Showing posts with label essays. Show all posts
Showing posts with label essays. Show all posts

Are we in a war? Do we have an enemy? by Slavoj Zizek

When Donald Rumsfeld designated the imprisoned Taliban fighters ‘unlawful combatants’ (as opposed to ‘regular’ prisoners of war), he did not simply mean that their criminal terrorist activity placed them outside the law: when an American citizen commits a crime, even one as serious as murder, he remains a ‘lawful criminal’. The distinction between criminals and non-criminals has no relation to that between ‘lawful’ citizens and the people referred to in France as the ‘Sans Papiers’. Perhaps the category of homo sacer, brought back into use by Giorgio Agamben in Homo Sacer: Sovereign Power and Bare Life (1998), is more useful here. It designated, in ancient Roman law, someone who could be killed with impunity and whose death had, for the same reason, no sacrificial value. Today, as a term denoting exclusion, it can be seen to apply not only to terrorists, but also to those who are on the receiving end of humanitarian aid (Rwandans, Bosnians, Afghans), as well as to the Sans Papiers in France and the inhabitants of the favelas in Brazil or the African American ghettoes in the US.

Concentration camps and humanitarian refugee camps are, paradoxically, the two faces, ‘inhuman’ and ‘human’, of one sociological matrix. Asked about the German concentration camps in occupied Poland, ‘Concentration Camp’ Erhardt (in Lubitsch’s To Be or Not to Be) snaps back: ‘We do the concentrating, and the Poles do the camping.’ A similar distinction applies to the Enron bankruptcy, which can be seen as an ironic comment on the notion of a risk society. Thousands of employees who lost their jobs and savings were certainly exposed to a risk, but without having any real choice: what was risk to those in the know was blind fate to them. Those who did have a sense of the risks, the top managers, also had a chance to intervene in the situation, but chose instead to minimise the risk to themselves by cashing in their stocks and options before the bankruptcy – actual risks and choices were thus nicely distributed. In the risk society, in other words, some (the Enron managers) have the choices, while others (the employees) take the risks.

The logic of homo sacer is clearly discernible in the way the Western media report from the occupied West Bank: when the Israeli Army, in what Israel itself describes as a ‘war’ operation, attacks the Palestinian police and sets about systematically destroying the Palestinian infrastructure, Palestinian resistance is cited as proof that we are dealing with terrorists. This paradox is inscribed into the very notion of a ‘war on terror’ – a strange war in which the enemy is criminalised if he defends himself and returns fire with fire. Which brings me back to the ‘unlawful combatant’, who is neither enemy soldier nor common criminal. The al-Qaida terrorists are not enemy soldiers, nor are they simple criminals – the US rejected out of hand any notion that the WTC attacks should be treated as apolitical criminal acts. In short, what is emerging in the guise of the Terrorist on whom war is declared is the unlawful combatant, the political Enemy excluded from the political arena.
This is another aspect of the new global order: we no longer have wars in the old sense of a conflict between sovereign states in which certain rules apply (to do with the treatment of prisoners, the prohibition of certain weapons etc). Two types of conflict remain: struggles between groups of homo sacer – ‘ethnic-religious conflicts’ which violate the rules of universal human rights, do not count as wars proper, and call for a ‘humanitarian pacifist’ intervention on the part of the Western powers – and direct attacks on the US or other representatives of the new global order, in which case, again, we do not have wars proper, but merely ‘unlawful combatants’ resisting the forces of universal order. In this second case, one cannot even imagine a neutral humanitarian organisation like the Red Cross mediating between the warring parties, organising an exchange of prisoners and so on, because one side in the conflict – the US-dominated global force – has already assumed the role of the Red Cross, in that it does not perceive itself as one of the warring sides, but as a mediating agent of peace and global order, crushing rebellion and, simultaneously, providing humanitarian aid to the ‘local population’.


This weird ‘coincidence of opposites’ reached its peak when, a few months ago, Harald Nesvik, a right-wing member of the Norwegian Parliament, proposed George W. Bush and Tony Blair as candidates for the Nobel Peace Prize, citing their decisive role in the ‘war on terror’. Thus the Orwellian motto ‘War is Peace’ finally becomes reality, and military action against the Taliban can be presented as a way to guarantee the safe delivery of humanitarian aid. We no longer have an opposition between war and humanitarian aid: the same intervention can function at both levels simultaneously. The toppling of the Taliban regime is presented as part of the strategy to help the Afghan people oppressed by the Taliban; as Tony Blair said, we may have to bomb the Taliban in order to secure food transportation and distribution. Perhaps the ultimate image of the ‘local population’ as homo sacer is that of the American war plane flying above Afghanistan: one can never be sure whether it will be dropping bombs or food parcels.

This concept of homo sacer allows us to understand the numerous calls to rethink the basic elements of contemporary notions of human dignity and freedom that have been put out since 11 September. Exemplary here is Jonathan Alter’s Newsweek article ‘Time to Think about Torture’ (5 November 2001), with the ominous subheading: ‘It’s a new world, and survival may well require old techniques that seemed out of the question.’ After flirting with the Israeli idea of legitimising physical and psychological torture in cases of extreme urgency (when we know a terrorist prisoner possesses information which may save hundreds of lives), and ‘neutral’ statements like ‘Some torture clearly works,’ it concludes:
We can’t legalise torture; it’s contrary to American values. But even as we continue to speak out against human-rights abuses around the world, we need to keep an open mind about certain measures to fight terrorism, like court-sanctioned psychological interrogation. And we’ll have to think about transferring some suspects to our less squeamish allies, even if that’s hypocritical. Nobody said this was going to be pretty.
The obscenity of such statements is blatant. First, why single out the WTC attack as justification? Have there not been more horrible crimes in other parts of the world in recent years? Secondly, what is new about this idea? The CIA has been instructing its Latin American and Third World military allies in the practice of torture for decades. Even the ‘liberal’ argument cited by Alan Dershowitz is suspect: ‘I’m not in favour of torture, but if you’re going to have it, it should damn well have court approval.’ When, taking this line a step further, Dershowitz suggests that torture in the ‘ticking clock’ situation is not directed at the prisoner’s rights as an accused person (the information obtained will not be used in the trial against him, and the torture itself would not formally count as punishment), the underlying premise is even more disturbing, implying as it does that one should be allowed to torture people not as part of a deserved punishment, but simply because they know something. Why not go further still and legalise the torture of prisoners of war who may have information which could save the lives of hundreds of our soldiers? If the choice is between Dershowitz’s liberal ‘honesty’ and old-fashioned ‘hypocrisy’, we’d be better off sticking with ‘hypocrisy’. I can well imagine that, in a particular situation, confronted with the proverbial ‘prisoner who knows’, whose words can save thousands, I might decide in favour of torture; however, even (or, rather, precisely) in a case such as this, it is absolutely crucial that one does not elevate this desperate choice into a universal principle: given the unavoidable and brutal urgency of the moment, one should simply do it. Only in this way, in the very prohibition against elevating what we have done into a universal principle, do we retain a sense of guilt, an awareness of the inadmissibility of what we have done.

In short, every authentic liberal should see these debates, these calls to ‘keep an open mind’, as a sign that the terrorists are winning. And, in a way, essays like Alter’s, which do not openly advocate torture, but just introduce it as a legitimate topic of debate, are even more dangerous than explicit endorsements. At this moment at least, explicitly endorsing it would be rejected as too shocking, but the mere introduction of torture as a legitimate topic allows us to court the idea while retaining a clear conscience. (‘Of course I am against torture, but who is hurt if we just discuss it?’) Admitting torture as a topic of debate changes the entire field, while outright advocacy remains merely idiosyncratic. The idea that, once we let the genie out of the bottle, torture can be kept within ‘reasonable’ bounds, is the worst liberal illusion, if only because the ‘ticking clock’ example is deceptive: in the vast majority of cases torture is not done in order to resolve a ‘ticking clock’ situation, but for quite different reasons (to punish an enemy or to break him down psychologically, to terrorise a population etc). Any consistent ethical stance has to reject such pragmatic-utilitarian reasoning. Here’s a simple thought experiment: imagine an Arab newspaper arguing the case for torturing American prisoners; think of the explosion of comments about fundamentalist barbarism and disrespect for human rights that would cause.


