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    Archives for April 2024

    Aristotelian Politics, ‘Ancient’ and Modern’

    April 24, 2024 by Will Morrisey

    Stephen Salkever: Finding the Mean: Theory and Practice in Aristotelian Philosophy. Part Two: Back Again. Princeton: Princeton University Press, 1990.

     

    The Nicomachean Ethics leads into the Politics. Although “the greatest human good, happiness or flourishing (eudaimonia), is a kind of self-sufficiency,” Aristotle understands self-sufficiency as the energeia of a naturally political species, as part of “a life with parents and children and a wife and friends generally, since human being (anthrōpos) is by nature political” (Nicomachean Ethics 1097b8-11). As a result, “our political judgments should not differ in kind from the complex balancing of heterogeneous interests that characterizes the operation of practical wisdom in private life.” Ethical wisdom and political wisdom are both phronēsis. “There is no separate political sphere (as, say, for Hannah Arendt [or indeed for many ‘moderns’]) that defines a separate political interest.” Aristotle’s understanding of politics accordingly derives as much from his teleological biology as his ethics does. 

    Politics means the relationship of ruling and being ruled in turn, in contrast to the relationship of master and slave. Whereas some modern philosophers (Carl Schmitt, but also many libertarians) regard politics as mastery, and mastery as a natural thing, while others regard it as a matter of convention and force only, unnatural, “in opposition to both slavemasters and abolitionists, Aristotle concludes that slavery is justified only insofar as (a) it is necessary for the leisure without which virtue cannot be developed, (b) it does not threaten the philia or friendship without which politics is impossible (Politics 1255b12-16), and (c) the slaves differ from the masters as much as the body from the soul or other animals from human beings generally.” If “the absolute solutions offered by slavemasters and abolitionists are wrong insofar as they rest on false theoretical presuppositions,” the choice between a political regime and a masterly regime (and then again between a regime that features both political and masterly rule), “will vary from circumstance to circumstance, depending on the dangers and possibilities of the moment.” The state of New Hampshire may not be wrong in requiring prisoners to stamp out license plates with the motto, “Live Free or Die,” in the spirit of regarding prisons as penitentiaries. Such choices cannot be reduced to a formula because “political goods are not commensurable in the way that economic goods are (1283b3-11)”; “they can be ranked, but not converted into units of exchange.” To think seriously about politics, one must never appeal to “misleading principles that abstract one human interest or possibility—even the highest or most definitive—from the complex range of human needs,” in the manner of “rule morality.” Political thought and speech need to be ‘politic,’ tactful, “a virtue systematically absent from all forms of rule morality.” Tact evinces a recognition of “the essential complexity of human interests.” “The link between theory and practice is not to furnish rules but to show why theoretically derived principles are mistaken if understood in an unqualified fashion” but instead to “perform the delicate task of thinking about what aspects of our knowledge of human needs and possibilities are most relevant to political choice.”

    Although ethical and political goods are not quantitatively commensurable, they are commensurable relative to the mean, which lies between extremes, in two ways: “in relation to the ousia or specific nature of human beings, and in relation to the kairos, to the particular moment at which an action-choice arises and the particular individuals involved.” These ways of deliberating “describe two different kinds of rationality, politkē and phronēsis” the former assisting the latter by “drawing attention to the theoretical presuppositions of various possible courses of action and subjecting these to criticism in light of the human ousia, of the rankings appropriate at the level of nature.” Helpful, but not dispositive: politikē can inform choices but phronēsis remains indispensable to finding the mean. One destination on the road of human life is Athens, the other Thebes, and the serious person, the spoudaios, travels back and forth between the two, “though always bearing in mind the greater seriousness of phronēsis” when it comes to making choices. A well-ordered human soul will exhibit both kinds. 

    Politikē and phronēsis are as readily, or more readily, endangered as any other natural human attribute. These dangers are political and nonpolitical; there are many “attractive activities and relationships” that draw us away from them, leaving bodies and souls alike unguarded. Salkever devotes one chapter to “a threat to political rationality that directly concerned him,” namely, “the Greek tendency to identify virtue and virility.” It should be remarked that Salkever taught at Bryn Mawr College; an emphasis on the defects of excessive manliness might go over well there. His choice of that topic can itself be described as Aristotelian—a gracious nod to circumstance. (Harvey C. Mansfield’s essay on the virtues of manliness may well exhibit a similar astuteness, as Mansfield teaches at Harvard, where men are present but embattled.) Salkever’s final chapters take Aristotelian political philosophy into modern America, “suggesting ways in which a concept of the virtue of rationality would enrich our theoretical justification of the modern liberal regime and indicating how such a justification might inform thinking about liberal public policy.” Are modern circumstances such as to make Aristotelian theory and practice impossible? A modern state is no polis, and self-sufficiency, self-government, may be harder to achieve there. Against the encroachments of modern states, modern philosophers and citizens assert individual rights, a move Aristotle doesn’t quite make. Such assertions often clash with the exigencies of modern political life, especially but not only in wartime. 

    The Greeks listened to their great epics, the Iliad and the Odyssey, both of which valorize manly virtues to the point of nearly identifying virtue with manliness. Aristotle offers a critique of the ethical and political opinions and practices of Greece, doing so not foolishly, by presenting “entirely new rules or systems to replace the norms and practices governing existing moral and political life” but prudently, by “enrich[ing] political deliberation by pushing the conversation, as it were, to take an evaluative step outside itself for a moment” and to reflect upon those practices, suggesting a wider “range of political options.” “Given this intention, the appropriate theoretical tone is one that avoids both prophetic certainty and self-abnegating neutrality.” 

    Sharp distinction between the sexes have not confined themselves to antiquity. Modern political philosophers have associated nature with man and appearance with woman (Rousseau), sublimity with man and beauty with women (Kant), the public and universal with man, the private and particular with women (Hegel) patriarchy and class domination with man, matriarchy with woman (Engels), logic and language with man, body, expression, and feeling with woman (Nietzsche). Aristotle might ‘speak’ to them, too.

    The manly, Periclean political ethos of Athens “formed the point of departure for the philosophizing of Plato and Aristotle,” and both “urge a significant improvement in the status of women,” without succumbing to anything like the ideologies of modern feminism. Rather, each entertains “significant reservations” about “the view that the best human life is that of the committed citizen” on the Periclean model, with its celebration of courage, honor, and fame—goods associated with the ‘thumotic’ or spirited aspect of the soul, which makes war and pursues glory. Plato and Aristotle consider this “a mistaken assessment of the relative importance of different human needs, and thus a mistaken understanding of the best human life.”  The Socratic way of life, as presented by Plato, is neither conventionally male or female, neither centered in the battlefield or even the “public space” broadly, nor in the household. Socrates dialogues with citizens in the marketplace, schools, and private homes, “spreading perplexity and self-concern among those” his way of life “touches by calling into question the language in which they have their being.” 

    For his part, biologist Aristotle criticizes the conventional Greek notions “that virtue and slavishness are biologically inherited, the idea that virility or courage is the foremost human virtue, and the Periclean opinion that all quiet people and cities are useless.” He does this because he takes the nature of human beings to be political because they are capable of reason; that is what makes humans distinctive among the animals. If politics derives from rationality, then “living according to reasonable laws and customs” will enable us to “develop and support our biologically inherited potentiality for living rationally.” Masterly rule, by contrast, derives from an excess of thumos in the souls of the rulers and a deficiency of thumos in the souls of the ruled; neither is amenable to living rationally. Political rule should extend to the individual soul itself, with reason, nous, guiding but not commanding desire, orexis. If men are more apt to rule, they are entitled to rule politically, not tyrannically, framing their rule within the “impersonal” authority of the laws. “Women should not rule, but they should be ruled as fellow citizens—that is, they should get the same benefits from the political relationship as males—and not as children or slaves, whose needs, and hence whose status, are entirely different (temporarily or permanently) form the needs of their rulers.” Aristotle understands the needs of women, the benefits rightly “supplied by the political relationship” with men, as “a stable and reasonable order” or regime “in which they can become rational animals,” inasmuch as they share with men not only the need for security but the need to develop “the virtues or excellences whose potential expression we inherit biologically.” For this, men and women will need to develop the virtue of moderation, even as men will be more virile, women more industrious. Because politics is manly but less unreasonably so than war and tyranny, politics channels the distinctively manly virtue into peaceable but still honorable activity. 

    And if the household is preeminently the domain of women, that domain, the realm of the family, “is needed not simply for procreation or bare living, but for the development of rationality and happiness,” for living well. The family can contribute to the “moral education” of children, and thereby to the polis. The polis is less dangerously masculine than the battlefield, but it still inclines to conflict. To counter manly virility and the hubris it easily descends into, children need to develop “the sense of shame that is an indispensable precondition for deliberative or thoughtful living.” Boys in whom mothers and fathers instill a sense of shame will likely to live their political lives as more rational adults than those who are reared to be shameless. And parenting itself gives husbands and wives “a real job to do,” one that “can check the danger of excessive civic-mindedness that seems always to threaten to turn the most tightly knit cities into armed camps,” into Spartas. A “habitual disposition to worry that one’s initial response to a situation might be wrong, or the fear of disgrace, is a necessary prelude to mature deliberation and paideia.” Neither shameless nor shy, the person capable of shame will live within the mean between those extremes, within household and polis alike.

