part when I was a little kid, because I either knew the stuff or could fake it. Now? from what I can tell, teachers are not allowed to let a kid skate on attention or classwork if he seems OK to them. Nope, conformity is demanded. Control is, after all, at the base and summit of Harris’s ideal.

The secondary education takes up human learning and continues it along the same lines, namely : 1, inorganic nature; 2, organic nature; 3, literature (the heart); 4, grammar and logic (the intellect); and 5, history (the will). Algebra deals with general numbers, while Arithmetic has definite numbers to operate with. Geometry and physics continue inorganic nature, while natural history continues the study already commenced in geography. Then come Greek and Latin, and here is opened up a great field of study into the embryology of our civilization. In the dead language* we have the three great threads running through the history of human progress. The Greek, with its literature and aesthetic art and its philosophy, showing the higher forms of human freedom in contrast with the Egyptian, which showed only the struggle for freedom and never the man separated from the animal and the inorganic world. The Roman, with the continual gaze upon the will of man, seeks the true forms of contracts and treaties and corporations, whereby one man may combine with another, and it essays the conquering of men and reducing them to obedience to civil law, not only external conquest but internal conquest as well. The Hebrew thread is the religious one, which we recognize in the celebration of worship one day each week and in the various holy days. We acknowledge this the most essential thread of our civilization. So, with the secondary education we begin to get the embryology of our forms of life.

As mentioned here, high school education at the close of the 19th century puts virtually all undergrad work to shame. Admission to Harvard at this time merely required a demonstration of basic competence in Greek, Latin and calculus – which a high school student who hoped to go to college could reasonably be expected to have achieved.

Harris seems to support this model, which is quite similar to what I went through at St. John’s College.  He seems confident it will produce exactly the good little Hegelians he invisions all enlightened people to be.

But what if it doesn’t? What if the vanguard decides good little Hegelians are good little Marxists? Then, understanding history, logic, scripture, etc., become positive liabilities if they don’t produce such Marxists. There’s even a risk a student who really learned this stuff might forcefully reject Marx! What if education leads away from, not towards, the glorious revolution?

Best not to take that risk. Stick with basic indoctrination. It’s the only way to be sure.

The higher or collegiate education is the comparative step of education. Each branch is studied in the light of all the others. Natural science  and sociology are investigated ; logic and mental philosophy ; ethics and rhetoric; as well as the philosophy of history and of literature, and the comparative sciences, which furnish the light for the whole method of  higher education. The first, or elementary education, then, is but superficial, a mere inventory ; the secondary insists on some reflection on what has been learned ; and the third, or higher education, is the unity and  comparison of all that has been learned, so that each is explained by the whole. Give the child possession of the embryology of civilization, and his insight into the evolution of civilization is insured.

“Insight” – and there you have it. Harris is naively confident this insight is Hegelian. His Marxist successors excised all the basic stuff because they more wisely understood that all this education could, from their view, go terribly wrong.

Educators have  adopted the course of study as it exists, led by an unconscious or blind  impulse. Herbert Spencer should have investigated and discovered its purpose, which is a far deeper one than he has thought out when he advocates its overthrow for the sake of knowledge that leads to direct self-preservation.

“…led by an unconscious or blind  impulse. ” More Hegel, the Spirit unfolding itself despite men not being aware of what is happening.

  1. Rosenkranz: Paedagogik als System (English Translation, D. Appleton it Co., New York). Third part, treating of the substantial contents of the national education Its sacred books, and the idea that the nation stands for in the history of the world. (Lec ture 1.)
  2. Karl Schmidt : Geschichte der Paedagogik ; gives a much fuller statement of the details of the culture systems of the several nations. (Lecture 1.)
  3. R. H. Quick ; Educational Reformers. (Lectures 2, 3, 4, and 5.)
  4. Pestalozzi : Lienhard und Gertrud. (English Translation, Boston.) (Lectures.)
  5. Herbart; Lehrbuch zur Psychologie. (English translation, tfno York). (Lectures.)
  6. Rousseau : Emile. (Lecture 4.)
  7. Herbert Spencer ; Essay on Education. (Lectures.)

Book Review: William Torrey Harris – The Philosophy of Education, Lecure IV

Continuing this review. Lecture I review here, Lecture II here, Lecture III here. Going into more detail than usually is possible, including just pasting the the entire lecture below, because of Harris’s importance in advancing compulsory state schooling, and the lectures are short enough to admit of it.

One more after this one. Another lecture written as one run-on paragraph. This one, more than the previous, appears to be just an outline or notes. I’d assume there was a lively discussion period afterwards?

LECTURE IV. January 25th, 1893. ROUSSEAU AND THE RETURN TO NATURE. REVOLUTIONARY PROTEST. (found here.)

The time of Louis XIV: the nobles attracted to Court and to a life of gayety, neglecting their estates and wasting the fruits of toil in riotous living ; the laborers deprived of the advantage of the directive power of the nobility fail in power of production. The French Revolution is the result. Rousseau its prophet ; he proclaims a return to nature. “Nature,” a word of ambiguous meaning; human nature versus physical nature; human history the revelation of man’s nature; it is realized in institutions and not by man as an isolated individual. Nature in time and space is under the dominion of necessity, everything constrained to be what it is by outside forces. Human nature is an ideal, and when realized it has the form of freedom and self-determination, each man a law unto himself and each one engaged in helping every other one, for by this each one helps himself. Rousseau appealed to nature in everything. What we call civilization was to him a mere artificial form. His plea was to be natural, come back to the point where nature leaves you. Rousseau came from Switzerland to France, and at an opportune time for him ; for there was a great ferment of ideas at this epoch. He was struggling along in Paris, barely securing a livelihood, when there came the offer from the Academy of Dijon of a prize for an essay on the progress of the arts and sciences, whether it has tended towards the purification of morals and manners. The negative side suggested itself more forcibly to him, as he was better fitted for it by his mode of living and morals, and by his literary style, and he found himself at once a “censor of civilization.” This essay was soon followed (1752) by one on the origin of the inequality among men. The great tension produced by the artificiality of the civilization of the Court life of the time had caused men to become anxious to get back to a simplicity of living, and Chateau briand painted the charms of the forest life of the Indians. In this reaction the meaning of civilization is ignored. Man emancipates himself from drudgery and compels nature by the forces of his intellect to feed and clothe him. The “Social Contract” followed (1762) this with an attack on the authority of the State; and in the same year his Emile undermined the School and the Church : and so he attacked all the social institutions one after another the family, civil society, the Church and State. He proposed to sweep all away by summoning them before the bar of his individual judgment and condemning all. In the opening paragraph of his Emile he declares that everything which comes from nature is good, while everything degenerates in the hands of man. The antithesis of civilization is savagery, and Voltaire wittily exposed the fallacy of Rousseau’s teaching in his letter accepting the book. He said “never has anyone employed so much genius to make us into beasts. When one reads your book he is seized at once with a desire to go down on all fours.” External authority is a perennial necessity for man in his immaturity. An appeal to nature is always a piece of jugglery with words. In mere nature we have matter and force. Everything inorganic is made by some external influence. But organic nature is the opposite of inorganic. The plant has the power of assimilation, and the animal the further powers of locomotion and feeling, or ability to select or choose its surroundings. In man this is still further increased by recollection and memory, by which the mind makes over its impressions. To do his duty properly he must look to higher things, and in ethical ideas the human becomes transcendental. The moral man acts as though the sole being in the world is humanity. No natural instinct is admitted as having validity against the moral law. If we adopt the doctrines of material nature and yield to our feelings and impulses, we remain animals. But if we take nature in the sense of our ideal, divine possibility, and realize it by education, we attain to human nature properly so-called, which is not something given us without effort, but only the product of culture.