When, at the beginning of April, the Americans got hold of Abu Zubaydah, presumed to be the second-in-command of al-Qaida, the question ‘Should he be tortured?’ was openly discussed in the media. In a statement broadcast by NBC on 5 April, Rumsfeld himself claimed that American lives were his first priority, not the human rights of a high-ranking terrorist, and attacked journalists for displaying such concern for Zubaydah’s well-being, thus openly clearing the way for torture. Alan Dershowitz presented an even sorrier spectacle. His reservations concerned two particular points: 1. Zubaydah’s is not a clear case of the ‘ticking bomb’ situation, i.e. it is not proven that he has the details of an imminent terrorist attack which could be prevented by gaining access to his knowledge through torture; 2. torturing him would not yet be legally covered – for that to happen, one would first have to engage in a public debate and then amend the US Constitution, while publicly proclaiming the respects in which the US would no longer follow the Geneva Convention regulating the treatment of enemy prisoners.

A notable precursor in this field of para-legal ‘biopolitics’, in which administrative measures are gradually replacing the rule of law, was Alfredo Stroessner’s regime in Paraguay in the 1960s and 1970s, which took the logic of the state of exception to an absurd, still unsurpassed extreme. Under Stroessner, Paraguay was – with regard to its Constitutional order – a ‘normal’ parliamentary democracy with all freedoms guaranteed; however, since, as Stroessner claimed, we were all living in a state of emergency because of the worldwide struggle between freedom and Communism, the full implementation of the Constitution was forever postponed and a permanent state of emergency obtained. This state of emergency was suspended every four years for one day only, election day, to legitimise the rule of Stroessner’s Colorado Party with a 90 per cent majority worthy of his Communist opponents. The paradox is that the state of emergency was the normal state, while ‘normal’ democratic freedom was the briefly enacted exception. This weird regime anticipated some clearly perceptible trends in our liberal-democratic societies in the aftermath of 11 September. Is today’s rhetoric not that of a global emergency in the fight against terrorism, legitimising more and more suspensions of legal and other rights? The ominous aspect of John Ashcroft’s recent claim that ‘terrorists use America’s freedom as a weapon against us’ carries the obvious implication that we should limit our freedom in order to defend ourselves. Such statements from top American officials, especially Rumsfeld and Ashcroft, together with the explosive display of ‘American patriotism’ after 11 September, create the climate for what amounts to a state of emergency, with the occasion it supplies for a potential suspension of rule of law, and the state’s assertion of its sovereignty without ‘excessive’ legal constraints. America is, after all, as President Bush said immediately after 11 September, in a state of war. The problem is that America is, precisely, not in a state of war, at least not in the conventional sense of the term (for the large majority, daily life goes on, and war remains the exclusive business of state agencies). With the distinction between a state of war and a state of peace thus effectively blurred, we are entering a time in which a state of peace can at the same time be a state of emergency.

Such paradoxes also provide the key to the way in which the liberal-totalitarian emergency represented by the ‘war on terror’ relates to the authentic revolutionary state of emergency, first articulated by St Paul in his reference to the ‘end of time’. When a state institution proclaims a state of emergency, it does so by definition as part of a desperate strategy to avoid the true emergency and return to the ‘normal course of things’. It is, you will recall, a feature of all reactionary proclamations of a ‘state of emergency’ that they were directed against popular unrest (‘confusion’) and presented as a resolve to restore normalcy. In Argentina, in Brazil, in Greece, in Chile, in Turkey, the military who proclaimed a state of emergency did so in order to curb the ‘chaos’ of overall politicisation. In short, reactionary proclamations of a state of emergency are in actuality a desperate defence against the real state of emergency.

There is a lesson to be learned here from Carl Schmitt. The division friend/enemy is never just a recognition of factual difference. The enemy is by definition always (up to a point) invisible: it cannot be directly recognised because it looks like one of us, which is why the big problem and task of the political struggle is to provide/construct a recognisable image of the enemy. (Jews are the enemy par excellence not because they conceal their true image or contours but because there is ultimately nothing behind their deceiving appearances. Jews lack the ‘inner form’ that pertains to any proper national identity: they are a non-nation among nations, their national substance resides precisely in a lack of substance, in a formless, infinite plasticity.) In short, ‘enemy recognition’ is always a performative procedure which brings to light/constructs the enemy’s ‘true face’. Schmitt refers to the Kantian category Einbildungskraft, the transcendental power of imagination: in order to recognise the enemy, one has to ‘schematise’ the logical figure of the Enemy, providing it with the concrete features which will make it into an appropriate target of hatred and struggle.


After the collapse of the Communist states which provided the figure of the Cold War Enemy, the Western imagination entered a decade of confusion and inefficiency, looking for suitable schematisations of the Enemy, sliding from narco-cartel bosses to the succession of warlords of so-called ‘rogue states’ (Saddam, Noriega, Aidid, Milosevic) without stabilising itself in one central image; only with 11 September did this imagination regain its power by constructing the image of bin Laden, the Islamic fundamentalist, and al-Qaida, his ‘invisible’ network. What this means, furthermore, is that our pluralistic and tolerant liberal democracies remain deeply Schmittean: they continue to rely on political Einbildungskraft to provide them with the appropriate figure to render visible the invisible Enemy. Far from suspending the binary logic Friend/Enemy, the fact that the Enemy is defined as the fundamentalist opponent of pluralistic tolerance merely adds a reflexive twist to it. This ‘renormalisation’ has involved the figure of the Enemy undergoing a fundamental change: it is no longer the Evil Empire, i.e. another territorial entity, but an illegal, secret, almost virtual worldwide network in which lawlessness (criminality) coincides with ‘fundamentalist’ ethico-religious fanaticism – and since this entity has no positive legal status, the new configuration entails the end of international law which, at least from the onset of modernity, regulated relations between states.
When the Enemy serves as the ‘quilting point’ (the Lacanian point de capiton) of our ideological space, it is in order to unify the multitude of our actual political opponents. Thus Stalinism in the 1930s constructed the agency of Imperialist Monopoly Capital to prove that Fascists and Social Democrats (‘Social Fascists’) are ‘twin brothers’, the ‘left and right hand of monopoly capital’. Thus Nazism constructed the ‘plutocratic-Bolshevik plot’ as the common agent threatening the welfare of the German nation. Capitonnage is the operation by means of which we identify/construct a sole agency that ‘pulls the strings’ behind a multitude of opponents. Exactly the same holds for today’s ‘war on terror’, in which the figure of the terrorist Enemy is also a condensation of two opposed figures, the reactionary ‘fundamentalist’ and the Leftist resistant. The title of Bruce Barcott’s article in the New York Times Magazine on 7 April, ‘From Tree-Hugger to Terrorist’, says it all: the real danger isn’t from the Rightist fundamentalists who were responsible for the Oklahoma bombing and, in all probability, for the anthrax scare, but the Greens, who have never killed anyone. The ominous feature underlying all these phenomena is the metaphoric universalisation of the signifier ‘terror’. The message of the latest American TV campaign against drugs is: ‘When you buy drugs, you provide money for the terrorists!’ ‘Terror’ is thus elevated to become the hidden point of equivalence between all social evils. How, then, are we to break out of this predicament?