    In terms of those aggregations of families within the polis now called social classes, the middle class will serve as the balancer between the few who are rich and the many who are poor because “those of moderate means are subject neither to hubris nor to envy or hopelessness.” Middle-class citizens are “open to actualizing their logos, and not likely to be swept away” by such passions. With this balance, there can also develop certain kinds of friendships, social ties, whether of “mutual utility” in business, “mutual friendships” among the witty, and “a mutual sense of human virtue or goodness of character.” Political friendship forms still another set of ties, animated by a shared sense of honor. To prevent honor-loving from careening into political conflict, civil war, Aristotle commends not only the life of the household but music and, for a very few, philosophy. But even the honor-loving man par excellence, the great-souled or magnanimous man, the man “who represents the peak of moral virtue,” has so developed his sense of honor as to understand that he should live deliberatively, act slowly, “owing to a sense that nothing much in the realm of action is very great.” 

    All very well, but does any of this translate into the regime of modern republicanism or “liberal democracy”? If so, how? Although Salkever esteems this regime as “a good thing,” one that “aim[s] at the elimination of arbitrary restraints on the power of individuals to make lives for themselves,” the predominant political-philosophic theories that attempt to defend it tend “incoherently to depend on a conception of liberal culture or character” that liberal theory “cannot defend.” In response, some political theorists have concluded that liberalism and democracy themselves do not cohere, that one or both must be jettisoned. But it is the theory, not the regime, that causes the problem, and especially the approach to theorizing that moderns have taken. Liberal theory has been “too abstractly political, concerned too much with just distributions and not enough with the question of appropriately virtuous character.” This has been true of libertarianism and socialism, alike. In proposing an alternative, Aristotelian approach to thinking about modern politics, Salkever cautions that “we do not learn how to construct a more Aristotelian society, precisely because there is no such thing. The function of theory is not to construct or imagine social blueprints or foundations.” 

    Contrary to critics of Aristotle who haven’t read Aristotle with much care, Salkever maintains that “there is no essential conflict between [Aristotle’s] teleology and the liberal commitment to tolerating a wide variety of conceptions of the good,” corresponding to the wide variety of more or less decent human types. Against the claim of John Rawls, who imagines that Aristotle holds up “but one conception of the good which is to be recognized by all persons, so far as they are fully rational,” a “distortion typical of those who misread Aristotle as a Thomistic natural lawyer,” Salkever takes from Aristotle “a style of theorizing, a sense of the voice that is most appropriate for stating the problems of our society theoretically without imposing universal theoretical laws about which we can (and should) have no real conviction,” a voice that “follows from a complex understanding of human goods as theoretically commensurable, but not so precisely comparable as to allow conversion into commands.” An Aristotelian political philosopher is politic, not a prophetic lawgiver, not a Cartesian or Kantian or Nietzschean lawgiver, and not a Hegelian, Marxist, or Deweyan proponent of supposed laws of ‘History.’ Nor, finally, is democracy morally egalitarian in the sense of a regime that attempts, or pretends to, moral neutrality.

    Rightly understood, democracy is neither “a value-neutral decision procedure,” such as majority rule, nor “a morally compelling ideal,” such as “a participatory community of equal citizens.” Neither morally neutral nor morally ideal, democracy is “a potential susceptible of a variety of actualizations; it is matter rather than form,” given the obvious fact that democratic regimes “can be wonderfully good, despicably evil, and much in between.” Liberal democracy is “the name we give to a good democracy,” one that governs itself by judgment that considers circumstances, not laws alone, and therefore “depend[s] primarily on the character of its citizens, and not in the first instance on the laws and institutions,” although law and institutions matter “because of the way they affect the character of citizens, and should be evaluated in that light.” It is the question of character that modern liberalism has inclined not to answer with sufficient insistence and clarity, a mistake Aristotle doesn’t make.

    Modern liberalism’s vulnerability may be seen in the impressive critiques to which it has been subjected, many of which recommend cures worse than the supposed disease. Hegel, for example, maintains that liberal individualism destroys itself by subjecting societies to a misconceived liberty centering on “needs, accidental caprices, and subjective desires.” Marx denounces liberal individuals as “monads,” unfit for any genuine society. Both philosophers “view liberalism from the perspective of dogmatic belief in a progressive and substantial history; from that perspective, liberalism seems not only bad, but somehow false, illusory, not really there.” And even when thinkers reject progressivist historicism as implausible, they persist in regarding it as insubstantial, as seen in Nietzsche’s satirical portrait of the “last man,” in Weber’s description of what sociologist Talcott Parsons called the “iron cage” of bureaucracy that takes the place of aristocracies in democratic civil societies, in Heidegger’s railings against the utilitarianism of modern technology. All of these critiques originate in Rousseau’s inveighing against the “bourgeois” man, who is neither fully a citizen nor fully an individual, neither a Solon nor a solitary walker. But if liberal theory is incoherent in its neglect of the virtues needed to sustain liberal democracy, “the antiliberal view of liberalism’s incoherency appears to rest on an unwillingness to see—or perhaps a willing denial of—anything substantial in the historical form of life that brought modern liberalism into being,” not only the rejection of the modern middle class but the “rejection of Enlightenment rationality as either incomplete or simply wrong.” It is noteworthy that Rousseau’s sharp dichotomy—the resolutely political man and the philosopher—recurs to the pre-Aristotelian resistance to moderation and to the prudential reasoning that moderation supports.

    In Salkever’s view, modern liberal philosophers have made themselves vulnerable to Rousseau and his progeny by making the mistake of abstracting from “historical circumstances,” positing a never-existing ‘state of nature’ in their attempt to overcome feudalism, the “family status and social institutions” that had imposed “arbitrary privileges of wealth and rank” upon the middle and ‘lower’ classes alike. But some of the moderns can be understood on non-theoretical grounds, as well: “the abstract quality of Hobbesian and Lockean political thought looks very different if we see it not as mechanistic atomism run wild, but as a reasonable estimate of the sources of restraints against individual liberty in their time.” And indeed Locke (for example) himself attends to the formation of character, as seen in Some Thoughts Concerning Education.  (Aristotle, however, would moderate, not denigrate, ‘poetic’ impulses to nobility.) Salkever doesn’t initially consider this aspect of Locke, taking him to be a sort of populist on the one hand and a defender of individual natural rights on the other, an unstable pairing: “Why should a majority consider the protection of private rights to be the chief political goal?” And why should an individual citizen in a democratic regime shirk his citizen responsibilities as much as possible, “attempt[ing] to secure the benefits of political cooperation without paying any of its costs,” leaving him, and his regime, vulnerable to the ambitions of anti-liberal ideologists? As to liberals’ increasingly rare invocations of religion, their God has been “little more than a great enforcer in the sky, called in at need to buttress the shaky foundation of civil authority,” a “patchy remedy rather than part of a plausibly attractive way of life.”

    What Salkever proposes, and sketches, is “a direct challenge to the antiliberal argument that liberalism is the politics that answers the requirement of bourgeois nullities.” Here, he ‘corrects’ his portrait of Locke, remarking that the philosopher does indeed specify “the character of those who can be good citizens,” namely those who are (in Locke’s words) “honest, peaceable, and industrious,” ready to defend the natural rights of life, liberty, and happiness understood as health and freedom from pain, along with the “possession of outward things, such as money, lands, houses, furniture, and the like”—in a word, property in persons and in things. But, Aristotle-like, Salkever finds this good but not sufficient. In Locke and many of the moderns, “there is no explicit teleological argument linking” the modern liberal conception of virtue “to a conception of the human good,” and “no discussion of why the commonwealth should embrace those who are honest, peaceable, and industrious, and not, for example, the pious, charitable, and merciful, or the virile and patriotic,” although the seventeenth-century European penchant for devastating religious warfare obviously provided circumstances making honesty, peaceableness, and industry quite attractive, and the even more devastating ideological nationalist and ideological warfare to come hardly made them unattractive to the sane. But Salkever’s point is that the bourgeois virtues lend themselves to boredom among the ambitious, doing little to satisfy the heat in their souls. 

    Aristotle would take a different approach. He would begin with the understanding that a political regime necessary, natural, but not in the sense of spontaneous or self-organizing. “Education is necessary for its establishment,” and since “the shapeless tyrannical dream is both deep and not accidental, an education equal to conquering it cannot take the form of mere preaching or admonition.” The difference “between the spoudaioi and the phauloi, between those who are serious about living virtuous lives and those who are concerned with pursuing particular pleasures in a disorderly way,” seeking thing after thing, power after power, in a quest that ceases only in death, remains constant in human beings. As the character in the gangster movie agrees, upon being asked what he really wanted, the phauloi want more. They define freedom as doing as they like. They adopt “the mistaken belief that an orderly life such as is lived within a genuine politeia (one whose goal is education in virtue) is slavery rather than salvation.” Good laws and education set limits on desires, but “such an education may run counter to our powerful attachment to our own survival…present[ing] an extremely difficult problem of persuasion or political education.”