Harris is an Hegelian:

With Brockmeyer and other of the St. Louis Hegelians, he founded and edited the first philosophical periodical in America, the Journal of Speculative Philosophy (1867), editing it until 1893. It promoted the view that the entire unfolding was part of a universal plan, a working out of an eternal historical dialectic, as theorized by Hegel.

https://en.wikipedia.org/wiki/William_Torrey_Harris

It is said that Harris, as the United States Commissioner of Education, tried to make Hegelianism the official philosophy of American compulsory schooling. He only succeeded in making it, as dumbed down(!) by his incorrigible idiot child Marx, the *unofficial* philosophy of American schooling.

Now, the primary and defining belief of Hegelians is that they’re smarter and, most importantly, more enlightened than everybody else. They worship the power they lack but feel they deserve. Therefore, in their world, ignorant masses need (and deserve) to be lead into the glorious future by better people: “…the laborers deprived of the advantage of the directive power of the nobility fail in power of production. The French Revolution is the result.” Catch that? One might suspect that Harris is not entirely on board with America’s idealized egalitarianism. Also, I’m thinking there might be a few more tiny steps between indolent French counts and marquis neglecting to guide the farm hands and the Committee for Public Safety decapitating nuns. But hey, I’m not an Hegelian.

Following right on the heels of this vigorous & evidently double-jointed self back-patting (1) and not so subtle petulance about not being in charge is the idea of Progress: there’s this universal plan, see, under which the Spirit (2) reveals itself to itself inevitably through History. Through, of course, the ministration of enlightened Hegelians such as Harris, whose belief in the inevitability of Progress doesn’t seem to extend far enough to stay the hell out of imposing it on others.

Rousseau is a manifest idiot. Figures he’d be the prophet of the murderous idiocy of the French Revolution.

Now we get to the hardcore Hegelianism:

“Nature,” a word of ambiguous meaning; human nature versus physical nature; human history the revelation of man’s nature; it is realized in institutions and not by man as an isolated individual. Nature in time and space is under the dominion of necessity, everything constrained to be what it is by outside forces. Human nature is an ideal, and when realized it has the form of freedom and self-determination, each man a law unto himself and each one engaged in helping every other one, for by this each one helps himself.

Digression: Generally, the world, or ‘Nature,’ can be understood according to two general steps. The base level is either/or, as succinctly stated in the Law of Noncontradiction. The next level is both/and, and is perhaps best expressed in the Schoolmen’s advice: “Seldom affirm, never deny, always distinguish.” Using these two steps, one first establishes what is logically necessary and what is common experience, and moves from there to what might be (conditionally) true about the world. The Church, for example, has for centuries issued anathemas and proclaimed dogmas as a first step, then seemingly splits hairs when considering the application of those dogmas and anathemas. Science works the same way: the definitions and assumptions are necessarily dogmatic; data collection is always thoroughly hedged in by the assumptions and definitions; conclusions are always conditional. In both cases, we may yearn for more forceful and unconditioned conclusions, but the careful thinker is not likely to give us them.

Hegel strove for a third way: he wanted a dialectic within which everything is conditional – nothing ‘is, everything is ‘becoming’ – where violations of the Law of Noncontradiction were never resolved but rather suspended in the synthesis, where the currently unknowable workings of the Spirit create a new reality in its unfolding through time.

If this sounds like bafflegab, that’s because it is. It’s meant to fend off – summarily dismiss, really – the sort of careful dissection of questions which is the hallmark both of the Aristotelian/Thomist schools and science insofar as science works. (3) Hegel, and Marx much more so, are simply nonsensical. They contradict themselves in word and deed at every step. But since they know they’re right – what superior individual does not? – these contradictions must not be valid. Therefore, etc.

Here’s where Harris gets evil: “…human history the revelation of man’s nature; it is realized in institutions and not by man as an isolated individual.” Under the both/and approach, one would distinguish as follows: it is the inalienable dignity of men as individuals that gives any meaning to the institutions within which man finds himself; yet it is true that men are formed and most fully realized within these institutions: marriage, family, village, state and church. Under Harris’s formulation, one would focus all efforts on changing institutions (sound familiar?): change the institution – school, in Harris’s case – and thus change the individuals.

One of the things naive supporters of more centralized control over people – progressives, socialists, Marxists (but I repeat myself) – seem unable to imagine is that this control, once established, will not long remain in the hand of the avuncular and well-intentioned as they imagine the Bern to be, but will in short order end up in the hands of Pol Pot. That’s the lesson of small ‘h’ history; that’s why capital ‘H’ History seeks to ignore and rewrite it.

Another historical aside: throughout the history of philosophy, there have been camps promoting multiple truths that need not gibe, and those after the beloved Emerson Cod: “The truth ain’t like puppies, a bunch of them running around, you pick your favorite. One truth… and it has come a knockin’.”

Here, Harris is proposing that there’s a material world of complete determination, and a spiritual world where, once idealized human nature is realized, everyone will be perfect little saints. Not one world of matter and form, but two worlds where different truths prevail. Subtle, but important: rather than a man striving to be personally better as a creature comprising an inseparable and essential body and soul, Gnosticism has crept back from the dead: the body is evil, only the soul is good. Gnosticism has proven many times over the centuries to ba an idea tending inexorably toward misery.