An epochal event took place in Israel in January and February: hundreds of reservists refused to serve in the Occupied Territories. These refuseniks are not simply ‘pacifists’: in their public proclamations, they are at pains to emphasise that they have done their duty in fighting for Israel in the wars against the Arab states, in which some of them were highly decorated. What they claim is that they cannot accept to fight ‘in order to dominate, expel, starve and humiliate an entire people’. Their claims are documented by detailed descriptions of atrocities committed by the Israel Defence Forces, from the killing of children to the destruction of Palestinian property. Here is how an IDF sergeant, Gil Nemesh, reports on the ‘nightmare reality in the territories’ at the protesters’ website (www.seruv.org.il):
My friends – forcing an elderly man to disgrace himself, hurting children, abusing people for fun, and later bragging about it, laughing about this terrible brutality. I am not sure I still want to call them my friends . . . They let themselves lose their humanity, not out of pure viciousness, but because dealing with it in any other way is too difficult.
Palestinians, and even Israeli Arabs (officially full citizens of Israel), are discriminated against in the allocation of water, in the ownership of land and countless other aspects of daily life. More important is the systematic micro-politics of psychological humiliation: Palestinians are treated, essentially, as evil children who have to be brought back to an honest life by stern discipline and punishment. Arafat, holed up and isolated in three rooms in his Ramallah compound, was requested to stop the terror as if he had full power over all Palestinians. There is a pragmatic paradox in the Israeli treatment of the Palestinian Authority (attacking it militarily, while at the same time requiring it to crack down on the terrorists in its own midst) by which the explicit message (the injunction to stop the terror) is subverted by the very mode of delivery of that message. Would it not be more honest to say that what is untenable about the Palestinian situation is that the PA is being asked by the Israelis to ‘resist us, so that we can crush you’? In other words, what if the true aim of the present Israeli intrusion into Palestinian territory is not to prevent future terrorist attacks, but effectively to rule out any peaceful solution for the foreseeable “ future?

For its part, the absurdity of the American view was perfectly rendered in a TV comment by Newt Gingrich on 1 April: ‘Since Arafat effectively is the head of a terrorist organisation, we will have to depose him and replace him with a new democratic leader who will be ready to make a deal with the state of Israel.’ This isn’t an empty paradox. Hamid Karzai is already a ‘democratic’ leader externally imposed on a people. Whenever Afghanistan’s ‘interim leader’ appears in our media, he wears clothes that cannot but appear as an attractive modernised version of traditional Afghan attire (a woollen cap and pullover beneath a more modern coat etc), his figure thus seeming to exemplify his mission, to combine modernisation with the best of Afghan traditions – no wonder, since this attire was dreamed up by a top Western designer. As such, Karzai is the best metaphor for the status of Afghanistan today.

What if there simply is no ‘truly democratic’ (in the American sense of the term) Palestinian silent majority? What if a ‘democratically elected new leader’ is even more anti-Israeli, which wouldn’t be surprising since Israel has systematically applied the logic of collective responsibility and punishment, destroying the houses of the entire extended family of suspected terrorists? The point is not the cruel and arbitrary treatment of the Palestinians in the Occupied Territories but that they are reduced to the status of homo sacer, objects of disciplinary measures and/or even humanitarian help, but not full citizens. And what the refuseniks have achieved is a reconceptualisation of the Palestinian from homo sacer to ‘neighbour’: they treat Palestinians not as ‘equal full citizens’, but as neighbours in the strict Judeo-Christian sense. And there resides the difficult ethical test for contemporary Israelis: ‘Love thy neighbour’ means ‘Love the Palestinian,’ or it means nothing at all.

This refusal, significantly downplayed by the major media, is an authentic ethical act. It is here, in such acts, that, as Paul would have put it, there effectively are no longer Jews or Palestinians, full members of the polity and homines sacri. One should be unabashedly Platonic here: this ‘No!’ designates the miraculous moment in which eternal Justice momentarily appears in the sphere of empirical reality. An awareness of moments like this is the best antidote to the anti-semitic temptation often clearly detectable among critics of Israeli politics.

A downloadable PDF version of this essay is also available for purchase from the London Review Bookshop. Contact us for rights and issues enquiries.

Are we in a war? Do we have an enemy? - London Review of Books (May 23)

‘You May!’ Slavoj Zizek writes about the Post-Modern Superego

‘Rule Girls’ are heterosexual women who follow precise rules as to how they let themselves be seduced (accept a date only if you are asked at least three days in advance etc). Although the rules correspond to customs which used to regulate the behaviour of old-fashioned women actively pursued by old-fashioned men, the Rule Girls phenomenon does not involve a return to conservative values: women now freely choose their own rules – an instance of the ‘reflexivisation’ of everyday customs in today’s ‘risk society’. According to the risk society theory of Anthony Giddens, Ulrich Beck and others, we no longer live our lives in compliance with Nature or Tradition; there is no symbolic order or code of accepted fictions (what Lacan calls the ‘Big Other’) to guide us in our social behaviour. All our impulses, from sexual orientation to ethnic belonging, are more and more often experienced as matters of choice. Things which once seemed self-evident – how to feed and educate a child, how to proceed in sexual seduction, how and what to eat, how to relax and amuse oneself – have now been ‘colonised’ by reflexivity, and are experienced as something to be learned and decided on.
The retreat of the accepted Big Other accounts for the prevalence of code-cracking in popular culture. New Age pseudo-scientific attempts to use computer technology to crack some recondite code – in the Bible, say, or the pyramids – which can reveal the future of humanity offer one example of this. Another is provided by the scene in cyberspace movies in which the hero (or often the heroine), hunched over a computer and frantically working against time, has his/her ‘access denied’, until he/she cracks the code and discovers that a secret government agency is involved in a plot against freedom and democracy. Believing there is a code to be cracked is of course much the same as believing in the existence of some Big Other: in every case what is wanted is an agent who will give structure to our chaotic social lives.

Even racism is now reflexive. Consider the Balkans. They are portrayed in the liberal Western media as a vortex of ethnic passion – a multiculturalist dream turned into a nightmare. The standard reaction of a Slovene (I am one myself) is to say: ‘yes, this is how it is in the Balkans, but Slovenia is not part of the Balkans; it is part of Mitteleuropa; the Balkans begin in Croatia or in Bosnia; we Slovenes are the last bulwark of European civilisation against the Balkan madness.’ If you ask, ‘Where do the Balkans begin?’ you will always be told that they begin down there, towards the south-east. For Serbs, they begin in Kosovo or in Bosnia where Serbia is trying to defend civilised Christian Europe against the encroachments of this Other. For the Croats, the Balkans begin in Orthodox, despotic and Byzantine Serbia, against which Croatia safeguards Western democratic values. For many Italians and Austrians, they begin in Slovenia, the Western outpost of the Slavic hordes. For many Germans, Austria is tainted with Balkan corruption and inefficiency; for many Northern Germans, Catholic Bavaria is not free of Balkan contamination. Many arrogant Frenchmen associate Germany with Eastern Balkan brutality – it lacks French finesse. Finally, to some British opponents of the European Union, Continental Europe is a new version of the Turkish Empire with Brussels as the new Istanbul – a voracious despotism threatening British freedom and sovereignty.

We are dealing with an imaginary cartography, which projects onto the real landscape its own shadowy ideological antagonisms, in the same way that the conversion-symptoms of the hysterical subject in Freud project onto the physical body the map of another, imaginary anatomy. Much of this projection is racist. First, there is the old-fashioned, unabashed rejection of the Balkan Other (despotic, barbarian, Orthodox, Muslim, corrupt, Oriental) in favour of true values (Western, civilised, democratic, Christian). But there is also a ‘reflexive’, politically correct racism: the liberal, multiculturalist perception of the Balkans as a site of ethnic horrors and intolerance, of primitive, tribal, irrational passions, as opposed to the reasonableness of post-nation-state conflict resolution by negotiation and compromise. Racism is a disease of the Balkan Other, while we in the West are merely observers, neutral, benevolent and righteously dismayed. Finally, there is reverse racism, which celebrates the exotic authenticity of the Balkan Other, as in the notion of Serbs who, by contrast with inhibited, anaemic Western Europeans, still exhibit a prodigious lust for life. Reverse racism plays a crucial role in the success of Emir Kusturica’s films in the West.

Because the Balkans are part of Europe, they can be spoken of in racist clichés which nobody would dare to apply to Africa or Asia. Political struggles in the Balkans are compared to ridiculous operetta plots; Ceausescu was presented as a contemporary reincarnation of Count Dracula. Slovenia is most exposed to this displaced racism, since it is closest to Western Europe: when Kusturica, talking about his film Underground, dismissed the Slovenes as a nation of Austrian grooms, nobody reacted: an ‘authentic’ artist from the less developed part of former Yugoslavia was attacking the most developed part of it. When discussing the Balkans, the tolerant multiculturalist is allowed to act out his repressed racism.