    Aristotle nonetheless finds some reason to hope for democratic regimes that are decent, if not entirely good. Some of ‘the many’ may have better souls than some among ‘the few,’ and all of the many may sometimes behave better than the few, as a whole. Further, to alienate the many altogether makes them enemies of the polis, and dangerous enemies, too, given their overwhelming number. For these reasons, “the dēmos may be more open” to the rule of law, passionless law, “a sort of reason without desire,” than “the rich or the well-born.” “The many are less corruptible than the few, since the people as a whole are less likely to be overcome by anger or by some response to angry feelings—such as spiritedness—and so to make the usual political mistakes,” mistakes originating in excessive ambition. “The basis for Aristotle’s explanation is not a romantic idealization of the virtues of every dēmos, but the predictive proposition that the wealthy will tend to be motivated by the love of honor”—they already enjoy a surfeit of material goods— and “the dēmos by love of gain, and that the greatest crimes…are consequences of an unlimited love of honor and preferential regard.” As a result, the vices of the many who are poor are “easier to check” than the vices of the few who are rich, “so under certain circumstances a democracy can be a regime in which a substantial degree of political virtue is realized.”

    “The easiest way of securing this opinion” in a democracy “is not by direct instruction but by economic regulations that favor farming, limit the amount of property which may be held, reduce poverty, and separate political office from financial reward.” Such a regime will see its middle class increase, as the many who are poor prosper and the few who are rich offer them jobs that pay. “Familial prosperity” and “the rule of law,” along with a civic education consistent with both, can foster the formation of “decent characters” who have learned “to love and hate the right sort of things,” resisting the blandishments of the demagogues who see opportunity in democracies. 

    Tocqueville describes an America that resembled what Aristotle had in mind for democracy. The beginning of wisdom in reading Democracy in America is to take Tocqueville’s opening remark seriously, that his book isn’t about America, that he did not come to America to study the United States but to study democracy, with the understanding that the United States was “the sample democracy” in the world at that time. And democracy, for him, isn’t primarily a political regime but an egalitarian civil society within the modern state, a civil society that contrasts with the declining social hierarchy that still prevails in Europe and elsewhere, a civil society whose most prominent families still burn with the love of honor, “rather than the need to live a life,” to “earn their livelihood by work of some kind and who will, therefore, be most concerned with acquiring the wealth they lack, rather than honor or military glory.” 

    It is true that the United States is much larger than any ancient democracy in Greece, a modern state not an ancient polis. And the America Tocqueville saw was a commercial republic, even with respect to its agriculture, not based on the subsistence agriculture practiced by most of the ancients. It is true that Aristotle is no enemy of commerce, preferring “the very large, non-Greek, commercial city of Carthage” to any polis he saw near his home. But he never saw the large, international commercial markets that later prevailed in Europe, although of course he did see some international trade. The difference between ancient and modern international markets was finance, a market in finance itself, “a new form of human relationship, one not tied to political or religious traditions, an institution that enabled individuals to establish themselves by means of clever enterprise.” This market magnified the importance of money, and “the love of wealth as such is an appropriate and perhaps inevitable response to the conditions of life in a world in which birth or rank provides no security, in which lives must be lived, for better or worse, without the guarantee supplied by family ties.” From now on, independence must be “pecuniary independence” (as no less a moralist than Elizabeth Cady Stanton put it), not to-the-manor-born social status. 

    As Tocqueville understood, the American Founders designed a new kind of republic with a new institutional structure for this new world of America (geographically) and of democracy (morally and socially). This is the familiar Constitutional order of a government with institutional checks and balances, not democratic or oligarchic but representative of the people as a whole—a people whose factions will play off one another, moderate their ambitions in spite of themselves, because representative government or republicanism enables democracy to extend itself over a large territory with a large and diverse population. “The political system can thus moderate the importance of habits and outcomes that belong to the system of market exchange.” Such a people will pursue their “need to amass exchange value in a reasonable and orderly way, a way of life that valued public service without despising the pursuit of financial security,” a way of life “that encouraged scientific inquiry as well as national prosperity,” having seen the link between the two. Benjamin Franklin’s famous list of virtues leaves courage and piety unmentioned, but hardly warrants the charge of philistinism with which he has been belabored by writers ranging from D. H. Lawrence to Alasdair MacIntyre. Franklin commends a life rather like his own, “one in which economic success supports and encourages political activity, both aiming an independent life rather than at an unlimited acquisition of power.” For Franklin and the modern middle class, living well means living comfortably—not mere self-preservation but “commodious” self-preservation, as Locke calls it. Comfort is moderate, not the flashy result of unmitigated greed.

    To moderate desire, Americans have perfected in their private lives what Tocqueville calls self-interest properly understood. Such self-interest avoids the extremes of Kantian idealism and Benthamite-utilitarian selfishness—the latter, it should be said, amended by the second-generation utilitarian, John Stuart Mill, who at times sounds a bit like Aristotle. For both Aristotle and Mill, “human virtue is not a transcendence of humanity but is the name given to those personality traits or settled states of character that contribute to human happiness,” although Mill retains the utility maximization rule, alien to Aristotle’s approach. For Aristotle, “virtue must not be understood as separate from the goal of happiness, but as constituting eudaimonia, at least so long as bad luck does not intervene between a virtuous potentiality and a happy outcome.” Unlike the moderns, Aristotle never holds out the likelihood of mastering fortune. Human happiness “does not mean being pleased with oneself; it means living in a thoughtful way,” a way of life, a regime for the soul—again, on the observable natural grounds that human beings speak and reason. And as a Christian would look to the example of Jesus as the model of virtue, so Aristotle commends looking to the spoudaios as “the only measure for deciding whether an action is good or not,” aside from “the metaphor of the mean.” Natural right comes in persons, in human beings, and is never abstracted into natural rights or natural law. Justice “seems especially to be an aspect of friendship” (Nicomachean Ethics 1155a22-28), a thing seen in persons and their relations, “to be understood teleologically as a relationship through which human beings flourish.” Such relationships can be sustained within the framework of a good regime, but they are not understood merely as instruments for supporting that regime. (Aristotle considers “political friendships” more as alliances forged by a common interest, not the best sort of friendship.) “Friendships depend on a certain close and affectionate feeling that simply cannot be shared with the world at large,” a shared interest “in one another’s goodness.” “What friendship gives us is the opportunity to become more human, not through altruistic concern, but through our being ability to see and examine what we are, affectionately and critically, through talking with our friends, since essentially ‘a friend is another self’ (1166a31-32.)” 

    Political regimes, then, may be evaluated not so much in terms of some abstract definition of justice but “in terms of the extent to which they make genuine friendships possible.” Salkever observes that such friendships will “be more likely in a liberal democracy than in Sparta or republican Rome.” Even more pertinently, such friendships will be more likely in a liberal democracy than in a modern tyranny, a ‘totalitarian’ regime that moves to sunder friendships and families, defining only allegiance to the rulers as just. Aristotelian political science in modernity will look much like the political science of Tocqueville, “articulat[ing] forms of life that exhibit the best and worst possibilities inherent in a particular context” and “examin[ing] the laws and customs of the place with an eye to determining how they do or do not moderate the pursuit of wealth intrinsic to all democracies.” Aristotle surely would not disagree with Tocqueville’s remark, that “democratic men love general ideas because they save them the trouble of studying particular cases.” Both men urge political scientists to resist that tendency of the regimes in which they live, and which they study.

    Given the circumstance of political life lived within modern states, not poleis, Tocqueville warns against the danger of “individualism,” by which he means withdrawal from political life, an exclusive concern with family, close friends, and business. That is, whereas Aristotle needs to moderate the hyper-politicized Greeks of his time, Tocqueville needs to moderate the demi-citizens of modernity, without denouncing them in the manner of Rousseau. Few such persons will keen after political fame in the manner of Robespierre or Napoleon; in addressing them, political scientists need rather “to show democrats why they need to be concerned with the interests of society at large.” Political liberty is the condition to be praised, among democrats, not economic liberty (in the manner of libertarians), and not Machiavellian-Rousseauian republican ardor or, as Salkever puts it “the literary attractions of republican radicalism, such as rhetorical vividness and force.”  A middle ground, rather, linking “individual interest” to the interest of the country, now that “disinterested love of country has fled beyond recall” with the poleis that sustained it. One such link is commerce, which, commercial souls must learn, cannot be sustained without liberties guaranteed by the state, a fact that makes the territory of that state and the regime that rules it matter, personally, to every citizen, especially in view of those states eager to seize its territory and change its regime into one inhospitable to commerce. Family, religion, and the rule of law need defenders, and there is no one to defend them but citizens who understand their self-interest well, in their pursuit of living well. For Tocqueville, the central criterion for evaluating policies proposed by democrats is to ask whether they “develop habits of mind or dispositions that incline people toward rule without tyranny and obedience without slavishness.” In this way, “good citizenship can appear in guises other than the mask of the Roman patriot.” 