We have thus arrived at a situation that should sound very current and familiar: we are to focus our attention on changing institutions, which, once conformed to the enlightened ideas of the elect, will produce perfect, happy little people. Remember, enlightenment means never having to listen, let alone explain yourself, to the unenlightened – they just won’t understand! (This also conveniently absolves the enlightened from having to personally behave themselves, since their personal behaviour has no effect by definition: Weinstein can rape away and Gore and AOC can jet around like rock stars, just so long as they mouth the right platitudes in favor of *institutional* change.)

After thankfully disposing of Rousseau – hey! Stopped clock got one right! – Harris turns back to his own naive mysticism:

External authority is a perennial necessity for man in his immaturity. An appeal to nature is always a piece of jugglery with words.

That he considers man immature is almost a tautology; that he considers appeals to human nature ‘jugglery’ is an appeal to more Hegelian and especially Marxist nonsense: while Hegel merely denies any permanence to our understanding of human nature – it’s unfolding along with the Spirit, and is always becoming, never being – Marx just flat out denies the existence of human nature: it’s a social construct, man.

He and his will be happy to provide the external authority needed by us immature people until the point at which we are mature: by definition, when we agree with Harris. Not quite fair: when we agree with Harris, we will be counted among the enlightened and allowed to indulge our tyrannical jones over the less enlightened and sit at the Kool Kids Table until the Spirit is done unfolding itself. Not kidding: Harris worked his whole adult life to make the schools the instrument of the Enlightened.

He succeeded.

To do his duty properly he must look to higher things, and in ethical ideas the human becomes transcendental. The moral man acts as though the sole being in the world is humanity. No natural instinct is admitted as having validity against the moral law. If we adopt the doctrines of material nature and yield to our feelings and impulses, we remain animals. But if we take nature in the sense of our ideal, divine possibility, and realize it by education, we attain to human nature properly so-called, which is not something given us without effort, but only the product of culture.

Ethical ideas are spiritual. Natural instincts are controlled by morality. Going with feels is to remain an animal. So far so good. “But if we take nature in the sense of our ideal, divine possibility,” This sounds sensible, out of context “… and realize it by education, we attain to human nature properly so-called, which is not something given us without effort, but only the product of culture. OK, so we yearn to fulfill our divine destiny, which can be realized through – school? We’ll school kids so that they will change the culture? To bring about the Hegelian Valhalla?

What could possibly go wrong?

One more lecture to go.

  1. How do they not pull a muscle?
  2. Hegel may not have invented the practice of renaming old ideas in order to sound smart and hip, but he certainly advanced the art: here, anybody else would say ‘God’, but that turf had already been worked over pretty good by the Salvation History folks, most prominently Augustine. In contrast to Hegel’s Spirit unfolding and coming to know itself History, Salvation History posits, on the one hand, a God Who reveals Himself to us over time and on the other a lamentably realistic view of secular history as one long tragic train of failure punctuated every now and then by a passing victory, until, in the end, we all lose – and then Jesus comes! Hegel wanted God embedded, as it were, with the forward troops in a long march to Victory! Marx’s eschatology, all but indistinguishable in outline from traditional Christian eschatology
    excepting that that God person has been renamed History, reflects this persistence.
  3. The irony here: Hegel, writing in the early 19th century, assumes Progress is so completely obvious that his task is to explain the origins and workings of that Progress. In doing so, he dismisses scientists, mathematicians, and technologists as the little people, those who need to use logic and reason as traditionally understood – not *real* philosophers like Hegel, who have transcended all such crutches. Problem: the only really obvious progress has been made by precisely those scientists, mathematicians and technologist Hegel dismisses. Everything else we might want to call progress is highly debatable, to say the least. He saws off the branch he’s sitting on.

No to Gender Theory: 3 Reasons

Still beating myself up over having done such a woefully poor job stating the rational reasons why anyone of good will and sound mind should reject Gender Theory. So, assuming there are people willing to consider being swayed in their support for this bit of carefully-constructed propaganda
by reasonable arguments (both such posited people are hanging with Sasquatch on the shores of Loch Ness, one imagines), here we go, from simplest and most obvious to more complex and subtle:

1 The policy of gender affirmation – of affirming anyone’s stated gender with no questions asked or even allowed – is built on the more general principle that a person’s identity is something he and he alone can define. Appeals to anything outside the individual’s own feelings about who he is are a clear form of oppression, and must always be opposed.

Thus, if a little girl says she’s a boy, she IS a boy, and her subjective feelings about her gender have created objective moral and legal obligations on everyone else: I MUST affirm her feelings; I am subject to legal consequences if I don’t.

This much is clear, and is the claim routinely made by gender theorists. But the principle – that a person’s identity is something he and he alone can define – cannot reasonably be confined to gender. If gender is a social construct, then so is everything else. This much is also routinely confirmed by gender theorists: everything is a social construct.

Therefore, if the little girl were to assert that she is not only a boy, but a fat boy, we likewise have no moral option but to affirm it. To disagree would be to make an appeal to objective reality, and such appeals have already been ruled out when we mandate affirmation of her assertion she is a boy. Body image is a social construct, after all. Thus, we can only affirm that this little girl is now a fat boy. To do otherwise would be hateful and oppressive.

In my experience, this is exactly what children of all ages feel is the correct response: the little wisp of a girl is now a fat boy. Period.

Now the fat boy announces that since he is a fat boy, he is going to the bathroom to puke up his lunch. Well? If you object based on objective reality, noting that it’s bad for you to puke up you lunch, the fat boy can simply reply that, as a fat boy, it’s not bad for him and besides, who are you to judge? Health, after all, is a social construct.

Finally, the fat boy says he finds life too tiresome to endure, and so wants to kill himself. On what basis could a gender theorist possibly object? On what basis could any argument be made that wanting to kill yourself is anything other than a sacred act of self-definition, just like gender and body image and health? A preference for life over death is the ultimate social construct: if we won’t argue with grandma when she seeks assisted suicide, how can we argue with an 8 year old who wants to die? To even try to dissuade him is an act of violence, oppression and hate.

Gender affirmation leads inescapably to the demand that all affirm and support a child’s wish to kill himself. To this, all reasonable people should object. Encouraging and helping children to kill themselves is monstrous. Nor is this a theoretical issue, as all statistics show a very much heightened incidents of suicide and attempted suicide and other self-destructive behaviors among children suffering under confusion about their sexual identity. Sane and loving adults try to help such children find reasons to live; a logically consistent gender theorist would necessarily find ways to help them die.

