“An absolutely new idea is one of the rarest things known to man.” - Thomas More
Showing posts with label Karl Marx. Show all posts
Showing posts with label Karl Marx. Show all posts

Sunday, 13 September 2020

This world doesn't know what to do with its intelligence.

You keep saying this word
You keep using that word...

Ponderous parables for pivotal paraboles

Once upon a time, there was a human child who wanted to know the Good.  Being the insufferably inquisitive and rather philosophically minded youth they were, they figured that the problem wasn't so much identifying the Good, (there were already lots of suggested candidates), but rather determining a method by which to validate the Good.  Well, the kid did find a sort of litmus test, a rather radical one at that.

You see, this kid was raised Christian, and so they were already quite familiar with the traditional parables.  In fact, this kid would ultimately go on to endure most of their Confirmation before dropping out at the last moment.   This kid wondered whether they needed religion in order to live and be just, whether the Good was predicated on traditions and consensual wisdom, or whether it had any contingencies at all as alluded by some of its progenitors.

On the way home from elementary school one day, this kid was contemplating hell. You know.  The bad one.  Where one would burn.  Forever.  The kid was already skeptical of the existence of hell, especially since they had already studied how allegorizing hell became a tool of church compliance and coercion from the 15th to the 20th centuries historically and even earlier pre-historically.  As this kid approached the turn in the sidewalk that redirected to their home street, they stopped walking as their reflection shifted to a consideration of Jesus's divine sacrifice, especially the willingness to sacrifice mortal existence.  Within this space of reflection, this kid noted that a morality becomes transcendental in character, relative to Christian systems, the moment the agent has identified a conviction for which they would be willing to sacrifice beyond their mortal existence, assuming the verity of a transcendental existence.  Hell was conceived, or at the very least <used>, as a method of enforcing compliance to an alleged transcendental morality.  However, this threat and its invoked fear are consequential only when one's moral system is subject to and therefore determined (at least in part) by the threat of hell.  The moment you believe in a moral code self-righteously such that you would bear that code in any and all eternities in any and all transcendental existences, this coercive form of Christianity no longer has any power over you.  

Furthermore, this conviction that authentically survived an existential threat of eternal damnation likely comprises or can be characterized by the Good, if we're conceiving the Good as its progenitors did: as a universal, unchanging, and all-encompassing form.  For how could the substance of that imperative be naught but Good for someone to willingly suffer eternally?  If it did not comprise the sum total value of everything they believed and/or assumed to be right or good, would the willingness to suffer eternally be naught but insanity?

In the words that the kid used to articulate this insight at the time, the moment you become "willing to burn in hell for all eternity for what you believe", you become liberated from all preceding and subsequent moral systems.  It's a different kind of freedom.

Although this kid grew up to be relatively agnostic, exercising a reasonable measure of doubt with regards to any kind of afterlife, since that moment, that kid has been relatively fearless.

---

A word has been frequently floating in and out of my reflections as of late: "subsumption."  It seems that every action, resistance, and aspiration to significance supports or is eventually constitutive of a subsumption, a subsuming of the intents and character of the action, resistance, or aspiration into a more general categorynotably, in democracies a category generally acquiescing of what people call the "middle class".  Historically, people called this latter process gentrification; i.e. the process of changing the nature of actions and contexts such that they further satisfy the gentry, the traditional middle and upper classes (think "gentlemen" and "gentlewomen").  

I've often attributed this trend to tribalistic exigencies and the dominant classes' exclusive rights to delineate the parameters of signification.  Self-identifying groups of people are naturally inclined to defend and further their common interests.  The middle class emerges as the bulk of the normal distribution of their collective needs and subsequent demands.  Notably, this collective reserves control over signification: the identification, renewal, and creation of significance.  For evidence of this control, look no further than the burgeoning demands and sequitur supplies of popularized formulaic T.V. shows and movies.  Especially in democracies, this dominant group generally dictates which meanings have the most power.

Subsumption, then, presents the means by which the middle class renews its power.  As both the product and producer of subsumptions, the middle class regulates meaning-making and the power (read: significance) of meanings.

I've commented on this Blog before about the cyclical nature of dominance and resistance, especially how both sets of aspirations eventually normalize; i.e., that the status quo/societal homeostasis necessitates their constant renewal.  These days, I would characterize these Sisyphean (r)evolutions as yet other forms of subsumption.