    True, Tocqueville’s America isn’t the America Salkever lives in, “an immensely larger and more diverse polity,” no longer so isolated from foreign enemies, no longer likely to expand in territory. “Given these changes, mechanical application of Tocquevillian conclusions about institutional reform are always out of place,” as Aristotle and Tocqueville himself would see. Political philosophers live “the life of inquiry or reason,” in “opposition to dogmatic or reductive systems of explanation.” That life requires “a taste both for listening to others and for independent inquiry.” Such a way of living and especially of thinking “is in fact needed to sharpen our sense of what liberalism is for, and the ways of life this regime aims at supporting,” namely, lives “deliberately chosen rather than arbitrarily or willfully determined.”

     

     

    Filed Under: Philosophers

    Moderation, All the Way Down

    April 17, 2024 by Will Morrisey

    Stephen G. Salkever: Finding the Mean: Theory and Practice in Aristotelian Philosophy. Part I: From Practice to Theory. Princeton: Princeton University Press, 1990.

    Aristotle: De Anima. C. D. C. Reeve translation. Indianapolis: Hackett Publishing Company, 2017.

    Thomas Aquinas: Commentary on Aristotle’s De Anima. Kenholm Foster and Silvester Humphries translation. Notre Dame: Dumb Ox Books, 1994.

    Aristotle: Nicomachean Ethics. Robert C. Bartlett and Susan Collins translation. Chicago: Chicago University Press, 2011.

    Aristotle: Politics. Carnes Lord translation. Second edition. Chicago: Chicago University Press, 2013.

     

    Aristotelian ethics commends moderation, comprehensively. Famously, Aristotle defines each virtue as a “mean”—the proximate center between two extremes. A virtue is not an exclusively human characteristic; the virtue of a horse is to run well, the virtue of an oak to grow tall and straight. Virtue is excellence in the nature and action of a being. Because “everything is continuous and divisible, it is possible to grasp the more, the less, and the equal, and these either in reference to the thing itself or in relation to us” (Nicomachean Ethics 1106a). “The equal is also a certain middle term (to meson) between excess and deficiency” (1106a). For human beings, “virtue is concerned with passions and actions, in which the excess is in error and the deficiency is blamed; but the middle term is praised and guides one correctly”; “virtue is skillful in aiming at the middle term” (1106b). Aristotle gives several examples: the virtue of courage is the mean between the deficiency, fear (cowardice) and the excess, confidence (recklessness); liberality the mean between stinginess and prodigality; magnificence the mean between parsimony and vulgarity; magnanimity or greatness of soul the mean between micropsychia, smallness of soul, and vanity; an unnamed virtue is the mean between unambition and ambition; gentleness the mean between unirascibility and irascibility; truthfulness the mean between an ironist, always understating matters, and the boaster, always overstating them; wittiness the mean between boorishness and buffoonery; friendliness the mean between surliness and obsequiousness. And so on.

    Unlike a geometric figure, however, the human soul resists measurement; finding the mean is an inexact science, not a simple exercise of applying a theoretically derived rule to human practice. What theoretical knowledge can do, however, is to clarify that practice. Salkever intends, Aristotle-like, “to clarify the character” of “Aristotle’s practical philosophy” and to undertake an Aristotelian approach to “contemporary discussions of liberal democracy.” Those discussions have ranged from “treating politics as a perfectly soluble problem”—the assumption of many contemporary ‘social scientists’—or as “a tragic dilemma or paradox,” as seen in writings by the numerous epigoni of Nietzsche and Heidegger. This (very wide) spectrum includes the conventionalism of Michael Oakeshott and Richard Rorty and the historicist progressivism of Hegel and Marx. Unlike so many thinkers, Aristotle doesn’t offer an ethics that operates like a computer printout; “in Aristotle’s understanding the relationship of theory to practice is not direct” but instead establishes “an indirect connection that avoids both dogmatism and relativism.” For him, “the theory of the human good aids practice by serving as a basis for drawing out and criticizing presuppositions about human needs that are implicit in particular political institutions and policies.” Because those particular institutions and policies must be adapted to the specific circumstances that prevail in and around a given political community at the time choices must be made, “the way in which goods are ranked relative to human needs in the abstract will not be the same as their ranking in any particular situation,” and so “theory can inform practical deliberation and judgment, but cannot replace it.”

    In Part I of his book, Salkever answers two challenges to Aristotelian ethics: one from moral relativists who deny that there is any “such thing as a human good apart from the goods or desires of particular individuals or cultures”; the second from those who affirm the existence of a human good but further claim that “this good is clearly and precisely intelligible to those who know how to see it.” 

    He begins with the relativists. Relativism is a theory, and, like all theories, it is “at its inception evaluative and explanatory,” beginning with “the sense that there is a human need for a universal perspective on the basis of which the local and particular things take on a new and better meaning, a meaning not supplied by the traditional accounts of the gods, by the poets, or by the city and its laws,” a need prompting an enterprise, “whether we call it scientific or philosophic,” that “is inseparable from the perception of a human interest in rationality as a way of life.” Theory aspires to universality and objectivity; relativists, for example, makes a universal claim about what the human good is, a rational claim about human irrationalism. They even may claim that knowing the irrationality of human ‘goods’ or desires is a good thing; knowledge is somehow inseparable from living well, even among those who deny that claims about living well have any rational content. 

    Heraclitus, Plato, and Aristotle claim that, on the contrary, human conduct is teleological by nature, and nature is rationally knowable. Although Heraclitus and Plato differ profoundly in their claims about nature—Heraclitean flux and Platonic forms could not be more opposed—both contend that “a certain disposition and orientation toward [the] phenomena [is] inescapable for anyone who accept the explanation” they offer. But whereas Heraclitus’ dictum, “Everything flows,” directly associates human life with the rest of the cosmos, Plato’s Socrates ‘brings philosophy down from the heavens,’ teaching that “the way to determine whether a proposed virtue of way of life is truly desirable is to ask whether that life corresponds to the function or work (ergon) that defines human beings as a specific class, different from, say, horses and knives”—related to “the rest of the universe,” to be sure, but distinct within it. Because human practice and indeed philosophy itself cannot be ‘read’ directly from ‘on high,’ Socrates and Plato both avoid the prophetic style of Heraclitus, speaking or writing with irony and playfulness. Socrates’ “unwillingness to say all that he knows, and his insistence on saying different things to different people consistently defeat the expectation that theorizing should result in a set of general rules or customs of the same order of determinateness and precision as those of the city,” with its laws. Because “nothing can be done as it is said,” “moderation and tact are the virtues controlling the philosopher’s speech,” and the philosopher’s theorizing “is not a substitute for particular choices” but “rather, it is a preparation for making them.” In the Phaedo, Salkever observes, Socrates says that logoi [speeches, including rational speeches] are like human beings: the surest way to end up hating either is to trust them without limit.”

    This leaves the status of Plato’s forms as it were up in the air. It may be that he propounds them with the same irony as he speaks to Adeimantus and Glaucon. Aristotle straightforwardly refutes the theory; although Plato says that particulars somehow ‘participate’ in the forms, this “metaphor is insufficient as a causal account.” Aristotle instead proposes that “while there are no universals which exist separately from individual instances, every natural thing can be understood in terms of the potentiality (dunamis) and function or actuality (energeia) which define it.” If the potential of the thing or an action might or might not be actualized, if its beginning (archē) ‘contains’ a manner of growth and motion (today’s example would be DNA), then an account of the nature of that thing or action must be “both explanatory and evaluative.” That is, the archē implies an end, a telos, which either does or does not fully unfold. A good oak, a good horse is one that has reached this end, achieved its nature without injury or impediment. “The form (eidos) or end (telos) or actuality (energeia) of a thing is the primary means of explaining what each natural thing is, and this explanation is at the same time evaluative or critical.”

    The same goes for human nature, for human beings, “since in giving an account of any given human being or human culture”—by which Salkever means a politeia or regime—we “must characterize its goals or practices in terms of and relative to the goals that define human being as a certain kind of entity.” This, however, with an important distinction, as already understood by Plato’s Socrates: “Human beings are unique among living things in being threatened with the danger of an episodic or disorganized life, and that is our greatest need (though generally not, as a matter of fact, our strongest desire) is to actualize our capacity for living according to some reasonable plan, the details of which will vary widely, just as our capacities and situations vary.” “Human nature understood as a hierarchy of ends serves as the perspective from which to judge the extent to which various characteristic ways of life and cultural institutions are just or right (dikaios) by nature,” providing “a ground for judgments that are at once causal and evaluative,” although that ground or standard does not take the form of a universal law. It “varies, within limits, from place to place and person to person.” The existence of the ground or standard, human nature, precludes moral relativism, while the sensitivity to the rational need to heed the circumstances by and in which human beings live their lives precludes moral ‘absolutism.’ The “central activity” of political philosophy or science provides “a causal account of particular things,” that is, the activity of “placing a particular individual or practice relative to the universal which defines it as human or mammalian or whatever.” 