2 Background: when Fichte, who laid the philosophical and political foundation for modern compulsory graded classroom schooling back in 1811, asserted that the goal of schooling is to render the student incapable of thinking anything his teacher didn’t want him to think, he found instant enthusiastic acceptance among the ruling and managerial classes of Prussia, who promptly set about implementing Fichte’s ideas. When William Torrey Harris, U.S. Commissioner of Education 1889 – 1906, stated that 99 out of a 100 students are automata, and that this was the result of substantial education scientifically understood, he was not expressing a hope, but stating a *fact*.

What our schooling – public, and all private that uses graded classrooms – is intended to do is establish what might technically be called ‘epistemic closure’. The teacher, and much more importantly, the structure of the schools build and reinforce the feeling that success is gotten primarily by doing what you are told and secondarily by regurgitating what you’ve been taught. Failure is much more linked to failing to conform – to bells, lines, schedules, and arbitrary commands – than to learning anything. Troublemakers are not those who don’t do their Spanish homework, but rather they’re the ones who get up to use the restroom without asking permission.

This inculcation of mindless conformity is the whole point of schooling, as Fichte, Mann, Dewey, Freire, and all the fine graduates of education schools understood and understand, albeit the idea is typically dressed in bafflegab and diversions. For example, Freire, who is required reading in all the better education schools, states flatly that the goal of education is to ‘radicalize the student’. Learning anything concrete, things that might even better their lives, is not irrelevant, but positively counterproductive.

A radicalized student has achieved perfect epistemic closure. His every thought is shaped by what he has learned in school – he cannot even think anything his teacher would not want him to think. All allowable questions have been formulated; all possible answers have been defined. When faced with an opinion that denies his assumption, with questions that lie outside the closure, with answers or, worse, results that fail to conform to the prescribed schema, the only possible reactions are confusion and anger.

One sees this state all the time. People will say they ‘don’t understand” positions they have spent exactly zero time and effort trying to understand; name calling, often vile, is used to answer challenges. Finally, an concerted effort is made to silence those who dare challenge the closure.

Gender theory exists entirely within the epistemic closure now enforced in all colleges and universities (with negligibly minor exceptions), and, by extension, in all professions and polite pseudo-educated circles in their orbits. This fact is of course completely invisible to those within the closure, as is the fact that nobody outside the closure accepts gender theory. There are 1.4 billion Indians and a similar number of Chinese, as well as another billion total Africans and South Americans. There’s another billion plus across Southeast Asia, not to mention 1.6 billion Muslims. My rough math, and allowing for some overlap, suggests that 5 and a half billion out of 7 billion people on earth either have never heard of gender theory or, if they have, laughed or cursed it off the stage. Then, even in Western Europe, America, Canada and Australia, it’s likely a small minority who really embrace it – many people may roll their eyes and go along, but they have yet to feel the enforcement arm. Their day is coming.

Because people within the closure accept it not on the basis of argument, but because it’s what their teachers, broadly understood, have trained them to accept, the vast majority of people under the spell will have no idea and less interest in where their ideas come from or where they lead. It would be a miracle if any even listened to the following very straightforward and easily confirmable (Google, anyone? Wiki-freakin’-pedia?) account of the origins of Gender Theory.

That’s the background. Now for the facts.

Gender Theory is a sub-discipline of Critical Theory: Wikipedia has gotten increasingly coy over the last few years, and no longer simply states the fact, but look at how Gender Studies are categorized at the bottom of the page. Other sources are less circumspect: here is a site called critical-theory.com, with articles about gender theory.

Critical Theory is Marxism repackaged as various academic ‘disciplines’:
See here, for example, or here, where the Encyclopedia Britannica describes it as ‘Marxist inspired’. Marxists, starting with Marx and his incessant and largely irrelevant footnotes to Capital, love to drag in other fields to ‘prove’ their ‘science’ – thus, all sorts of deconstructionists, feminists, Nazis (Heidegger, one of Critical Theory’s “3 Hs” was a freakin’ literal member of the National Socialist Workers Party under Hitler), obscurantists (Husserl makes Withers sound like Frost) and philosophers (Hegel is the first H) get drafted or recruited to the cause, and used to misdirect away from Critical Theory’s obvious Marxism. See? It’s not just Marxism! Hey, it works on the historically and philosophically clueless – 99% of all recent college grads, for pertinent example.

Since reality contradicts Marxist theory at every turn, reality must be denied: Everything is a social construct. From within the epistemic closure, this sounds profound – at least, you can count on everybody in your classroom or faculty lounge nodding seriously whenever anything is declared a social construct. From outside the closure, it’s moon-barking mad and moronically stupid. It’s a classic example of a self-refuting position: hey man, the concept of social construction is, like, a social construct. Deep.

The Individual is nothing; the Collective is everything. Marxists don’t care about you. Individuals are of value only if they further the Revolution. Since morality is also a social construct, and Marxists are pragmatic after their fashion, they believe they are completely justified in lying, manipulating and using you to further the glorious ends. No Marxist sheds a tear thinking about the 100+ million people murdered in the name of Marxism, nor the hundreds of millions more who lived lives of terror and poverty under it. They are making an omelette. Eggs will be broken.

Marxism denies science, unless it can be framed in such a way as to support Marxism. Lysenko. Biology, evolutionary biology and human genetics all say people come in two sexes. All gender study ‘science’ starts with the premises that the problem is oppression and the solution is revolution; therefore, there is no gender theory science: no fair, and no science, assuming your conclusions.

Gender Theory should be rejected because it is simply a flavor of Marxism; Marxism should be rejected because it is evil, anti-science, and denies any morality whatsoever, and because of the 100 million+ defenseless, innocent women, children and men murdered by Marxists. If Naziism is to be condemned because Nazis killed about 12 million innocent people, Marxisms must be condemned even more strongly for the 100+ million they sacrificed to their idiotic ideology.

The critical (ha ha) point: the epistemic closure is 100% Marxist. Marxist dogma demands that the only, as in THE ONLY, source of suffering and pain in this world is oppression. (1) Therefore, the only allowable course of inquiry is: how is this X here explained by oppression? Who is oppressing whom? Next, the only allowable solution under Marxism is revolution: oppression will never cease as long as the Hegemony continues. As one American Politburo member put it: we’re not here to fix the system, we’re here to overthrow it. Finally, Marxism demands that reality be denied in order to save the theory.

Over the last 6-8 years I’ve been looking at this, I’ve noticed a trend on common on-line sources away from owning up to Gender Theory’s status as simply a sub-discipline of Critical Theory. As the Beatles so succinctly put it: If you go carrying pictures of Chairman Mao you ain’t gonna make it with anyone anyhow.