Perhaps the best example of the universalised reflexivity of our lives is the growing inefficiency of interpretation. Traditional psychoanalysis relied on a notion of the unconscious as the ‘dark continent’, the impenetrable substance of the subject’s being, which had to be probed by interpretation: when its content was brought to light a liberating new awareness would follow. Today, the formations of the unconscious (from dreams to hysterical symptoms) have lost their innocence: the ‘free associations’ of a typical educated patient consist for the most part of attempts to provide a psychoanalytic explanation of his own disturbances, so we have not only Annafreudian, Jungian, Kleinian, Lacanian interpretations of the symptoms, but symptoms which are themselves Annafreudian, Jungian, Kleinian, Lacanian – they don’t exist without reference to some psychoanalytic theory. The unfortunate result of this reflexivisation is that the analyst’s interpretation loses its symbolic efficacy and leaves the symptom intact in its idiotic jouissance. It’s as though a neo-Nazi skinhead, pressed to give reasons for his behaviour, started to talk like a social worker, sociologist or social psychologist, citing diminished social mobility, rising insecurity, the disintegration of paternal authority, the lack of maternal love in his early childhood.

‘When I hear the word “culture”, I reach for my gun,’ Goebbels is supposed to have said. ‘When I hear the word “culture”, I reach for my cheque-book,’ says the cynical producer in Godard’s Le Mépris. A leftist slogan inverts Goebbels’s statement: ‘When I hear the word “gun”, I reach for culture.’ Culture, according to that slogan, can serve as an efficient answer to the gun: an outburst of violence is a passage à l’acte rooted in the subject’s ignorance. But the notion is undermined by the rise of what might be called ‘Post-Modern racism’, the surprising characteristic of which is its insensitivity to reflection – a neo-Nazi skinhead who beats up black people knows what he’s doing, but does it anyway.

Reflexivisation has transformed the structure of social dominance. Take the public image of Bill Gates. Gates is not a patriarchal father-master, nor even a corporate Big Brother running a rigid bureaucratic empire, surrounded on an inaccessible top floor by a host of secretaries and assistants. He is instead a kind of Small Brother, his very ordinariness an indication of a monstrousness so uncanny that it can no longer assume its usual public form. In photos and drawings he looks like anyone else, but his devious smile points to an underlying evil that is beyond representation. It is also a crucial aspect of Gates as icon that he is seen as the hacker who made it (the term ‘hacker’ has, of course, subversive/marginal/anti-establishment connotations; it suggests someone who sets out to disturb the smooth functioning of large bureaucratic corporations). At the level of fantasy, Gates is a small-time, subversive hooligan who has taken over and dressed himself up as the respectable chairman. In Bill Gates, Small Brother, the average ugly guy coincides with and contains the figure of evil genius who aims for total control of our lives. In early James Bond movies, the evil genius was an eccentric figure, dressed extravagantly, or alternatively, in the grey uniform of the Maoist commissar. In the case of Gates, this ridiculous charade is no longer needed – the evil genius turns out to be the boy next door.

Another aspect of this process is the changed status of the narrative tradition that we use to understand our lives. In Men are from Mars, Women are from Venus (1992), John Gray proposed a vulgarised version of narrativist-deconstructionist psychoanalysis. Since we ultimately ‘are’ the stories we tell ourselves about ourselves, the solution to a psychic deadlock resides, he proposes, in a ‘positive’ rewriting of the narrative of our past. What he has in mind is not only the standard cognitive therapy of changing negative ‘false beliefs’ about oneself into an assurance that one is loved by others and capable of creative achievements, but a more ‘radical’, pseudo-Freudian procedure of regressing back to the scene of the primordial traumatic wound. Gray accepts the psychoanalytic notion of an early childhood traumatic experience that forever marks the subject’s further development, but he gives it a pathological spin. What he proposes is that, after regressing to, and thus confronting, his primal traumatic scene, the subject should, under the therapist’s guidance, ‘rewrite’ this scene, this ultimate phantasmatic framework of his subjectivity, as part of a more benign and productive narrative. If, say, the primordial traumatic scene existing in your unconscious, deforming and inhibiting your creative attitude, is that of your father shouting at you, ‘You are worthless! I despise you! Nothing good will come of you,’ you should rewrite the scene so that a benevolent father smiles at you and says: ‘You’re OK! I trust you fully.’ (Thus the solution for the Wolf Man would have been to ‘regress’ to the parental coitus a tergo and then rewrite the scene so that what he saw was merely his parents lying on the bed, his father reading a newspaper and his mother a sentimental novel.) It may seem a ridiculous thing to do, but there is a widely accepted, politically correct version of this procedure in which ethnic, sexual and other minorities rewrite their past in a more positive, self-assertive vein (African Americans claiming that long before European modernity, ancient African empires had a sophisticated understanding of science and technology etc). Imagine a rewriting of the Decalogue along the same lines. Is one of the Commandments too severe? Well then, let’s regress to Mount Sinai and re write it: adultery – fine, provided it is sincere and serves the goal of profound self-realisation. What disappears is not ‘hard fact’ but the Real of a traumatic encounter whose organising role in the subject’s psychic economy resists its symbolic rewriting.

In our post-political liberal-permissive society, human rights can be seen as expressing the right to violate the Ten Commandments. The right to privacy is, in effect, the right to commit adultery, in secret, without being observed or investigated. The right to pursue happiness and to possess private property is, in effect, the right to steal (to exploit others). Freedom of the press and of expression – the right to lie. The right of free citizens to possess weapons – the right to kill. Freedom of religious belief – the right to celebrate false gods. Human rights do not, of course, directly condone the violation of the Commandments, but they preserve a marginal ‘grey zone’ which is out of the reach of religious or secular power. In this shady zone, I can violate the Commandments, and if the Power catches me with my pants down and tries to prevent my violation, I can cry: ‘Assault on my basic human rights!’ It is impossible for the Power to prevent a ‘misuse’ of human rights without at the same time impinging on their proper application. Lacan draws attention to a resistance to the use of lie-detectors in crime investigations – as if such a direct ‘objective’ verification somehow infringes the subject’s right to the privacy of his thoughts.

A similar tension between rights and prohibitions determines heterosexual seduction in our politically correct times. Or, to put it differently, there is no seduction which cannot at some point be construed as intrusion or harassment because there will always be a point when one has to expose oneself and ‘make a pass’. But, of course, seduction doesn’t involve incorrect harassment throughout. When you make a pass, you expose yourself to the Other (the potential partner), and her reaction will determine whether what you just did was harassment or a successful act of seduction. There is no way to tell in advance what her response will be (which is why assertive women often despise ‘weak’ men, who fear to take the necessary risk). This holds even more in our pc times: the pc prohibitions are rules which, in one way or another, are to be violated in the seduction process. Isn’t the seducer’s art to accomplish the violation in such a way that, afterwards, by its acceptance, any suggestion of harassment has disappeared?

Although psychoanalysis is one of the victims of reflexivisation, it can also help us to understand its implications. It does not lament the disintegration of the old stability or locate in its disappearance the cause of modern neuroses, compelling us to rediscover our roots in traditional wisdom or a deeper self-knowledge. Nor is it just another version of modern reflexive knowledge which teaches us how to master the secrets of our psychic life. What psychoanalysis properly concerns itself with are the unexpected consequences of the disintegration of the structures that have traditionally regulated libidinal life. Why does the decline of paternal authority and fixed social and gender roles generate new guilts and anxieties, instead of opening up a brave new world in which we can enjoy shifting and reshaping our multiple identities?

The Post-Modern constellation in which the subject is bent on experimenting with his life encourages the formation of new ‘passionate attachments’ (to use Judith Butler’s term), but what if the disintegration of patriarchal symbolic authority is counterbalanced by an even stronger ‘passionate attachment’ to subjection? This would seem to explain the increasing prevalence of a strict and severely enacted master/slave relationship among lesbian couples. The one who gives the orders is the ‘top’, the one who obeys is the ‘bottom’ and, in order for the ‘top’ to be attained, an arduous apprenticeship has to be completed. This ‘top/bottom’ duality is neither a sign of direct ‘identification with the (male) aggressor’ nor a parodic imitation of the patriarchal relations of domination. Rather, it expresses the genuine paradox of a freely chosen master/slave form of coexistence which provides deep libidinal satisfaction.