    Nature is teleological. This claim is neither “shocking nor contrary to the way in which we all encounter the world, without science, through language.” It only assumes that “our world happens to be the sort of place in which events are not loose and disconnected but occur in the context of wholes of the sort we call kinds or species and Aristotle calls natures.” The species we find in this world act in a way that moves toward the fulfillment of ends, and that includes “scientific inquiry itself.” Science means knowledge; as a matter of fact, in accordance with their nature, human beings want to know, and the knowledge acquired by “placing particulars relative to relevant universals is the single most desirable human acquisition or good, at least most of the time,” being the way in which we perceive, move toward, and coordinate all other ends. In parting from this “classical teleology,” ‘modern’ or ‘Enlightenment’ science follows Machiavelli, “subvert[ing] the ordinary way of encountering and articulating the world while endorsing the judgment of the great majority that the greatest human need is not rationality, but power or freedom.” The great majority: modern science is the brain, so to speak, of the phenomenon Tocqueville calls ‘democracy,’ in America and throughout the world.

    Modern science rejects teleology by (mis)understanding nature as matter in motion, as a set of particular events and elements which cause other events and combine into compounds by concatenations that follow certain predictable patterns or ‘natural laws.’ This science privileges physics over biology by reducing biological wholes to their parts, life into nonliving elements; modern social science imitates mathematical physics in the course of a cognate reductionism. Natural organisms are no longer said to be teleological wholes but teleology slips into modern social science, anyway, in the form of its attempt to (again, per Machiavelli) master human nature by discovering which causes result in which effects, then manipulating the causes to produce the effects social scientists desire. Embarrassment about this leads to ‘pragmatism,’ the attempt to make practice into and end in itself, as seen in, for example, the writings of Richard Rorty, who tells his readers that human communities are “shaped rather than found,” belonging to, loved by, their creators, who love them as their own. “What matters is our loyalty to other human beings clinging together against the dark, not our hope of getting things right”; community in the Cave, not the ascent from it. “But why,” Salkever asks, “should the need for community be more important than, for instance, the need for theoretical inquiry?” “To say that liberals can best justify themselves if they ‘simply drop the distinction between rational judgment and cultural bias'” is to deny the possibility of evaluative explanation at the same time one is practicing it,” to issue a command that exempts one’s moral and cultural relativism from its own strictures. The command rests on the decidedly non-relativist but usually unexamined claim that “the greatest human need is the need for power, in the sense of the maximally efficient accumulation of resources for achieving whatever goals our hearts happen to desire,” and, concurrently, that slavery is “the greatest threat to humanity”—an idea “expressed in our time as the need for emancipation or liberation or empowerment.” This is an “argument from a final cause,” but a “concealed” one, concealed indeed from most of its proponents. Aristotle already had his reply ready: although democratic, this belief “is uniquely dangerous to democracies because it acquires a certain respectability through the false identification of freedom with living as one pleases.” But since, as Socrates notes, the desires are foolish and contradictory counselors, a democratic regime founded on this identification will wreck itself, if it isn’t wrecked by rival regimes before it collapses by its own illogic. [1]

    Thus, teleology turns out neither to be hopelessly ‘metaphysical’ in the pejorative sense of the word nor “inextricably bound to a false cosmology.” It is biological, a science that begins with noticing that in “the world of observable change, of the generation and corruption of organisms,” patterns are discernible; Aristotelian biology seeks “to determine what these patterns are, to distinguish species from species.” Biology is an empirical science. Empirically, “the properties of living organisms are not reducible to those of their inanimate components.” That being so, “to be alive is to be a living something, a horse, a human being, and so on”—organisms are “individuated within species.” Both their irreducible wholeness and their species forms “a way of life definitive of a particular species.” (This will turn out to be politically important, since one element of a politeia or regime is its Bios ti, its way of life.) Wholeness in the way of the species constitutes what Aristotle calls the anima, the soul of the organism, which “is not separate from its matter or body,” except for purposes of analysis. In terms of life as lived, a corpse is no longer a human being, as it lacks soul, its principle of life, and movement (including its growth). “‘Matter’ is always relative to the form it takes, and souls is simply the functional state of such matter.” Thus, “an organism’s nature is determined more by its soul than by its matter, more by its species character than by its organs.” That way of life is its actuality, its energeia, aiming at its purpose or end. There are, then, “grades of being,” “from purely random potentiality (matter, body, parts) to purely organized actuality (form, soul, wholes, function)”. Not all natural phenomena are teleological; rainfall isn’t intrinsically teleological, nor are rocks. A biologist will see, as anyone can see, that organisms depend upon the nature of these nonteleological, nonliving beings for their own life, but this leaves open the question of whether that dependence implies an overall design or Designer of the cosmos. Living phenomena are teleological, including human beings. As such, one can call an individual organism better or worse “with reference to the being [ousia] of each sort of thing,” each species (Physics 2, 199b 30-32). In terms of cosmology, “the universe is neither a random heap nor a gigantic unitary animal; rather, it is composed of interdependent parts which are themselves wholes.”

    Aristotle denies that such species-defining actualities can be known with “the certainty and precision of mathematics.” Nonliving beings can be known more precisely than living beings; they are not self-directed but are subject to external forces more readily measured than the immanent and purposeful energeia of organisms. “The major resistance to the assumption of Aristotelian science is…more likely to be political than scientific,” as modern science has been animated by the Machiavellian/Baconian ‘project’ of mastering nature and fortune for the relief of man’s estate. We moderns want to control nature “for human ends,” and Aristotelianism resists that precisely in order to raise the question of what human purposes should be. Get rid of teleology and you don’t know, a problem that results in the tendency of ‘moderns’ to smuggle purposes in, surreptitiously, as noted.

    What, then, is the human purpose, the human ‘good’? Salkever finds “Aristotle’s approach to social science”—Aristotle himself always says “political science”—to be “superior to the two principal approaches characteristic of our time, empiricist and interpretive social science.” Empiricist social science can give no guidance for human action, although it can inform human choice of action; interpretive social science (much of anthropology, for example) can talk about purposes, but only “more or less ‘from the native’s point of view,'” that is, from the perspective of a given ‘culture.’ Interpretive social science cannot, and indeed in principle refuses, to say whether one ‘culture’ or regime is better for human beings than another. Aristotelian political science encompasses both empiricist and interpretive social science while also providing an account of human nature that serves as a framework for judging the relative goodness of the several regimes and their many variants. 

    Politics means ruling and being ruled in turn. In households, such rule is seen in the relations between husbands and wives, whereas the rule of parents over children and of masters over slaves are command-and-obey relations, the first for the good of the ruled, the second for the good of the ruler. All political regimes have three characteristics. They are structured by nomoi (meaning both laws and customs); they are also structured by “some procedure for ruling and being ruled in turn, rather than, say, by force, chance, or wisdom”; and the ruling choices “are motivated by the desire to improve the lives of all the citizens,” ensuring that they both live and live well. (In a masterly regime, neither of those goods are ensured.) Since so many regimes are in fact bad—defined by ruling for the sake of the rulers, exclusively—much of Aristotle’s political science “is devoted to explaining why politics is so unusual and how other kinds of associations,” not only bad regimes but such sub-political associations as families, clans, friendships, armies, and markets “distort real politics in his sense of the term.” 

    Stepping back for the moment, Salkever shows why modern empirical social science will not do. Aristotle never saw it, but he knew Democritus’ “assertion of the universality of external efficient causality (a claim shared by modern science).” Against this, Aristotle observed that all organisms are self-moving and that “all animals” moreover “move by choice (prohairesis) or intellection (noēsis).” In the De Anima, Aristotle calls the soul (psuchē) “the starting point [archē] of all living things,” not separate from the body (De Anima 402a2). Animals as distinct from plants gain knowledge of the world, and this knowledge begins with their souls. That knowledge informs its movements, whereas the movements of plants involve no knowledge. The souls of both plants and animals seek nourishment, but the growth enabled by the nourishment they find has limits imposed by nature, unlike fire (416a15; see also Aquinas, Lecture IX. 532). Limits imply knowability. Animals know things, and this knowledge begins with sense perception, which also has limits based upon a mean; place an object at some great distance from the eye and the eye can’t see it but place it on the eye and it can’t be seen, either. The same goes for sound, odor, and the other senses: too far or too close, too much or too little deranges sense perception. “Excesses in perceptible objects destroy the perceptual organs, for if the movement is too strong for the perceptual organ, the ratio is dissolved (424b25-30, Aquinas Lecture II.556); the “perceptual capacity…is not capable of perceiving after the perceptible object has been too intense” (429a30). The naturalness of the mean, then, holds well beyond ethical and political life—both of which govern the desiring, not the perceiving, aspect of the soul; the naturalness of the mean is not even distinctively human. Human beings are distinctive because their souls move in accordance not only with sense perception, desire, and knowledge but with rational understanding. Understanding receives the form, the species, of things; because it entails no organ that it can be injured, understanding receives the most intelligible things most clearly (429b1). Intense intelligibility doesn’t bother it; on the contrary, the more, the better. But by seeing the forms, the natures of things, including the soul’s several aspects, it can guide nourishment, perception, and desire toward the mean in action, although it does not directly prompt action. The soul, as Salkever puts it, is “the definitive activity of an organism,” or, in Aristotle’s metaphor, “If the eye were an animal, sight would be its soul” (412b18-19). 