People who accept Gender Theory while denying or ignoring its Marxist roots are – according to the Marxists – useful idiots.

3 Forgive me, I’m now about to extensively quote myself:

Freud, the rest of the story:

When Ziggy first started analyzing people, his customers were, naturally, people who could pay for it. Thus, the parade of identified patients were largely the children of wealth and status.

In this parade, Freud found a number of patients who claimed they were being or had been sexually molested. Thus, he came to one of the great turning points in modern psychology. He could believe the patients (his records show that he initially did!) and go to bat for them – and find himself accusing the people who were paying his bills, the people to whose parties and teas he was being invited, of being monsters or, at least, of having monstrous things happening under their noses. It would have most likely ended his career, or at least put it on a less immediately gratifying trajectory.

Or he could ‘discover’ in a flash of Hegelian enlightenment that these patients were merely fantasizing or hallucinating because they were sexually repressed or suffering under an Oedipus complex or just in general obsessed with sex in the deepest darkest corners of their minds. That way, he could refocus what would be really uncomfortable attention from the family and friends of the patient back onto the patient’s own problems. He could still get invited to all the cool parties, build his practice with their help, and get paid.

So, for decades afterward, any number of abused children, when sent to Freudian analysts, were systematically convinced that they were deluding themselves, that their memories were mere fantasy, and that they needed to focus on their own twisted minds. Mom and dad were largely off the hook – the patient may have issues with them, but, alas! we’re all slaves to sexual repression, so what else could one expect?

When this gaslighting was finally exposed, largely in the 60s and 70s, Freudian teachings and theory were of course excoriated from all the pulpits of academia, and his name became an insult and cautionary tale. Just kidding! Nope, his theories had proven far too useful for deflecting and misdirection, so we continue to use his language and understanding to this day.

Similarly, up until that fateful day in 2013, when ‘gender dysphoria’ was slipped into the DSM in the dark of night, responsible therapists, when presented with a child who claimed to be of the opposite sex, would gently poke around a little, to see what else was going on it the kids life. Were they being bullied? Were the boys pestering them for sex? Were daddy and mommy getting along and being kind to them? Did they understand that puberty was hard and confusing, but that people do get through it OK? Those therapists, had they received their training prior to the complete convergence of their field in academia, were aware that 1) the vast majority of kids presenting as dysphoric resolve their issues in favor of their actual sex if given time and support, and 2) that cases where that doesn’t happen tend to very miserable – all the usual problem: addiction, depression, suicide, etc. occur with much higher frequency and severity.

In other words, specifically, the post 2013 words, such careful and compassionate therapists were the hatiest haters and bigots imaginable! They dared to ask questions that might just point back to the ruined lives of these kids, ruined by divorce, abuse, and rootlessness. Under the new theory, even asking questions was hate and bigotry. Just like the victims of Freud, the new heroes of gender theory get to bear their pain alone, while having everyone around them explain everything away – and, desperately seeking relief and reinforced by the adults around them, the kids will embrace it!


‘Gender Affirmation’ transfers all responsibility for the raising and happiness of our children away from the parents and onto ‘society’, which, as a reified abstraction, has no agency: Society doesn’t do things, people do. Instead of asking the hard questions of ourselves and the other people in the child’s life, we can simply affirm the child’s suffering, give it a societal diagnosis, and get on with our wretched lives. The child is thus instructed to blame largely nameless other people for his unhappiness and let moms and dads (in whatever configuration exists this week) skate free. Moms and dads are eager to embrace an ideology that absolves them, that hands them a stick with which to beat down to incessant call of what’s left of their consciences. Sacrificing their kids is nothing new: they’ve been doing it for years through divorce, casual relationships, and the constant betrayal of their own children that such lives entail.

We are all weak human beings, but this is pure evil

  1. In typical Marxist When Prophecy Fails fashion, Marx ‘s original version was that Capital, the reification of Bad Men Making Money, oppressed Workers, little saints all; when that failed to actuate, Lenin broadened oppressors to include all sorts of reactionaries and counterrevolutionaries, which under Stalin ended up including the little children of Ukrainian farmers, who therefore needed to be murdered. But the real breakthrough in providing proper boogiemen to revolt against was made by Gramsci, who imagined a hegemony, whereby all that is wholesome and happy is nothing more than a tool of oppression, we happy, wholesome people are just too stupid to see it. Marxists need never lack for oppressors again!

The State of Education

Yea, yea, beating a dead horse. Here I collect, organize and expand upon a number of themes that converge to get us to the sorry state we now find ourselves in. Expanding on a Twitter thread I wrote this morning:

When William Torrey Harris said “substantial education” (greatly facilitated by the graded classroom model being imposed everywhere back in the 1890s, and universal now) turned people into “automata, careful to follow prescribed paths” he meant that as a GOOD thing. He wanted everyone to absorb a culture, in his case, an Hegelian culture, whatever that might mean.

But there is a next step: after you’ve trained people to just follow orders, get in line, regurgitate on command & collect the participation trophy, THEN – (translating from Hegelian jargon to Modern English) – you need to get them Woke. For Harris, this meant a culture where everyone is open to being enlightened, allowing Progress to happen by approaching all problems via Hegelian dialectic. This the substantially educated would just do, no questions asked. There is no option, as Harris sees the the world, to working for Progress through the unfolding of the Spirit through History, etc. All is Becoming, nothing really IS. The usual Hegelian bullsh*t.

Reminder: Harris was not just some loopy poser (although he was that) – he was the US Commissioner of Education from 1889 to 1906.

By the 1890s. Hegel had been set upright by Marx. I am oddly sympathetic to this traditional claim, as the God of Hegel is no god at all, but rather a mutable force finding its ultimate expression in History. Seems more tidy, even if equally dazzlingly incoherent, to just assign to History whatever god-like traits Hegel had hung on Spirit. Cut out the middleman, as it were, and lose whatever tenuous relationship Hegel’s Spirit had to any traditional understanding of the Supreme Being.

Marxists have no use for God, but the schooling Harris helped establish suited them just fine. School of Darkness describes, peripherally, how this change from the barmy and superficially benevolent totalitarianism of Harris to the much more bloodthirsty totalitarianism of Marx came about.

Jump ahead 50 years. Ambitious people had long recognized college as a meal ticket. (They failed to see that it’s only a meal ticket when it’s selective and hard – it doesn’t create jobs, just filters out the riff-raff, so to speak). So college became a universal goal, an unmitigated good. As such, the government got heavily into subsidizing it. For totally benevolent reasons, I’m sure.