Why does this happen?

Simply, they're engaged in the classical pursuit of meaning and purpose.

On my own permutation of this quest, I infrequently engage in the following thought experiment: if we're trying to identify the most meaningful and significant valuesthe usual source of purposeand actions, then start from the opposite.  What is the most meaningless thing a person can believe or do?  I usually turn to expressions like "all tautologies are tautologies."  But even the categorization of expressions of A = A has meaning and significance, especially since the meaningfulness of other expressions of relations hinges on the alleged meaninglessness of simpler expressions.  Maybe it's the void?  It's telling that vacuousness draws from the same etymology as "vacuum."

Or, maybe it's more useful to consider meaninglessness according to its (in)significance.  However, this merely politicizes the question of meaning by evaluating meaning according to its power, as what does "significance" signify?

Logically, if the most meaningless choices, values, and actions were dichotomized, then the most meaningful choices, values, and actions could be characterized as the most exhaustive, unique, and powerful.

Yet, in the endless pursuit of purpose and meaning, a staggering proportion of people find themselves "settling down to start families."  Inhabiting the aforementioned logic of this post, this domestication follows from a subsumption of intents and purposes under a set of generalizable traditions.  But I remain perplexed as to the following: is it not suspect that so many individuals' pursuits of purpose and meaning have been resolved in starting families?  That after millenia of human development, the consistent stopgap for the problem of living with meaning is to furnish the next generation of people who will undoubtedly have the same problem?

Potential vacuousness notwithstanding, even monogamy raises the specter of a failure of the imagination to do something with one's intelligence before or after the status quo.  "Welp, I have run out of ideas.  Might as well chase tail."  

I realize that the more nihilist-leaning among my readers might counter with the axiomatic assumption that existence has only the meaning that we ascribe to it; i.e., there is no guarantee to any inherent purpose or meaning in anything.  But can we not do better?  

Especially when faced with an existential threat?

Obviously the species needs to reproduce itself at some point, but there's a threshold after which existence is merely existed for the sake of existence.

What does it mean to succeed in the midst of global turmoil?  Does it mean the same to you now as it did in September, 2019?

People tend to define success in numbers.  Equity, valuations, and margins.  There are people who I've encountered that I pity every day because the system is so absolutely rigged against them.  I have yet to encounter a "successful" company or personality cult that doesn't have at least 1-2 bodies mortaring its foundations.  I promised myself in the earliest days of my social justice and peace studies course work that I would never slit a single throat, metaphorically or otherwise, to get ahead; I'm increasingly convinced that many of my classmates didn't share that conviction.  The global pandemic just aggravates these moral and integrous discrepancies.

This world doesn't know what to do with its intelligence.  Our public schooling systems in Ontario are about to crumble wholesale because our administrations, among the ministry, school boards, and unions lack the organizational and creative capacity to imagine and to implement a new vision of schooling necessitated by one of the greatest threats of our lifetimes.  Smarts won't save us; they might give us a better way to mitigate the effects and infectivity of this virus, but this is just one relatively benign pathogen.  I predicted at about the age of 16 that antibiotic resistance alone could bring this world to its knees; you don't need to search too deeply into Google to ascertain with relative certainty that this is only the beginning.  

We've survived this long because we've adapted.  The most maladaptive systems will degrade and degenerate as we're witnessing on the daily.  Classists hate change, yet I'm not calling for a "Marxist (r)evolution."  Our systems, starting with our schools, need to refocus and reconstitute their operations in accordance with their long-standing mandates.  

And this stuff aerosols.  For the love of reason, don't pack elementary school students into enclosed spaces with no exit or contingency plan.

I worry that the problem is less about whether we have the collective intellect to survive this, than about whether we have the moral convictions and courage to think laterally and take risks.

Otherwise, private industry is going to take over every failing public system; it was already happening among pre-college schooling in Ontario; this crisis has been an invitation for private schools (especially those structured and equipped for online learningand for privatized health care to build and to consolidate empires in Canada.  My own school is restructuring in anticipation that publicly schooled students could fall behind their private and home schooled peers by almost a year as of September, 2021.  Theodore Sizer is/would be churning in his grave.