    Only human souls are characterized by praxis, this concatenation of perception, thought, and desire. “The subject of politikē or political science is ta prakta, matters concerning practice.” This is not the will, which is nowhere to be found in Aristotle’s writings but “the result of a specific,” specifically human, “kind of desire.” While animals, like humans, can make mistakes, desire things that are bad for them, “in general, an animal’s pleasures are appropriate to its ergon: most dogs, spiders, and mules take pleasure in the sorts of things that all members of their species appropriately desire.” With human beings, however, desires vary considerably not as contrasted with other species but as contrasted among individuals of their own species; this is “the major source of human inequality,” as (for example) some yearn to rule, some to serve, many only to be ‘left alone.’ What is more, it is the human capacity to understand, to reason, that intensifies these intraspecies divergences. Some people are better at reasoning than others; “natural slaves” and children do not deliberate well, as they can make a choice (hairesis) but not a deliberate choice (prohairesis). “For human beings, biological inheritance is much less powerful in determining a way of life” than it is in other animal species, and this is true both for individuals and for the groups they form, from families to poleis. At all levels, “the heart of a specifically human life is not that it is freely willed rather than necessitated,” as the moderns sometimes insist, “but rather that it operates as a coherent whole rather than a series of moments.” Only we can ask ourselves, What is the good for ourselves? Given our diverse natural capacities, let alone our diverse circumstances, temperaments, habits, our answers will be controversial with others of our kind. “It is this controversy that provides the central problem for, and the raison d’être of, the social scientist. Awareness of the problematic character of human happiness leads to the realization that individual prohairesis requires theorizing about the human good in general.” We controvert one another’s claims about what living well is, and such controversies might lead to attempts at removing other humans’ capacity to live, at all.

    Human beings are political because they have reason and speech; they are not capable of reason in order to be political. By reason and speech, they seek justice, an ordering of life according to their claims of what it is to live well. The laws poleis establish express these claims. Speech is not simply, or even primarily, a means of conveying information or expressing one’s ‘self’—the ‘self’ being the modern substitute for soul. Reasoned speech “rather makes it possible for us to discover through deliberation the kinds of goals in terms of which we can best organize our lives—those means which for us constitute human happiness,” the purpose of human life as flourishing according to the nature of our species. As we do so, we need laws and customs—conventions—to “help bring us to an awareness of what is best for us.” Laws and customs can provide a framework for such deliberation, and themselves embody prior deliberations by those who have shaped them. It is in this sense that Aristotle calls the laws “reason without desire” (Politics 1287 a32). And “living according to laws is…said to be essential throughout life because unmediated logos is not strong enough to overcome most people’s occasional resistance to moderation and living well,” living in according to the mean between extremes. The laws’ impersonality helps, because, as Aristotle remarks, “people hate those who oppose their impulses, even if this is rightly done” but laws that require things that are rightly done cause much less sting of resentment (Nicomachean Ethics 1180a21-24). For Aristotle, “political life thus understood appears neither as the peak of human excellence nor as a strategy for protecting individual rights or powers” but instead “answers to the human need for authority, for a structure of reasonable prejudice to support and sustain good ways of life.”

    What does it mean to “live well” by nature, not merely by convention or by assertion? By nature, human beings live well insofar as their lives “are ordered by the specifically human telos.” Crucially, as with so many natural things, “this goal is expressed not in terms of some transcendent ideal or rule of obligation, but as a mean, which in turn is defined as an appropriate logos or proportion of opposing tendencies.” A good character “must be a mean relative to each individual’s capacities and circumstances. “In living this way, persistently over time, a human being develops a hexis,” a set of “qualities in an individual that are relatively firm and definite at any moment, the qualities that identify individuals as more, or at any rate other, than a bundle of unrealized potentials.” Not only human beings have a hexis; in all things, the hexis is “that by virtue of which [they] are what they are”—again, “ordered wholes rather than heaps of elements.” This is why Aristotelian political science resembles other sciences—less precise than the others but nonetheless seeking to know and to understand things as they are. “The basis for any understanding of human affairs must be a perception of what constitutes a well-ordered person, just as the practice of medicine must begin with a perception of what constitutes a healthy somatic constitution.” Both political science and medicine rely “on a procedure that can be figured by the metaphor of the mean, a certain optimal ordering of the elements of the thing being ordered, whether that thing is a person as such a simply a body,” although “the means that social science has in view is much more difficult to discern than the medical mean…and is even more subject to case-by-case variation,” souls and their relations with other souls being more complex than bodies.

    Regimes aim at instantiating ways of living well by the means of laws and customs. “To achieve the possibility of rational conduct we require a long period of habituation,” enhancing what we are naturally given. “The curious and decisive fact about human life is that we have a profound biological need for an institution that will shape our desires into healthy patterns, but a relatively weak natural impulse towards institutions of that sort (as opposed to our powerful natural impulse to form families or clans.” This is why poleis are so often badly ordered, why “there will almost always be a difference between a good human being without qualification and a good citizen of a particular city,” since “the conception of the human good implicit in the city’s laws may be mistaken,” and, “even if it is not, the good citizen must accept the interpretations of the laws made by others even if they seem less than fully rational, except when that citizen in turn holds political office.” Given this reality, often so difficult to accept, political scientists ought therefore to aim not at “fashioning a utopian alternative institution” or, alternatively, or at avoiding the tasks of criticizing and guiding altogether—tasks that will prove difficult enough. Human beings vary from one to another, complicating any attempt to formulate policies for a group of them; more, each polis aims at multiple purposes, which include living, living well, and living together—all of which can conflict, given the many circumstances in which the polis finds itself. “Political organization and authority are not fully justified unless the nomoi of that organization are reasonable means toward the development of healthy personalities, but that organization cannot continue to exist unless those same nomoi are also reasonable ways of providing for the security of the polis and maintaining a good level of integration or civil friendship”; further, “the requirements of virtue and those of peace and integration seldom coincide,” a dilemma that “does not admit of precise theoretical resolution.” And this is more, even, than the presence of good laws and customs: “Poleis will be well governed only to the extent that citizen-governors have or are virtuous hexeis; otherwise, the resources of the polis are likely to be used for the wrong purposes,” as “passion perverts even the best when they are ruling” (Politics 1287a31-32). And it is quite “difficult to persuade people to be just when they have the power to act unjustly,” a fact that involves political science with “a rhetorical problem,” in addition to all the others.

    For example, the deliberation rulers should undertake requires leisure. But such “unleisurely ways of life” as farming, commerce, and crafts “are absolutely necessary for the survival of the polis,” and the interests of the several classes will differ. “Therefore, some whose ways of life are necessary for poleis must as far as possible be excluded from active citizenship if the polis is not to be twisted by the pressing claims of private or economic interest.” In small towns today, local business owners may take control and then push forward policies that serve themselves, to the disadvantage of everyone else; parents on school boards will often pad the budget ‘for the sake of the children,’ that is, their children. “A determination will thus have to be made in each case concerning how far to modify the claims of excellence in view of the subordinate, though indispensable, requirements of stability and integration.” A well-modulated, just balance “must be struck,” but this will be “the work of the wise citizen (the phronimos) who has a solid grasp of the possibilities and dangers of local conditions, and not the social scientist,” usually. What the political scientist can provide is a “general theory based on considerations of human nature and the human good or goods,” as it is “only through such theorizing [that] we can gain a clear sense of the problems that politics must solve,” but this science, practiced prudently, will understand that “the problems it brings to light do not admit of precise theoretical solutions,” and those solutions seldom translate directly into practice.