Everything is turned back to front. Public order is no longer maintained by hierarchy, repression and strict regulation, and therefore is no longer subverted by liberating acts of transgression (as when we laugh at a teacher behind his back). Instead, we have social relations among free and equal individuals, supplemented by ‘passionate attachment’ to an extreme form of submission, which functions as the ‘dirty secret’, the transgressive source of libidinal satisfaction. In a permissive society, the rigidly codified, authoritarian master/slave relationship becomes transgressive. This paradox or reversal is the proper topic of psychoanalysis: psychoanalysis does not deal with the authoritarian father who prohibits enjoyment, but with the obscene father who enjoins it and thus renders you impotent or frigid. The unconscious is not secret resistance to the law, but the law itself.
The psychoanalytic response to the ‘risk-society’ theory of the reflexivisation of our lives is not to insist on a pre-reflexive substance, the unconscious, but to suggest that the theory neglects another mode of reflexivity. For psychoanalysis, the perversion of the human libidinal economy is what follows from the prohibition of some pleasurable activity: not a life led in strict obedience to the law and deprived of all pleasure but a life in which exercising the law provides a pleasure of its own, a life in which performance of the ritual destined to keep illicit temptation at bay becomes the source of libidinal satisfaction. The military life, for example, may be governed as much by an unwritten set of obscene rules and rituals (homoerotically-charged beatings and humiliations of younger comrades) as by official regulations. This sexualised violence does not undermine order in the barracks: it functions as its direct libidinal support. Regulatory power mechanisms and procedures become ‘reflexively’ eroticised: although repression first emerges as an attempt to regulate any desire considered ‘illicit’ by the predominant socio-symbolic order, it can only survive in the psychic economy if the desire for regulation is there – if the very activity of regulation becomes libidinally invested and turns into a source of libidinal satisfaction.

This reflexivity undermines the notion of the Post-Modern subject free to choose and reshape his identity. The psychoanalytic concept that designates the short-circuit between the repression and what it represses is the superego. As Lacan emphasised again and again, the essential content of the superego’s injunction is ‘Enjoy!’ A father works hard to organise a Sunday excursion, which has to be postponed again and again. When it finally takes place, he is fed up with the whole idea and shouts at his children: ‘Now you’d better enjoy it!’ The superego works in a different way from the symbolic law. The parental figure who is simply ‘repressive’ in the mode of symbolic authority tells a child: ‘You must go to grandma’s birthday party and behave nicely, even if you are bored to death – I don’t care whether you want to, just do it!’ The superego figure, in contrast, says to the child: ‘Although you know how much grandma would like to see you, you should go to her party only if you really want to – if you don’t, you should stay at home.’ The trick performed by the superego is to seem to offer the child a free choice, when, as every child knows, he is not being given any choice at all. Worse than that, he is being given an order and told to smile at the same time. Not only: ‘You must visit your grandma, whatever you feel,’ but: ‘You must visit your grandma, and you must be glad to do it!’ The superego orders you to enjoy doing what you have to do. What happens, after all, if the child takes it that he has a genuinely free choice and says ‘no’? The parent will make him feel terrible. ‘How can you say that!’ his mother will say: ‘How can you be so cruel! What did your poor grandma do to make you not want to see her?’

‘You can do your duty, because you must do it’ is how Kant formulated the categorical imperative. The usual negative corollary of this formula serves as the foundation of moral constraint: ‘You cannot, because you should not.’ The argument of those who oppose human cloning, for example, is that it cannot be allowed because it would involve the reduction of a human being to an entity whose psychic properties can be manipulated. Which is another variation on Wittgenstein’s ‘Whereof one cannot speak thereof one must be silent.’ In other words, we should say that we can’t do it, because otherwise we may do it, with catastrophic ethical consequences. If the Christian opponents of cloning believe in the immortality of the soul and the uniqueness of the personality – i.e. that I am not just the result of the interaction between my genetic code and my environment – why oppose cloning? Is it possible that they do in fact believe in the ability of genetics to reach the very core of our personality? Why do some Christians oppose cloning with talk of the ‘unfathomable mystery of the conception’ as if by cloning my body I am at the same time cloning my immortal soul?

The superego inverts the Kantian ‘You can, because you must’ in a different way, turning it into ‘You must, because you can.’ This is the meaning of Viagra, which promises to restore the capacity of male erection in a purely biochemical way, bypassing all psychological problems. Now that Viagra can take care of the erection, there is no excuse: you should have sex whenever you can; and if you don’t you should feel guilty. New Ageism, on the other hand, offers a way out of the superego predicament by claiming to recover the spontaneity of our ‘true’ selves. But New Age wisdom, too, relies on the superego imperative: ‘It is your duty to achieve full self-realisation and self-fulfilment, because you can.’ Isn’t this why we often feel that we are being terrorised by the New Age language of liberation?

Although submission within a lesbian sado-masochistic relationship and the submission of an individual to a fundamental religious or ethnic belief are both generated by modern reflexivisation, their libidinal economies are quite different. The lesbian master/slave relationship is a theatrical enactment, based on accepted rules and a contract that has been freely entered into. As such, it has a tremendous liberating potential. In contrast, a fundamentalist devotion to an ethnic or religious cause denies the possibility of any form of consent. It is not that sado-masochists are only playfully submissive, while in the ‘totalitarian’ political community, submission is real. If anything, the opposite is the case: in the sadomasochistic contract, the performance is definitely for real and taken absolutely seriously, while the totalitarian submission, with its mask of fanatical devotion, is ultimately fake, a pretence of its opposite. What reveals it as fake is the link between the figure of the totalitarian Master and the superego’s injunction: ‘Enjoy!’

A good illustration of the way the ‘totalitarian’ master operates is provided by the logo on the wrapper around German fat-free salami. ‘Du darfst!’ it says – ‘You may!’ The new fundamentalisms are not a reaction against the anxiety of excessive freedom that accompanies liberal late capitalism; they do not provide strong prohibitions in a society awash with permissiveness. The cliché about ‘escaping from freedom’ into a totalitarian haven is profoundly misleading. Nor is an explanation found in the standard Freudo-Marxian thesis according to which the libidinal foundation of totalitarian (fascist) regimes is the ‘authoritarian personality’ – i.e. someone who finds satisfaction in compulsive obedience. Although, on the surface, the totalitarian master also issues stern orders compelling us to renounce pleasure and to sacrifice ourselves in some higher cause, his effective injunction, discernible between the lines, is a call to unconstrained transgression. Far from imposing on us a firm set of standards to be complied with, the totalitarian master suspends (moral) punishment. His secret injunction is: ‘You may.’ He tells us that the prohibitions which regulate social life and guarantee a minimum of decency are worthless, just a device to keep the common people at bay – we, on the other hand, are free to let ourselves go, to kill, rape, plunder, but only insofar as we follow the master. (The Frankfurt School discerned this key feature of totalitarianism in its theory of repressive desublimation.) Obedience to the master allows you to transgress everyday moral rules: all the dirty things you were dreaming of, everything you had to renounce when you subordinated yourself to the traditional, patriarchal, symbolic Law you are now allowed to indulge in without punishment, just as you may eat fat-free salami without any risk to your health.

The same underlying suspension of moral prohibitions is characteristic of Post-Modern nationalism. The cliché according to which in a confused, secular, global society, passionate ethnic identification restores a firm set of values should be turned upside down: nationalist fundamentalism works as a barely concealed ‘you may’. Our Post-Modern reflexive society which seems hedonistic and permissive is actually saturated with rules and regulations which are intended to serve our well-being (restrictions on smoking and eating, rules against sexual harassment). A passionate ethnic identification, far from further restraining us, is a liberating call of ‘you may’: you may violate (not the Decalogue, but) the stiff regulations of peaceful coexistence in a liberal tolerant society; you may drink and eat whatever you want, say things prohibited by political correctness, even hate, fight, kill and rape. It is by offering this kind of pseudo-liberation that the superego supplements the explicit texture of the social symbolic law.