Remember: follow the money. We pretend we’re subsidizing students but we’re not – students get debt, colleges get the real money. More and more flush with cash as the 60s rolled into the 70s and 80s, with more on the table for the taking from students loans, our fine colleges and universities practically wet themselves in the search for more students, any students! But faced with the dumbed-down products of Harris’s schooling, colleges were and are highly motivated to create classes & degrees for the unprepared and stupid. Today, even freshmen at elite colleges need to take remedial classes to attempt even the radically dumbed down curricula, so that, for example, 50% of incoming freshmen at Cal must take remedial math & English. These are kids who got into Cal based on all those AP credits and high SAT scores.

Today, anyone drawing breath can get into college and get ridiculous loans to pay highly inflated tuition prices so that they can get a college degree on the patently false theory that a better job will magically come with it.

The colleges get the money.

Luckily for the colleges, they already had a field-tested model of content-free education that could be passed by relative morons: Education schools, which have handed out degrees to the bottom 10% of students for over a century now. All they had to do was apply the rigor-free regurgitation approach perfected in education, where Harris’s philosophy, as modified and refined by such luminaries as the Communist apologist Dewey, is taught to the idealistic, if less intelligent and more gullible, fraction of students.

RAD(1) (Right Answers Disciplines) classes, like math, or even accounting, are deemphasized and removed from requirements while those demanding simple regurgitation of the prof’s pet theories multiply like rabbits. Old subjects that used to at least pretend toward some rigor, such as history and philosophy, are castrated to become as manageable as education.

Colleges became participation trophy diploma mills. Businesses can no longer use a degree as an indicator of minimal intellectual competence. Employers want to know you studied something, you know, hard-ish, before they give you that coveted slot in the cube farm. (2) Grads who never should have attended college in the first place weep that they have a lovely Studies degree but no one will hire them!

EXCEPT for the lucky few who get hired BY THE COLLEGES to teach yet more Studies classes to yet more heavily-indebted, unprepared students. Even the remaining RAD classes are under intense pressure to be made easier.

At some point, I’m guessing around 15 or 20 years ago, the Studies faculty began to outnumber the RAD faculty. This means that the hiring & tenure committees as well as internal governance and discipline boards came to be dominated by Studies professors.

This has had negative consequences.

Go back to Harris & being Woke. The Studies people have one thing in common: Critical Theory. Critical Theory has one answer to all questions: oppression. The only acceptable exercise is exposing the oppressor/oppressed dynamic that explains all misery everywhere.

Critical Theory which is merely Marxism configured for academic consumption, is, like Marxism in general, fundamentally an adolescent idea. It’s stupid, and contradicted by all experience. Any adult-level interaction with reality would disabuse one from it – but the products of our schools are inoculated as far as possible from any such interactions. Get ’em while they’re young! Because once it’s set in, it often takes a nuclear-level red pill to break the spell.

Back to colleges. We’ve reached the point where now, if any RAD professor were so crazy as to suggest that biology, history, (non-Marxist, i.e., real) economics, etc. contradict the crazies, the Studies people can deny him tenure or get him fired – if he somehow made it past the hiring committee in the first place. Then the loving, enlightened students will harrass him, dox him, threaten his children, threaten any venue that publishes his work and slander anyone who interacts with him.

Good times. Just imagine how bad it would be if our Woke children weren’t so loving and kind.

Thus, when the serious-looking talking head says idiotic things like Science supports Gender Theory, the biologists, physiologists, evolutionary biologists etc., who know this is idiotic nonsense stay silent – if they want to keep their grants and jobs.

The well-educated, who spent 12+ years ‘succeeding’ by sitting in their desks, standing in their lines, regurgitating the acceptable answers, and in general doing exactly as they were told feel a thrill of victory when the bad man who said mean things is punished. This is called being enlightened.

Even more convenient, being Woke means you already know the answer. Being Woke is inoculation against ever having to think. You know you are just the best, finest, most moral people EVER, in a way that simply cannot be explained to the unwoke. To even attempt such an explanation would be ridiculous. You either get it or you don’t.

The schooling we have today, promoted by Harris (and many others), taken over by Critical Theorists, is the chief tool of today’s totalitarian, anti-science nihilism. Comply or Die!

Conclusion: we are so screwed. The schools must be burned to the ground. True, the useful idiots will be the first to go if the revolution they are enabling ever comes to pass. A successful backlash would save their lives. Amusing if you like bitter irony, but small comfort.

Probably going to move out of my home state of California, always the leader in social trends. I’m taking suggestions for states that are accepting political refugees like me and mine, preferably ones where a finance/business guy can find a job. Any ideas?

  1. Heard RAD from Severian, not sure if it’s original with him, it was too cool not to use.
  2. The bottom rung in business, smarts-wise, is Human Resources. If a Woman’s Studies grad were ever to get hired, that’s where she’d end up – where they can act as gatekeepers to future job applicants. What could go wrong?

Feser and the Galileo Trap

File:Bertini fresco of Galileo Galilei and Doge of Venice.jpg
Galileo showing the Doge of Venice how to use a telescope.

Edward Feser here tackles the irrationality on daily display via the Covington Catholic affair, and references a more detailed description of skepticism gone crazy:

As I have argued elsewhere, the attraction of political narratives that posit vast unseen conspiracies derives in part from the general tendency in modern intellectual life reflexively to suppose that “nothing is at it seems,” that reality is radically different from or even contrary to what common sense supposes it to be.  This is a misinterpretation and overgeneralization of certain cases in the history of modern science where common sense turned out to be wrong, and when applied to moral and social issues it yields variations on the “hermeneutics of suspicion” associated with thinkers like Nietzsche and Marx.  

Readers of this blog may recognize in Feser discussion above what I refer to as the Galileo Trap: the tendency or perhaps pathology that rejects all common experiences to embrace complex, difficult explanations that contradict them. In Galileo’s case, it happens that all common experiences tell you the world is stationary. Sure does not look or feel like we are moving at all. That the planet “really” is spinning at 1,000 miles an hour and whipping through space even faster proves, somehow, that all those gullible rubes relying on their lying eyes are wrong! Similar situations arise with relativity and motion in general, where the accepted science does not square with simple understanding based on common experience.

Historically, science sometimes presents explanations that, by accurately accommodating more esoteric observations, make common observations much more complicated to understand. Galileo notably failed to explain how life on the surface of a spinning globe spiraling through space could appear so bucolic. By offering a more elegant explanation of the motion of other planets, he made understanding the apparent and easily observed immobility of this one something requiring a complex account. But Galileo proved to be (more or less) correct; over the course of the next couple centuries, theories were developed and accepted that accounted for the apparent discrepancies between common appearance and reality.