    Theorizing constitutes only one of four tasks for political science. In addition to understanding the “best regime,” the “one to be prayed for” but hardly likely to be implemented, political scientists need to know what regime will be best under less than optimal conditions, “when we cannot take stability and integration for granted” (the topic of Politics Book 4), to know how a given regime may be made more stable and coherent (Book 5), and to know “the technique of bringing existing regimes closer to the best.” To undertake this task, political scientists need a well-measured recognition of the imprecision of their science but also a “proper habituation or upbringing” and the “maturity” that comes from experience—a sound hexis. (“This is not a problem for sciences such as arithmetic and geometry.”) “The distinction between youthful passion and mature reason, then, is not here a difference between heated commitment and indifferent reflection, but rather the difference between an observer who is a loosely knit collection of psychic parts and one who is closer to having become a distinct and irreducible organism.” [2] Such personal qualities serve all scientists, not only political scientists; an impassioned, inexperienced youth is likely to acknowledge that “the principle that the same thing cannot both be and not be at the same time,” inasmuch as he is less likely to reason, to think logically. He doesn’t really want to. [3]

    Political science is not self-sufficient but “rather an instrumental condition of practical wisdom (phronēsis), the excellence of deliberating about particular choices that Aristotle sees as the way to the best of goods among the practical things.” I “can clarify deliberation about our particular lives both by enriching our political vocabulary and by suggesting possible alternatives to political life as such.” The general good discovered by theorizing and the particular good achieved in practice are both the same and not the same, in the way that the road from Thebes to Athens is also the road from Athens to Thebes—a “single completed motion but as a continuous back and forth.” “The best work of social science would be the development of more clearheaded and less vehemently serious citizens.”

    Salkever completes his account of Aristotelian political science by looking still more closely at “how theory informs practice.” He is especially concerned to vindicate Aristotelian teleology from “the charge that it irrationally seeks to establish a dogmatic foundation for scientific and practical reason.” Aristotle regards scientific or theoretical reason not as “abstract speculation alone” but as “the activity of seeing the universal in the particulars before us.” Practical reasoning or prudence must differ from this, since deliberating well about living well can be done by “people of much experience and little theory,” as grandparents delight in remarking. Political philosophy and the political science that forms a part of it is primarily a matter of such prudential reasoning, although theoretical reasoning can helpfully inform it. Rules-based moralities (preeminently, now, Kantianism) abstract from “a central feature of human life,” the way of life of a given polis, and indeed the regime generally; they also abstract from circumstances, which even rule-bound judges concede to ‘alter cases.’ Rules-based morality strive for certainty, perhaps in an effort to replicate the certainty of faith in God and His commandments. But reasoning isn’t revelation, even if what God reveals is Himself as Logos. “Rule morality treats social life as fundamentally unproblematic,” treating persons impersonally. But for Aristotle, moral and political philosophy resemble biology more than mathematics—concrete, not abstract, and teleological, not deductive.

    Accordingly, “the phronimos, the person of practical wisdom or prudence,” does not formulate precise rules but thinks and acts in terms of “a metaphor—the metaphor of the mean—whose function is to clarify problems of practical choice, and not to resolve them.” As an example, Salkever considers E. M. Forster’s novel, Howard’s End, in which the main character, Margaret, comes to see that her captain-of-industry husband’s sentimental charitableness amounts to an “unweeded kindness,” a kindness without prudence, the sort one sees in “well-intended children.” “What is lacking in such a person is not the ability to desire or will some universal goal, but an ability to understand the problems and possibilities that belong to a particular context.” Aristotle commends no natural laws, whether Thomistic or Hobbesian, and no Kantian categorical imperative or utilitarian calculus, either. “Our needs,” which are “biologically inherited,” “constituted for us by nature, rather than created by our wants, desires, or actions,” are “complex and frequently conflict with one another.” Each individual is “heterogeneous,” reflecting “heterogeneous interests and needs”; so is each polis. For this reason, “good or reasonable action-choices are not deductively valid and necessary applications of universal rules, but more like well-informed guesses, resting on complex perceptions of that balance of importance and urgency that is likely to be best for us.” Moral and political theory provide not so much ruling principles from which right actions can be deduced as “rules of thumb that hold true usually or for the most part, such as the rule that one should repay debts in preference to doing favors.” Although it cannot “supply practice with determinate rules of action,” theory “can inform and improve situational judgment in three ways: by explaining why such judgment must attend to person, y pointing out the way in which different persons or relationships correspond to different needs, and by calling attention to the commonest sorts of errors,” thereby articulating “the richness and complexity of the natural world of human needs and interests.” In this, Aristotle comes to sight as more realistic than either the modern ‘idealists’—no great challenge—or modern ‘realists,’ the Machiavellians who dismiss Aristotelian morality as so much heavy baggage.

    But “can this approach to moral reasoning be extended to political or public matters”? And can it be so extended now, in modernity, where modern states have replaced poleis? Salkever turns to this question in Part II.

     

     

    Notes

    1. Salkever addresses one noble but incoherent attempt to remediate this dilemma, Alasdair MacIntyre’s After Virtue (Notre Dame: Notre Dame University Press, 1981). Because MacIntyre begins with the historical-relativist assumption that Aristotle reflects Greek political culture, rejection “the possibility of any natural or biological grounding for teleological explanation,” and because he also takes the characteristically ‘modern’ stance that “human beings are individuated within social roles, without qualification, as if Aristotle had never insisted on the distinction between the good human being and the good citizen,” his teleology is in the end a matter of convention, only. His book registers a “tone of frustration with philosophy as a whole,” resulting in his “proposal that what we need most now is not rationality but ‘the construction of local forms of community,’ the virtues of the monastery rather than the study.” For additional discussion of MacIntyre, see “Two Critiques of Nihilism” on this website, under the category, “Philosophers.”
    2. “According to Aristotle, experience (empeiria) is a more specifically human attribute than is sensation (aiesthēsis). All animals are capable of sensation, but humans are more capable of experience, of connecting sensations by memory and holding them together in the experience of a single universal (for example, human being) that arises from the sensation of individuals”; “for Aristotle the work of science is articulating experience, while for the mainstream of modern science it is connecting sensations.” 
    3. “Since the archai of first philosophy and natural science, like those of social science, come from experience, the young cannot become philosophers or natural scientists, although they can be first-class mathematicians or geometers” because “the principles of mathematics come from abstraction, the principles of the others come from experience.” There have been many chess prodigies, no political prodigies. This is well understood in monarchic regimes; when a king dies untimely, his young heir continues in school, leaving rule of the kingdom to a regency.

     

    Filed Under: Philosophers

    Undertaking Literary Study

    April 10, 2024 by Will Morrisey

    John Guillory: Professing Literature: Essays on the Organization of Literary Study. Part Two: “Organizing Literature: Foundations, Antecedents, Consequences.” Chicago: University of Chicago Press, 2022.

     

    From his discussion of the purposes of literary study in the first part of his book, Guillory turns to the matter of how literature has been defined. An “epochal change” occurred at the beginning of modern life, and he intends to show what it was and what its effects have been, not only on literary study but on the humanities as a whole. The objects of study themselves have changed, and along with them the ways in which those objects have been taught.

    He begins with art historian Erwin Panofsky’s 1940 essay, “The History of Art as a Humanistic Discipline.” Panofsky distinguishes between “documents” and “monuments.” Documents are “all those artifacts or traces of human making, action, or thought surviving into the present.” Monuments are the subset of documents that “have the most urgent meaning for us at any present moment, that most demand our recognition of study.” In literary study, documents range from Shakespeare’s Last Will and Testament to The Tempest. But only The Tempest is monumental. What has this to do with ‘the humanities’? It has to do with them because to study in a field called ‘the humanities’ one ought first to consider what a human is. Man is “the only animal to leave records behind him,” Panofsky writes, “for he is the only animal whose products ‘recall to mind’ an idea distinct from their material existence.” Such “records left by man” are often, though not always, intended to last beyond the lifetime of the man who made them. The “humanistic disciplines” belong “in the field of a long temporality, not that of memory but of memorialization,” as Guillory summarizes: “the domain of ‘culture.'” 

    Panofsky then establishes a second distinction, that between the humanities and the sciences. Scientists make their observations by using “instruments which are themselves subject to the laws of nature” they investigate. What they investigate is “the cosmos of nature,” something not constructed by man. Humanists use documents as instruments for the investigation of other documents, studying the notebooks of Leonardo to better understand his sculptures and paintings (or vice-versa). Humanists often then produce their own documents, recording the results of their investigation into the documents they have studied. Thus, humanistic study differs in its objects from scientific study, ‘ontologically’: “If documents existed in the natural world, it would be as though light could report on its own speed.” But that report might be false. Documents “do not bear with them the assumption of truth telling, as do scientific instruments, which are designed to say only what they must say,” assuming the scientist really wants to know, not to distort or conceal. Panofsky can see the difference between the sciences and the humanities as a radical one because modern science has redefined ‘matter’ as something “that eludes natural languages altogether and bears little relation at all to the perception of matter on the macro scale of the human sensorium.” In the higher, or at least the most obscure reaches of science, words fail us.