The superficial opposition between pleasure and duty is overcome in two different ways. Totalitarian power goes even further than traditional authoritarian power. What it says, in effect, is not, ‘Do your duty, I don’t care whether you like it or not,’ but: ‘You must do your duty, and you must enjoy doing it.’ (This is how totalitarian democracy works: it is not enough for the people to follow their leader, they must love him.) Duty becomes pleasure. Second, there is the obverse paradox of pleasure becoming duty in a ‘permissive’ society. Subjects experience the need to ‘have a good time’, to enjoy themselves, as a kind of duty, and, consequently, feel guilty for failing to be happy. The superego controls the zone in which these two opposites overlap – in which the command to enjoy doing your duty coincides with the duty to enjoy yourself.

A downloadable PDF version of this essay is also available for purchase from the London Review Bookshop. Contact us for rights and issues enquiries.

'You May!' - London Review of Books (Mar. 18)

Lacan: The Silent Partners (Wo Es War Series) - edited by Slavoj Zizek





The giant of Ljubljana marshals some of the greatest thinkers of our age in support of a dazzling re-evaluation of Jacques Lacan.
 
Jacques Lacan is the foremost psychoanalytic theorist after Freud. Revolutionising the study of social relations, his work has been a major influence on political theory, philosophy, literature and the arts, but his thought has so far been studied without a serious investigation of its foundations. Just what are the influences on his thinking, so crucial to its proper understanding?

In Lacan: The Silent Partners Slavoj Zizek, the maverick theorist and pre-eminent Lacan scholar, has marshalled some of the greatest thinkers of our age in support of a dazzling re-evaluation of Lacan's work. Focussing on Lacan's 'silent partners', those who are the hidden inspiration to Lacanian theory, they discuss his work in relation to the Pre-Socratics, Diderot, Hegel, Nietzsche, Schelling, Hölderlin, Wagner, Turgenev, Kafka, Henry James and Artaud.

This major collection, including three essays by Zizek, marks a new era in the study of this unsettling thinker, breathing new life into his classic work.

Contributors: Alain Badiou, Bruno Bosteels, Miran Bozovic, Lorenzo Chiesa, Joan Copjec, Mladen Dolar, Timothy Huson, Fredric Jasmeson, Adrian Johnston, Sigi Jöttkandt, Silvia Ons, Robert Pfaller, Alenka Zupancic and Slavoj Zizek.

'The Ultimate aim of this present volume is to instigate a new wave of Lananian paranoia: to push readers to engage in the work of their own and start to discern Lacanian motifs everywhere, from politics to trash culture, from obscure ancient philosophers to Franz Kafka.' Slavoj Zizek

Slavoj Žižek is a Slovenian philosopher and cultural critic. He is a professor at the European Graduate School, International Director of the Birkbeck Institute for the Humanities, Birkbeck College, University of London, and a senior researcher at the Institute of Sociology, University of Ljubljana, Slovenia. His books include First as Tragedy, Then as Farce; Iraq: The Borrowed Kettle; In Defence of Lost Causes; Welcome to the Desert of the Real, Living in the End Times, Everything You Always Wanted to Know About Lacan But Were Afraid to Ask Hitchcock; and more.

Alain Badiou teaches philosophy at the École normale supérieure and the Collège international de philosophie in Paris. In addition to several novels, plays and political essays, he has published a number of major philosophical works, including Theory of the Subject, Being and Event, Manifesto for Philosophy, and Gilles Deleuze. His recent books include The Meaning of Sarkozy, Ethics, Metapolitics, Polemics, The Communist Hypothesis, Five Lessons on Wagner, and Wittgenstein's Anti-Philosophy.

Bruno Bosteels, Professor of Spanish at Cornell University, is the author of Badiou and Politics. Marx and Freud in Latin America, and The Actuality of Communism. He is also the translator of several books by Alain Badiou: Theory of the Subject, Can Politics Be Thought? and What Is Antiphilosophy? Essays on Kierkegaard, Nietzsche, and Lacan. He currently serves as the General Editor of Diacritics.

Joan Copjec is Professor of English and Comparative Literature and Director of the Center for the Study of Psychoanalysis and Culture at the State University of New York, Buffalo.

Fredric Jameson is Distinguished Professor of Comparative Literature at Duke University. The author of numerous books, he has over the last three decades developed a richly nuanced vision of Western culture's relation to political economy. He was a recipient of the 2008 Holberg International Memorial Prize. He is the author of many books, including Postmodernism, Or, The Cultural Logic of Late Capitalism, The Cultural Turn, A Singular Modernity, The Modernist Papers, Archaeologies of the Future, Brecht and Method, Ideologies of Theory, Valences of the Dialectic, The Hegel Variations and Representing Capital.

The Public School Nightmare – Book Excerpt

This one is an essay by John Taylor Gatto,
which appears in Everywhere All the Time:
A New Deschooling Reader
, edited by
Matt Hern (AK Press, 2008).
Enjoy!
Everywhere All the Time!
* * *
The Public School Nightmare: Why Fix a System Designed to Destroy Individual Thought?
By John Taylor Gatto


John worked as a scriptwriter in the film business, an advertising writer, a taxi driver, a jewelry designer, an ASCAP songwriter, and a hotdog vendor before becoming a schoolteacher. He climaxed his teaching career as New York State Teacher of the Year after being named New York City Teacher of the Year on three occasions. He quit teaching on the Op Ed page of The Wall Street Journal in 1991 while still New York State Teacher of the Year, claiming that he was no longer willing to hurt children. His books include: Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling (1992); The Exhausted School (1993); A Different Kind of Teacher (2000); and The Underground History Of American Education (2001).
I want you to consider the frightening possibility that we are spending far too much money on schooling, not too little. I want you to consider that we have too many people employed in interfering with the way children grow up-and that all this money and all these people, all the time we take out of children’s lives and away from their homes and families and neighborhoods and private explorations, gets in the way of education.

That seems radical, I know. Surely in modern technological society it is the quantity of schooling and the amount of money you spend on it that buys value. And yet, last year in St. Louis, I heard a vice-president of IBM tell an audience of people assembled to redesign the process of teacher certification that, in his opinion, this country became computer-literate by self-teaching, not through any action of schools. He said 45 million people were comfortable with computers who had learned through dozens of non-systematic strategies, none of them very formal; if schools had pre-empted the right to teach computers use we would be in a horrible mess right now instead of leading the world in this literacy. 

Now think about Sweden, a beautiful, healthy, prosperous, and up-to-date country with a spectacular reputation for quality in everything it produces. It makes sense to think their schools must have something to do with that. Then what do you make of the fact that you can’t go to school in Sweden until you are seven years old? The reason the unsentimental Swedes have wiped out what would be first and seconds grades here is that they don’t want to pay the large social bill that quickly comes due when boys and girls are ripped away from their best teachers at home too early.

It just isn’t worth the price, say the Swedes, to provide jobs for teachers and therapists if the result is sick, incomplete kids who can’t be put back together again very easily. The entire Swedish school sequence isn’t twelve years, either-it’s nine. Less schooling, not more. The direct savings of such a step in the United States would be $75-100 billion-a lot of unforeclosed home mortgages, a lot of time freed up with which to seek an education.

Who was it that decided to force your attention onto Japan instead of Sweden? Japan with its long school year and state compulsion, instead of Sweden with its short school year, short school sequence, and free choice where your kid is schooled? Who decided you should know about Japan and not Hong Kong, an Asian neighbor with a short school year that outperforms Japan across the board in math and science? Whose interests are served by hiding that from you?

One of the principal reasons we got into the mess we’re in is that we allowed schooling to become a very profitable monopoly, guaranteed its customers by the police power of the state. Systematic schooling attracts increased investment only when it does poorly, and since there are no penalties at all for such performance, the temptation not to do well is overwhelming. That’s because school staffs, both line and management, are involved in a guild system; in that ancient form of association no single member is allowed to outperform any other member, is allowed to advertise or is allowed to introduce new technology or improvise without the advance consent of the guild. Violation of these precepts is severely sanctioned-as Marva Collins, Jaime Escalante and a large number of once-brilliant teachers found out.

The guild reality cannot be broken without returning primary decision-making to parents, letting them buy what they want to buy in schooling, and encouraging the entrepreneurial reality that existed until 1852. That is why I urge any business to think twice before entering a cooperative relationship with the schools we currently have. Cooperating with these places will only make them worse.