---

"Civilization" is a derivative Anglicization of its root, "cīvis", a rough Latin equivalent to our current word "citizen."  It's legal definition succeeds its essential and primordial meaning of "city-dweller".  Citizen-ship, or the rights and responsibilities inherent to constituting a city, implies higher duties than simply participating in the governance and perpetuity of the polis; thriving usually requires more of us than surviving.  We can still thrive under these conditions, as we should; but we need to commit to this end.  I know it's hard.  My own commitment wavered after March, partly due to my experiences with the bad faith of certain members of the graduate student community of UofT.

But we cannot give up.  Doomscrolling is a deontological necessity, in moderation of course.  Our appreciations for and exhaustive grasping of the significance and consequence of the Good and the right depend in part on our lucidity of the darkness.

This world cannot abide the unwillingness to speak the honest, good faith truth of our experiences, courageously in adversity.  Wisdom cannot be wasted on the wise unwilling or too dispassionate to act Justly when we're on the brink.

Tuesday, 8 January 2013

What I learned from 4 years of Social Justice and Peace Studies


(originally published March 30, 2012)
As today was my last SJPS class of my undergraduate career, (because next Friday is Good Friday) I felt compelled to write a Facebook note to consolidate and commemorate my 4-year exploration of social (in)justice and peace.

I'll always remember my first SJPS class.  I had professor [anonymous].  Like most introductory liberal arts courses, it was lecture-based with short tutorials. In the lecture, [anonymous] broke down the roots of classical liberalism and therefore the ideological roots of modern Neoliberalism.  [anonymous] divided classical liberalism into four parts: self-interest, individuality, merit, and equality.

It's ironic, by the end of the SJPS program, it's kind of accepted that you despise, or at least are highly critical of neoliberalism, (as evinced by the exam question I just answered two weeks ago regarding the architecture of the neoliberalist agenda).  Yet none of my professors ever took their contempt, or at least their criticisms of this ideology, to its logical conclusions.

What does a rejection of neoliberalism really mean? and what does this rejection require?
Lets start by deconstructing its four pillars.

---Self-interest---
Since neoliberalism is often interpreted as one of the roots of social injustice, then its ideological opposite must be just.  As such, if one rejects self-interest, they must value selflessness.
---Individuality---
Continuing this line of reasoning, a rejection of neoliberalism must include a rejection of individuality.  What does a denial of individuality look like?  An acceptance of the community.  A rejection of neoliberalism requires a glorification or at least a valuing of the community over the individual.
---Merit---
This one's more complicated.  The literal opposite of merit would be the devaluing of the process of rewarding good behavior, i.e. the glorification of bad behaviour.  Therefore, I think it would be truer to reality to describe the opposite of merit as simply the absence of merit.  One way of enacting the opposite of merit would be to value excellence for excellence's sake, not a reward.  (I couldn't find an antonym for merit --- to my knowledge, there's no word for the absence of reward systems)
---Equality---
Let me be frank, most SJPSers do not reject equality.  The literal opposite of equality would, of course, be inequality, but I promise you, no one I've encountered in my program is arguing for inequality, even when they claim to reject Neoliberalism.  If anything, this is the only pillar that most SJPSers do not contest.  [edit as of Nov. 26 2013: SJPSers value equity over equality.  Equality is where everyone is treated the same.  Equity is where everyone gets what they need.]

So based on a deconstruction of its contentious pillars, here's what a rejection of neoliberalism looks like:
a rejection of neoliberalism requires the glorification of selflessness, community, equity, and the absence of meritocracy (meritocracy being the "rule of merit").

See where I'm going with this yet?
What sociopoliticoeconomic model is based on selflessness, community, equity, and the absence of reward systems?

Communism.

Not Soviet communism, not Maoist Communism, not North Korean communism, not even Latin American communism.
Old-school, Marxian and Engelian 'Communist Manifesto' communism.

In my four years of undergraduate Social Justice and Peace Studies, no one dared drop the "C" word.  Instead, it was always more politically correct to call it "Socialism."
There's a good reason for this linguistic subterfuge.  The word communism was completely bastardized in the 20th century by regimes claiming to be communist even though they probably never actually read Marx (Granted, I could barely claim to have "read Marx" myself as Marx wrote countless volumes of material that incorporated his perspective on just about everything relevant to his age).