We see an arrow arch through the air, slow, and fall; we see a feather fall more slowly than a rock. Somehow, we think Aristotle was stupid for failing to discover and apply Newton’s laws. While they wonderfully explain the extraordinarily difficult to see motion of the planets, they also require the introduction of a number of other factors to explain a falling leaf you can see out the kitchen window.

Thus, because in few critical areas of hard science – or, as we say here, simply science – useful, elegant and more general explanations sometimes make common experiences harder to understand, it has become common to believe it is a feature of the universe that what’s *really* going on contradicts any simple understanding. Rather than the default position being ‘stick with the simple explanation unless forced by evidence to move off it,’ the general attitude seems to be the real explanation is always hidden and contradicts appearances. This boils down to the belief we cannot trust any common, simple, direct explanations. We cannot trust tradition or authority, which tend to formulate and pass on common sense explanations, even and especially in science!

Such pessimism, as Feser calls it, is bad enough in science. It is the disaster he describes in politics and culture. Simply, it matters if you expect hidden, subtle explanations and reject common experience. You become an easy mark for conspiracy theories.

I’ve commented here on how Hegel classifies the world into enlightened people who agree with him, and the ignorant, unwashed masses who don’t. He establishes, in other words, a cool kid’s club. Oh sure, some of the little people need logic and math and other such crutches, but the pure speculative philosophers epitomized by Hegel have transcended such weakness. Marx and Freud make effusive and near-exclusive use of this approach as well. Today’s ‘woke’ population is this same idea mass-produced for general consumption.

Since at least Luther in the West, the rhetorical tool of accusing your opponent of being unenlightened, evil or both in lieu of addressing the argument itself has come to dominate public discourse.

A clue to the real attraction of conspiracy theories, I would suggest, lies in the rhetoric of theorists themselves, which is filled with self-congratulatory descriptions of those who accept such theories as “willing to think,” “educated,” “independent-minded,” and so forth, and with invective against the “uninformed” and “unthinking” “sheeple” who “blindly follow authority.” The world of the conspiracy theorist is Manichean: either you are intelligent, well-informed, and honest, and therefore question all authority and received opinion; or you accept what popular opinion or an authority says and therefore must be stupid, dishonest, and ignorant. There is no third option.

Feser traces the roots:

Crude as this dichotomy is, anyone familiar with the intellectual and cultural history of the last several hundred years might hear in it at least an echo of the rhetoric of the Enlightenment, and of much of the philosophical and political thought that has followed in its wake. The core of the Enlightenment narrative – you might call it the “official story” – is that the Western world languished for centuries in a superstitious and authoritarian darkness, in thrall to a corrupt and power-hungry Church which stifled free inquiry. Then came Science, whose brave practitioners “spoke truth to power,” liberating us from the dead hand of ecclesiastical authority and exposing the falsity of its outmoded dogmas. Ever since, all has been progress, freedom, smiles and good cheer.

If being enlightened, having raised one’s consciousness or being woke meant anything positive, it would mean coming to grips with the appalling stupidity of the “official story”. It’s also amusing that science itself is under attack. It’s a social construct of the hegemony, used to oppress us, you see. Thus the snake eats its tail: this radical skepticism owes its appeal to the rare valid cases where science showed common experiences misleading, and yet now it attacks the science which is its only non-neurotic basis.

Book Review: William Torrey Harris – The Philosophy of Education, Lecure II

LECTURE II. Saturday, January 14, 1893. PROBLEMS PECULIAR TO AMERICAN EDUCATION. (found here. Lecture I review here.)

Harris begins his second lecture by describing what he means by ‘substantial education’:

There are two kinds of education. The first may be called substantial education, the education by means of the memory; the education which gives to the individual, methods and habits and the fundamentals of knowledge. It is this education which the child begins to receive from its birth. This sort of education is education by authority that is, the individual accepts the authority of the teacher for the truth of what he is told, and does not question it or seek to obtain insight into the reason for its being so.

At this point, I had to check whether Harris was married and had children. A quick perusal of the interwebs reveal that he married his childhood sweetheart, but if they had any children, the sources fail to mention it. Why this is relevant: the idea that children accept everything on authority could hardly be held by anyone who ever raised children. It’s a variation on tabla rasa, as if kids are waiting around for authority figures to lecture them, and accepting the lecture without criticism, and otherwise don’t learn anything. Anyone who has raised children can see that, starting from birth at the latest, the vast bulk of learning is done by the child on his own initiative. He absorbs the assumptions of the adults around him, to a large extent, without criticism, but any adult who has tried the ‘do as I say, not as I do’ approach will quickly see how much adult authority figures into what children accept without question.

It is this education by authority, the education of the past, that the modern or second kind of education seeks to supersede. This second kind may be called individual or scientific education; it is the education of insight as opposed to that of authority.

The man here using the word ‘scientific’ was heavily into phrenology and late 19th century psychology, among other things, so what he means by ‘scientific’ is clearly not ‘that which can be objectively verified through observation’ but rather more along the lines of ‘what my smart friends and I believe.’ This is relevant, since the advocates for progressive, modern, compulsory schools have long claimed their approach was scientific. That word they keep using – I don’t think it means what they think it means.

“The education of insight” is a very interesting phrase. Part of Hegel – a part most beloved by Marx – is the idea of speculative philosophy being a growing, progressing series of insights. Philosophy doesn’t advance through hashing things out via observations and logical deductions, but rather the Spirit/History reveals the next stage via revelation to the enlightened few. These revelations are called ‘insights’ and contradict the unenlightened stage of History currently prevailing, until both are subsumed and suspended in a new synthesis. The curious part: those lacking the insight cannot understand those who have it. Under Hegel, at least, the insight will slowly spread out from the chosen prophets until the consciousness of mankind is raised – or something. Marx is all about exterminating the unenlightened as the means by which enlightenment spreads.

Here Harris is talking about what normal people call understanding. Does a kid understand what he is taught (insight) or merely parroting what he’s heard (authority)? It would seem Harris is thinking schooling can impart insight in a non-authoritarian manner. Kids who in his view have become mindless automata via accepting everything they know on authority, will at some point, somehow be brought to the freedom of individuality (1) through – compulsory standardized schooling!

When this kind of education is acquired, it frees the individual from the authority of the other. Under the system of education by authority when told, for instance, that the sum of three angles of a triangle are equal to two right angles, this will be blindly believed only as long as authority sanctions this belief; but when an insight into the reason for this geometrical truth is obtained, no change of authority is able to make the individual doubt.