The structure of American schooling, twentieth century style, began in 1806, when Napoleon’s amateur soldiers beat the professional soldiers of Prussia at the battle of Jena. When your business is selling soldiers, losing a battle like that is serious. Almost immediately afterwards, a German philosopher named Fichte delivered his famous “Address to the German Nation” which became one of the most influential documents in modern history. In effect, he told the Prussian people that the party was over, that the nation would have to shape up through a new utopian institution of forced schooling in which everyone would learn to take orders.

So the world got compulsion schooling at the end of a state bayonet for the first time in human history; modern forced schooling started in Prussia in 1819 with a clear vision of what centralized schools could deliver:·
  • obedient soldiers to the army;·
  • obedient workers to the mines;·
  • well subordinated civil servants to government·
  • well subordinated clerks to industry;·
  • citizens who thought alike about major issues.
Schools, according to Fichte, should create an artificial national consensus on matters that had been worked out in advance by leading German families and the head of institutions. Schools should create unity among all the German states, eventually unifying them into Greater Prussia.

Prussian industry boomed from the beginning. Prussia was successful in warfare and her reputation in international affairs was very high. Twenty-six years after this form of schooling began, the King of Prussia was invited to North America to determine the boundary between the United States and Canada. Thirty-three years after that fateful invention of the central school institution, at the behest of Horace Mann and many other leading citizens, we borrowed the style of Prussian schooling as our own.You need to know this because, over the first fifty years of our school institution, Prussian purpose-which was to create a form of state socialism-gradually forced out traditional American purpose, which in most minds was to prepare the individual to be self-reliant.

In Prussia the purpose of the Volksschule, which educated ninety-two percent of the children, was not intellectual development at all, but socialization in obedience and subordination. Thinking was left to the Real Schulen, in which eight percent of the kids participated. But for the great mass, intellectual development was regarded with managerial horror, as something that caused armies to lose battles.

Prussia concocted a method based on complex fragmentations to ensure that its school products would fit the grand social design. Some of this method involved dividing whole ideas into school subjects, each further divisible, some of it involved short periods punctuated by a horn so that self-motivation in study would be muted by ceaseless interruptions.

There were many more techniques of training, but all were built around the premise that isolation from first-hand information, and fragmentation of the abstract information presented by teachers, would result in obedient and subordinate graduates, properly respectful of arbitrary orders. “Lesser” men would be unable to interfere with policy makers because, while they could still complain, they could not manage sustained or comprehensive thought. Well-schooled children cannot think critically, cannot argue effectively.

One of the most interesting by-products of Prussian schooling turned out to be the two most devastating wars of modern history. Erich Maria Remarque, in his classic All Quiet on the Western Front, tells us that the First World War was caused by the tricks of schoolmasters, and the famous Protestant theologian Dietrich Bonhoeffer said that the Second World War was the inevitable product of good schooling.

It’s important to underline that Bonhoeffer meant that literally, not metaphorically: schooling after the Prussian fashion removes the ability of the mind to think for itself. It teaches people to wait for a teacher to tell them what to do and if what they have done is good or bad. Prussian teaching paralyses the moral will as well as the intellect. It’s true that sometimes well-schooled students sound smart, because they memorize many opinions of great thinkers, but they actually are badly damaged because their own ability to think is left rudimentary and undeveloped.

We got from the United States to Prussia and back because a small number of very passionate ideological leaders visited Prussia in the first half of the nineteenth century, fell in love with the order, obedience, and efficiency of its system, and relentlessly proselytized for a translation of Prussian vision onto these shores. If Prussia’s ultimate goal was the unification of Germany, our major goal, so these men thought, was the unification of hordes of immigrant Catholics into a national consensus based on a northern European cultural model. To do that, children would have to be removed from their parents and from inappropriate cultural influences.

In this fashion, compulsion schooling, a bad idea that had been around at least since Plato’s Republic, a bad idea that New England had tried to enforce in 1650 without any success, was finally rammed through the Massachusetts legislature in 1852. It was, of course, the famous “Know-Nothing” legislature that passed this law, a legislature that was the leading edge of a famous secret society which flourished at that time known as The Order of the Star Spangled Banner, whose password was the simple sentence, “I know nothing”-hence the popular label attached to the secret society’s political arm, The American Party.

Over the next fifty years, state after state followed suit, ending schools of choice and ceding the field to a new government monopoly. There was one powerful exception to this: the children who could afford to be privately educated. It’s important to note that the underlying premise of Prussian schooling is that the government is the true parent of children-the state is sovereign over the family. At the most extreme pole of this notion is the idea that biological parents are really the enemies of their own children, not to be trusted.

How did a Prussian system of dumbing children down take hold in American schools? Thousands and thousands of young men from prominent American families journeyed to Prussia and other parts of Germany during the 19th century and brought home the PhD degree to a nation in which such a credential was unknown. These men pre-empted the top positions in the academic world, in corporate research, and in government, to the point where opportunity was almost closed to those who had not studied in Germany, or who were not the direct disciples of a German PhD, as John Dewey was the disciple of G. Stanley Hall at Johns Hopkins.

Virtually every single one of the founders of American schooling had made the pilgrimage to Germany, and many of these men wrote widely circulated reports praising the Teutonic methods. Horace Mann’s famous “Seventh Report” of 1844, still available in large libraries, was perhaps the most important of these. By 1889, a little more than 100 years ago, the crop was ready for harvest. In that year the U.S. Commissioner of Education, William Torrey Harris, assured a railroad magnate, Collis Huntington, that American schools were “scientifically designed” to prevent “over-education” from happening. The average American would be content with his humble role in life, said the commissioner, because he would not be tempted to think about any other role. My guess is that Harris meant he would not be able to think about any other role.

In 1896, the famous John Dewey, then at the University of Chicago, said that independent, self-reliant people were a counter-productive anachronism in the collective society of the future. In modern society, said Dewey, people would be defined by their associations-not by their own individual accomplishments. In such a world people who read too well or too early are dangerous because they become privately empowered, they know too much, and know how to find out what they don’t know by themselves, without consulting experts.

Dewey said the great mistake of traditional pedagogy was to make reading and writing constitute the bulk of early schoolwork. He advocated that the phonics method of teaching reading be abandoned and replaced by the whole word method, not because the latter was more efficient (he admitted that it was less efficient), but because independent thinkers were produced by hard books, thinkers who cannot be socialized very easily. By socialization, Dewey meant a program of social objectives administered by the best social thinkers in government. This was a giant step on the road to state socialism, the form pioneered in Prussia, and it is a vision radically disconnected with the American past, its historic hopes and dreams.

Dewey’s former professor and close friend, G. Stanley Hall, said this at about the same time, “Reading should no longer be a fetish. Little attention should be paid to reading.” Hall was one of the three men most responsible for building a gigantic administrative infrastructure over the classroom. How enormous that structure really became can only be understood by comparisons: New York State, for instance, employs more school administrators than all of the European Economic Community nations combined.

Once you think that the control of conduct is what schools are about, the word “reform” takes on a very particular meaning. It means making adjustments to the machine so that young subjects will not twist and turn so, while their minds and bodies are being scientifically controlled. Helping kids to use their minds better is beside the point.

Bertrand Russell once observed that American schooling was among the most radical experiments in human history, that America was deliberately denying its children the tools of critical thinking. When you want to teach children to think, you begin by treating them seriously when they are little, giving them responsibilities, talking to them candidly, providing privacy and solitude for them, and making them readers and thinkers of significant thoughts from the beginning. That’s if you want to teach them to think. There is no evidence that this has been a state purpose since the start of compulsion schooling.

When Friedrich Froebel, the inventor of kindergarten in nineteenth century Germany, fashioned his idea, he did not have a “garden for children” in mind, but a metaphor of teachers as gardeners and children as the vegetables. Kindergarten was created to be a way to break the influence of mothers on their children. I note with interest the growth of daycare in the United States and the repeated urgings to extend school downward to include four-year-olds. The movement toward state socialism is not some historical curiosity but a powerful dynamic force in the world around us. It is fighting for its life against those forces which would, through vouchers or tax credits, deprive it of financial lifeblood, and it has countered this thrust with a demand for even more control over children’s lives, and even more money to pay for the extended school day and year that this control requires.