Believe me, Marx never EVER even suggested that a communist revolution should end in a dictator: even a temporary dictatorship. He always argued that communism would come about by a collapse of capitalism. Marx framed his desired sociopoliticoeconomic system as a "dictatorship of the proletariat" (of the common/working class person) specifically to accentuate the absence of any centralized authority, especially the centralization of authority in an individual.  As my close friends have heard me say time and again, a communist-dictatorship is a an oxymoron: it is a complete contradiction of terms from a Marxian perspective.
---
To be honest, I'm slightly outraged when reflecting on my four years of Social Justice an Peace studies, because no one ever had the balls (or ovaries) to be honest about what we were actually talking about/advocating for, all along.  I know there's politics involved, i.e. the politics of this college being Catholic with a mandate to respect "Catholic Values."  I've been exposed to these politics for years: I've worked for the coordinator of the program for 6 terms and he happens to be passionately pro-Palestinian - which doesn't fly so well at the college.

But honestly, we're talking about the future of the planet.  Today we watched a video that explored the current success of "socialist" regimes in Latin America.  It's like it's so obvious, yet no one is prepared to have the conversation.  Seriously though, what negative consequences could there be for a system based on selflessness, community, equity, and self-actualization?

Let me put it this way.  One fear many people share with regards to communism is its implied threat to religion.  Marx may have had his misgivings with the church... but so do actual Catholics today.  I know most Christian moderate Republican business leaders may wince when I say this, but Jesus was a communist.  He believed in selflessness, community, equity, and self-actualization.

Religion and democracy do not contradict communism.  Hello Latin America.  People seem to forget that communism was framed as the literal rule of the people (especially the common people) for the people.
---
But, I also know we're not ready to make the move to communism either, at least not yet.
Communism requires a significant shift in general societal values in order to be successful.  And more importantly, I've learned in the last four years that any successful communist revolution would require significant human capital.  I truly believe, as I'm writing in my final essay for SJPS, that this revolution will not occur in the way Marx argued: that is, a revolution from the bottom.  Rather, I believe the precursor to a communist utopia is a revolution from the top.  Specifically, an intellectual revolution.
Why an "intellectual revolution"?
We will require significant human capital including such skills like empathy in order for individuals to value the lives of others over their own.  They also need to value, and therefore understand, community - and not just community within their nuclear family - I'm talking cosmopolitanism.  Finally, they'll need to be able to self-actualize and thus find their happiness in this new reality, which may be the hardest change of all.  Many of us have made and continue to make great strides towards this new world, but it can't be rushed or it will fail.  In the end, people have to choose it, on their own terms.

I realize I've detracted from my original focus for this note and I don't know where to end it.  Hope you enjoyed my rant.  I couldn't find a picture that captured the meaning of this rant... and apparently Facebook's note application doesn't like my dancing Kirby emoticons - or any emoticon for that matter.  So imagine your own relative picture.

Sunday, 6 January 2013

Marks - The Opium of the Non-Intellectual?


(originally published Sept. 20, 2011)
Today I had to write a map quiz for my Latin American History course.  My heart sank a little when one of my younger classmates complained, with vehemence, that "I'll be so pissed off if I don't get perfect."  Let's leave aside, for the moment, the implication that this person's life revolves, to some degree,  around a number on a piece of paper - and ask the real question - why is this person in that room?  Why does one go to class?
Most of your professors would probably argue that you go to class to "get educated." In all likelihood, your subsequent question: what does it mean to be educated, would receive a mix of responses - in some form or another - "To develop a love of learning."
If we're there, as they say, to develop a love of learning, then what do a couple figures on a sheet of paper really mean?
One of my favorite professors often associates intellectualism with this love of learning, and with good reason, as attributing "intellectualism" or being "smart" to knowing a set of facts, or some set of experiences, is short-sighted and denigrates the value of learning itself.  Socrates was most famous for recognizing this futility of using objective knowledge as a basis for measuring the wisdom of a philosopher.  He claimed to be the wisest amongst his peers because he knew he knew nothing, and more specifically, because he was not afraid to say so.
What I ask, is that you ask yourself - what would Socrates have thought of marks?
I've reflected on the former question much over the past summer.  My summary conclusion is that marks do mean something.  They mean something to non-intellectuals - to those who have not yet developed a love of learning.    However, they don't just matter to the non-intellectual student; they also mean something to their non-intellectual would-be employer.  Set aside the motivational effects of marking and what you're left with is a system where marks are sought out and used by non-intellectuals in order to impress other non-intellectuals.
What's really trivial?  Learning a map, or getting emotionally escalated over a couple figures?