Really? Harris imagines a teacher, with grim authority, simply telling a kid that the sum of the angles in a triangle equals two right angles, and the kid just buying it, no questions asked. The kid, having been told this, simply does not or cannot try to understand it? I did not think math instruction had universally ‘advanced’ to this point as of the late 19th century. Nowadays, of courses, grade school teachers of math who understand or even just don’t loathe math are the exception.

I think, rather, that kids are curious, and try to understand things, at least until it is beaten out of them by a decade or two of schooling. It’s not a switch waiting for some enlightened adult to throw.

But there is this danger in the system of education by insight, if begun too early, that the individual tends to become so self-conceited with what he considers knowledge gotten by his own personal thought and research, that he drifts toward empty agnosticism with the casting overboard of all authority. It is, therefore, necessary that this excessive conceit of self which this modern scientific method of education fosters, be lessened by building on the safe foundations of what has been described as the education of authority. The problems of the reform movement centre, therefore, on the proper method of replacing this authoritative or passive method of education by education through self-activity.

This is the thing about education theorists such as Fichte, Rousseau, Pestalozzi, Mann and here Harris: they frame the problem wrong. Harris really thinks that a kid who learns how to exercise his curiosity in a constructive way is going to be conceited and unmanageable? The result of this is “empty agnosticism with the casting overboard of all authority”? Again, did this man know any children? Somehow, a kid who sees Euclid’s proof that the sum of the angles in a triangle add up to two right angles is going to get conceited, if he sees it too early? Or might he not gain a respect for the genius of ancient Greek geometry, and an appreciation of rigorous reasoning?

We see here the outlines of a plan: Harris would have education by authority practiced from kindergarten (he was a big advocate of the kindergarten movement) without any contamination by ‘insight’. The little dears must learn to OBEY. Then, at some later date (Harris was also a huge factor in establishing compulsory high school) such well-trained automata will be ready to accept insights. But this form of education is a synthesis: both the automaton and the free individual exist in a creative tension, neither contradicting nor obviating the other.

So, how do you foster this creative tension, where students are both obedient to authority yet free to gain insights? Text books! No, really:

There is another problem that of the method of study. Germany advises us to teach by oral methods, by giving pieces of information and insight orally by word of mouth. But the American educators have blundered upon what may be defended as the correct method, namely, the text book method. It was merely the outcome of an unconscious trend. The method is of course liable to very serious abuse, but the good points greatly outweigh the bad. It has the advantage of making one independent of his teacher ; you can take your book wherever you please. You cannot do that with the great lecturer, neither can you question him as you can the book, nor can you select the time for hearing the great teacher talk as you can for reading the book. And it is true that nearly all the great teachers have embodied their ideas in books.

Germany, implementing Fichte, had as its educational goal to replace the father with the state, on Fichte’s theory that what a child desires more than anything is the approval of his father. It’s a simple matter, per Fichte, to remove the child from the family and replace the authority of the father with the state in the person of a state appointed and certified teacher. Thus trained, the child will be unable to think anything his teacher does not want him to think.

Textbooks, from a German perspective, might interfere with this instillation of blind loyalty to the state, as the kid might learn something without the explicit approval of the state/father. Thus, the student learns only what the teacher explicitly tells them.

While it seems Harris has here in mind more general books, as he explicitly mentions “nearly all the great teachers have embodied their ideas in books,” he was himself a producer of what we now call textbooks: books specifically produced for use by school children. It is unclear, at least at this point, what exactly Harris means here. Does he was students to read Euclid and Rousseau, say, on their own? Or does he mean text books to be mere extensions of the teacher’s authority, mere receptacles of approved ‘insight’?

The greatest danger of text-book education is verbatim, parrot-like recitation; but even then from the poorest text-book a great deal of knowledge can be gleaned. Then there is the alertness which in any large class will necessarily be engendered by an intelligent understanding and criticism of the results arrived at by different pupils in discussing a certain piece of work given in his own words. And then there is the advantage to be found in the fact that with the text-book the child can be busy by itself.

It remains unclear to me what Harris means by text books. Modern textbooks, with the possible exception of some more advanced math and science books, are characterized by predigestion: they have taken the subject and determined what correct thoughts about it are, as evidenced by the presence of questions at the ends of chapters, with the correct answers in the teacher’s edition. Nothing so open-ended as what Harris suggests – “intelligent understanding and criticism of the results arrived at by different pupils” – if he, indeed, intends to encourage free discussion.

Lastly, there is the problem of discipline. There should be very little corporal punishment ; the milder forms of restraint should be used. The child that is brought up accustomed to the rod loses his self respect, and may become the man who must have police surveillance. Silence, punctuality, regularity and industry are fundamental parts of a “substantial education” as much as the critical study of mathematics, literature, science and history is a part of the ” education of insight.” These two kinds of education, that of authority and that of self-activity, should be made complementary.

One can make the case that Harris is making simple common-sense observations, that kids need discipline enough to be quiet, show up regularly and work hard in order to learn anything, and that these must be inculcated prior to any particular subject matter. He calls this basis ‘substantial education’ and holds that it – discipline and enculturation – make one a mindless automaton. Yet, unless you achieve this level of discipline and conformity, you cannot hope for a liberal education, what Harris calls an “education of insight”.

I hear echoes of Pestalozzi here, where a child is to be lead step by step down a path designed by his teacher, not allowed to move on until a given step is mastered, as well as echoes of Fichte and the Blank Slate contingent. Harris’s prescriptions may sound good, but it flies in the face of experience with actual children. Kids learn different things in different orders at different speeds, and their native curiosity and intellectual capacities vary enormously. Their appreciation for and capacity to conform to behavioral norms, such as when be quiet, how hard and long to work on something, how to pay attention also vary, so that one 6 year old might sit quietly working for an hour with no trouble, while another can’t hold still for 5 minutes.

Self control and cultural norms are learned at home. Fichte saw this as a problem to be solved by the state. Don Bosco, working with boys who didn’t have a home, understood that he must supply some of what his boys lacked in order for them to succeed, but never imagined the home to be the source of all social ills. Rather, he saw the lack of a home as the problem.

Harris clearly seems to think school – and he was huge force in making compulsory, state-run K-12 schools the norm – is the place where civilization is learned, not home. He advocated for the forced removal of American Indian children from their homes, in order to inculcate in them a
“lower form of civilization” suitable for their inclusion in society. For completely benevolent reasons, of course.

On to Lecture III.