A movement as visibly destructive to individuality, family and community as government-system schooling has been might be expected to collapse in the face of its dismal record, coupled with an increasingly aggressive shakedown of the taxpayer, but this has not happened. The explanation is largely found in the transformation of schooling from a simple service to families and towns to an enormous, centralized corporate enterprise.

While this development has had a markedly adverse effect on people and on our democratic traditions, it has made schooling the single largest employer in the United States and the largest granter of contracts next to the Defense Department. Both of these low-visibility phenomena provide monopoly schooling with powerful political friends, publicists, advocates, and other useful allies. This is a large part of the explanation why no amount of failure ever changes things in schools, or changes them for very long. School people are in a position to outlast any storm and to keep short-attention-span public scrutiny thoroughly confused.

An overview of the short history of this institution reveals a pattern marked by intervals of public outrage, followed by enlargement of the monopoly in every case. After nearly 30 years spent inside a number of public schools, some considered good, some bad, I feel certain that management cannot clean its own house. It relentlessly marginalizes all significant change. There are no incentives for the “owners” of the structure to reform it, nor can there be without outside competition.

It cannot be overemphasized that no body of theory exists to define accurately the way children learn, or which learning is of most worth. By pretending the existence of such, we have cut ourselves off from the information and innovation that only a real market can provide. Fortunately our national situation has been so favorable, so dominant through most of our history, that the margin of error afforded has been vast.

But the future is not so clear. Violence, narcotic addictions, divorce, alcoholism, loneliness-all these are but tangible measures of a poverty in education. Surely schools, as the institutions monopolizing the daytimes of childhood, can be called to account for this. In a democracy the final judges cannot be experts, but only the people.

Trust the people, give them choices, and the school nightmare will vanish in a generation.

Source: http://www.revolutionbythebook.akpress.org/the-public-school-nightmare-book-excerpt/

Jacques Ranciere: History, Politics, Aesthetics





The French philosopher Jacques Rancière has influenced disciplines from history and philosophy to political theory, literature, art history, and film studies. His research into nineteenth-century workers' archives, reflections on political equality, critique of the traditional division between intellectual and manual labor, and analysis of the place of literature, film, and art in modern society have all constituted major contributions to contemporary thought. In this collection, leading scholars in the fields of philosophy, literary theory, and cultural criticism engage with Rancière's work, illuminating its originality, breadth, and rigor, as well as its relevance to current debates. They also explore the relationships between Rancière and the various authors and artists he has analyzed, ranging from Plato and Aristotle to Flaubert, Rossellini, Auerbach, Bourdieu, and Deleuze.

The contributors to this collection do not simply elucidate Rancière's project; they also critically respond to it from their own perspectives. They consider the theorist's engagement with the writing of history, with institutional and narrative constructions of time, and with the ways that individuals and communities can disturb or reconfigure what he has called the "distribution of the sensible." They examine his unique conception of politics as the disruption of the established distribution of bodies and roles in the social order, and they elucidate his novel account of the relationship between aesthetics and politics by exploring his astute analyses of literature and the visual arts. In the collection's final essay, Rancière addresses some of the questions raised by the other contributors and returns to his early work to provide a retrospective account of the fundamental stakes of his project.

Contributors. Alain Badiou, Étienne Balibar, Bruno Bosteels, Yves Citton, Tom Conley, Solange Guénoun, Peter Hallward, Todd May, Eric Méchoulan, Giuseppina Mecchia, Jean-Luc Nancy, Andrew Parker, Jacques Rancière, Gabriel Rockhill, Kristin Ross, James Swenson, Rajeshwari Vallury, Philip Watts

"What makes this the book that everyone interested in Jacques Rancière has to have is its incomparable roster of contributors. Rancière himself sets a standard of intellectual seriousness, and the contributors honor him by wrestling strenuously with his thought. They illuminate the trajectory of that thought and the connections between the historian of class and the philosopher of equality, the thinker of politics and the thinker of aesthetics. You can see why Rancière is one of the few French thinkers creating an ever increasing excitement in North America."--Bruce Robbins, author of Upward Mobility and the Common Good: Toward a Literary History of the Welfare State
 
"This timely collection of essays should finally jump-start the English-speaking conversation about the work of Jacques Rancière, one of the most innovative political philosophers now writing. His method of equality, his contrast of a stable `police' order with `the political' as an interruption of that order by those invisible within it, and his idea that both politics and art involve modes of distributing/partitioning the sensible together form a unique constellation of radical political thinking."--J. M. Bernstein, New School for Social Research

Welcome to the Desert of the Real: Five Essays on September 11 and Related Dates by Slavoj Zizek





In the months after September 11, titles like 'The End of the Age of Irony' abound in our media. Liberals and conservatives proclaim the end of the American holiday from history. Now the easy games are over; one should take sides. Zizek argues this is precisely the temptation to be resisted. In such moments of apparently clear choices, the real alternatives are most hidden. Welcome to the Desert of the Real steps back, complicating the choices imposed on us. It proposes that global capitalism is fundamentalist and that America was complicit in the rise of Muslim fundamentalism. It points to our dreaming about the catastrophe in numerous disaster movies before it happened, and explores the irony that the tragedy has been used to legitimize torture. Last but not least it analyses the fiasco of the predominant leftist response to the events.

About the series: Appearing on the first anniversary of the attacks on the World Trade Center and the Pentagon, these series of books from Verso present analyses of the United States, the media, and the events surrounding September 11 by Europe's most stimulating and provocative philosophers. Probing beneath the level of TV commentary, political and cultural orthodoxies, and 'rent-a-quote' punditry, Baudrillard, Virilio, and Zizek offer three highly original and readable accounts that serve as fascinating introductions to the direction of their respective projects, and as insightful critiques of the unfolding events. This series seeks to comprehend the philosophical meaning of September 11 and will leave untouched none of the prevailing views currently propagated.

Slavoj Zizek is Senior Researcher at the Institute for Social Studies in Ljubljana. His books include The Sublime Object of Ideology, The Plague of Fantasies and The Ticklish Subject.

Studies in Pessimism By Arthur Schopenhauer (audiobook)

THE ESSAYS OF ARTHUR SCHOPENHAUER: STUDIES IN PESSIMISM
TRANSLATED BY T. BAILEY SAUNDERS, M.A. Unless suffering is the direct and immediate object of life, our existence must entirely fail of its aim. It is absurd to look upon the enormous amount of pain that abounds everywhere in the world, and originates in needs and necessities inseparable from life itself, as serving no purpose at all and the result of mere chance. Each separate misfortune, as it comes, seems, no doubt, to be something exceptional; but misfortune in general is the rule. I know of no greater absurdity than that propounded by most systems of philosophy in declaring evil to be negative in its character. Evil is just what is positive; it makes its own existence felt. Leibnitz is particularly concerned to defend this absurdity; and he seeks to strengthen his position by using a palpable and paltry sophis





Add audio book to iTunes as a pod cast and send to your iPod (3:25:46 long) 
Download mp3 files for each chapter of this book in one zip file (98.8MB)

The Dialogic Imagination: Four Essays (University of Texas Press Slavic Series) by Mikhail Bakhtin





"This magnificently edited and translated volume can be the beginning of a dialogue that will go beyond the monographic works of Bakhtin available in English up to now." --Edward Wasiolek, Comparative Literature These essays reveal Mikhail Bakhtin (1895-1975)--known in the West largely through his studies of Rabelais and Dostoevsky--as a philosopher of language, a cultural historian, and a major theoretician of the novel. The Dialogic Imagination presents, in superb English translation, four selections from Voprosy literatury i estetiki (Problems of literature and esthetics), published in Moscow in 1975. The volume also contains a lengthy introduction to Bakhtin and his thought and a glossary of terminology. Bakhtin uses the category "novel" in a highly idiosyncratic way, claiming for it vastly larger territory than has been traditionally accepted. For him, the novel is not so much a genre as it is a force, "novelness," which he discusses in "From the Prehistory of Novelistic Discourse." Two essays, "Epic and Novel" and "Forms of Time and of the Chronotope in the Novel," deal with literary history in Bakhtin's own unorthodox way. In the final essay, he discusses literature and language in general, which he sees as stratified, constantly changing systems of subgenres, dialects, and fragmented "languages" in battle with one another.