    As mentioned, some documents are also monuments. The word ‘monument’ derives etymologically from the Latin monera, which means “calling to mind.” They “make a particular demand upon us, whenever in human experience, past or present, that says ‘Remember me!'” Admittedly, one scholar’s monument is another’s document, “and vice versa”; “the condition of reversibility between document and monument obtains for all the objects of study in the humanities,” as a historian of the Renaissance might use Michelangelo’s Pieta as a document, while an art historian might use the historian’s history as a document that aids in understanding the Pieta. It should be noticed that this reversibility can deceive, as seen in Burckhardt’s Civilization of the Renaissance in Italy. There, the historian so to speak ‘folds Machiavelli into’ the Renaissance, obscuring the fact that Machiavelli aims at revolutionizing the Renaissance, not only by undermining the Catholic Church and Christianity itself but by undermining Renaissance humanism, including the way in which the literary classics beloved by the humanists were studied. [1]

    Treating a document as a monument implies a choice, since monumentality “crowds out other contenders to the margins or to obscurity”; Medusa-like, one statue might seem to turn another statue into mere stone, although in fact we are the ones who select the one over the other for our attention. (Critics can act as Medusas.) Whether considering documents or monuments, whatever the interchange we choose to make among them, “the humanities have an institutional home.” To have an institutional home is to have a regime, and the regime also ‘chooses’ what it holds up as a monument, and what it classifies as a document, as when it orders the removal of Robert E. Lee from his pedestal and places him in a warehouse, consigning him to documentary status, only.

    What, then, do the documents, whether monumental or ordinary, tell Guillory about the epochal change undergone by literary study? That change saw “the demise of rhetoric” as the centerpiece not only of literary study but of education generally, a discipline undertaken principally in Latin. Classical rhetoric consisted not only of speaking with force and elegance but of “the full array of pedagogic techniques for raising language to the level of a formal practice, what in Greek culture was called a technē and in Roman an ars.” While rhetoric had its critics among the philosophers, even they did not regard it as bad in itself, as Aristotle and Cicero show; education in Latin (and to some extent Greek and Hebrew) amounted to a words-centered education that comprehended both what we now call the arts and the sciences. “The rhetorical system must be seen as a total program of cognitive-linguistic training, whose parts, though conceptually distinct, were thoroughly interconnected in the actual rhetorical practice of the premodern world.” Central to it was inventio, which wasn’t ‘invention’ in our sense of the term, a form of devising, but a feature of Aristotelian logic described in his Topics, “support[ing] rhetoric as a form of reasoning,” not merely as beguiling sophistry. This suggests that the pedagogy of rhetoric had absorbed some of Plato’s critique of rhetoric. In strengthening the distinctive human capacity to reason, the art of rhetoric was understood to cultivate (‘culture’ in the older sense) human nature, to bring it closer to its telos.

    In this system of pedagogy, the ‘monumental’ registered in the practice of memorializing. For the ancients, memoria formed the basis of education, of rhetoric. Memoria was part of cognitive training. Moderns denigrate memorization as “rote”—that is, of mere parrotlike recitation. But under the pedagogy of classical rhetoric, memory was an art aimed at developing the human intellect, an art of mindfulness, an art that made human beings more human.

    The epochal break came with the promotion of reading and writing at the expense of speaking in the curriculum and the reconception of reading and writing as ‘basic skills,’ a reconception that democratized reading and writing, enabling them to be extended “to the populace as a whole.” This democratization also required that the vernacular languages displace Latin as the means of education, since the populace more readily learned to read and write their own language. “Vernacularization is a condition and a cause of the demise of rhetoric, a force undermining the ‘dead languages’ of antiquity that could not be resisted forever.”

    “But why was rhetoric not capable of vernacularization, leaving Latin behind?” It might have been; after all, oratory in English during the nineteenth century saw Daniel Webster and Abraham Lincoln among its practitioners, both trained under the auspices of a democratized but still largely traditional curriculum, including the King James Bible. But a verbal education did not serve the purposes of the ‘New Class’ of professional managers, who implemented what Woodrow Wilson (himself no mean orator) called the science of administration. “The new scientific and technical disciplines and vernacular language study together displaced the classical curriculum”—democratization for the populace, but underneath a new ‘aristocracy’ that based its claim to rule on the prestige of modern science. True, a part of rhetoric remained: oratory, “an elaborate program for training voice and gesture.” But this was turned to the service of education tailored to the new political regime. As early as the eighteenth century, oratory conceived not only as a means of delivering a speech but as developing a topic, arranging a speech logically and in an elegant style, was being replaced by ‘belles lettres,’ a pedagogy centered on writing, not speaking. Under the belletristic dispensation, speaking consisted of reciting “passages from works of literature”; that is, speaking was increasingly distanced from thought. Public speaking, the art of saying something one’s fellow citizens can judge, began to give way to polite speaking, which meant that speaking was increasingly relegated to civil society, to private life. This may well register modernity’s Machiavellian turn to statism, in which the prince wants to hear no ‘back-talk.’

    “It was only in the later nineteenth century,” however, “when an increasingly writing-based pedagogy converged with the new vernacular curriculum of literary, scientific, technical, and vocational subjects,” a coincidence in which “the complementary relation between speaking and writing was irrevocably altered and speaking ceased to be a mater of any but the most rudimentary instruction.” Speech has become informal, not part of the formation of students. 

    Guillory doesn’t know Machiavelli very well and does not appreciate his importance in the founding of modernity. But he does see the importance of several influential readers of Machiavelli. For René Descartes, memory is a “gift of the mind,” not a capacity to be developed as an important element of educating the human person. (Is there a ‘human person’ for Descartes?) Descartes rejects the art of rhetoric, turning instead to mathematics, to numbers not to words. And in his Thoughts Concerning Education, John Locke denies that reasoning is aided by rhetoric or even (primarily) by logic, which he associates with the Scholastics. “Locke envisions a pedagogical scene in which the effects of rhetorical persuasion are produced by an intuitive practice”—his ‘simple ideas’ or sense impressions, the building blocks of the complex ideas—and “that rests upon a theory of human nature rather than a notion of language art or technē.” This isn’t quite correct, however. The distinction isn’t so much between nature and art as between rival claims about human nature. Classical rhetorical education understood human nature as teleological, art as a means of ‘imitating’ nature and, in the case of education, getting students to imitate the best examples of human being, to get them to grow into full humanity. Locke founds his educational system upon a non-teleological conception of human nature, a materialist conception that aims at getting students to come down to earth, to avoid the word-nets of rhetoricians, whether clerical or statesmanly. Finally, Adam Smith reduced rhetoric and belles lettres to the expression of moral sentiment—again, pushing moral theory away from reasoning.

    But not quite finally. “The most sweeping critique of rhetoric” came at the hands of Immanuel Kant, who called rhetoric “the art of using the weakness of people for one’s own purposes.” Not art but “vigor” and sincerity were what Kant wanted in speech. The anti-Machiavellian Kant thus accepted the Machiavellian conception of rhetoric, the language of the fox, and rejected it for its Machiavellianism.

    “If the Western school was rhetoric, what is it now?” Modern pedagogy centers on a particular kind of knowledge, namely, “information.” Information is “knowledge detached from individual knowers,” stored or transmitted “in symbolic form,” whether as words or numbers. Information informs; it bypasses teaching by one person of another person. It is “knowledge in disembodied form,” depersonalized. One only need access to it. Technē as the imparting of knowledge from master to apprentice becomes limited to the ‘fine arts,’ on one end of the scale, and ‘craftsmanship’ (carpentry, bricklaying) on the other end. It is true that “the very practice by which information is generated, transmitted, and manipulated is itself an art which, by definition, cannot be reduced to information.” But in general modern education, following Descartes, attempts to teach by means of method, not technē in the classical sense. The very term ‘technical’ has come to be defined as methodical. “Always in our society there is an effort to reduce the transmission of an art to the transmission of information.”

    Modern pedagogy replaces comprehension in the sense of comprehensiveness—any “knowledge expressed in language, about any subject,” including both moral and natural philosophy—with “differentiation”—knowledge acquired by learning and applying methods “specific to different kinds of object.” “The emergence of new sciences in the early modern period was contingent on the differentiation of knowledge discourses and the development of new information technologies, such as the algebraic geometry,” the calculus. With this, mathematics became “a language for representing and intervening substantially into this world, not an ideal or Platonic realm of numbers and shapes.” Math became Machiavellian/Cartesian/Baconian, adapted to the conquest of nature. [2] Modern thinkers transformed logic, as well, shunting aside “the old formal logic of the syllogism” as well as the practical reasoning esteemed by Aristotle and Cicero, central to political life, for logics reducible to mathematical symbols, probabilities that could be calculated. This enterprise sharpened the difference between mathematics and what we now think of as the ‘hard’ sciences and ‘the humanities,’ now scarcely considered rational at all. In the classical sense, the humanities have been dehumanized, as seen in the title of José Ortega y Gasset’s The Dehumanization of Art. This brings a characteristic feature of the modern university, and of the modern way of life generally, its specialization of knowledge(s). “Many discourses we now think of as distinct disciplines, such as psychology or poetics or political science,” which once could be understood “within and through rhetoric, as belonging to technē” broadly defined, fit into bureaucratic ‘departments’ because they have become epistemologically compartmentalized.

    Guillory acknowledges one important advantage moderns enjoy over the ancients. The rhetorical system, “rigorous and comprehensive” though it was, “was limited as a means of developing new knowledge.” The ambition to conquer nature, made desirable by the re-conception of nature as manipulable matter with no stable form and no inherent purpose, and therefore unfriendly to man, spurred an effort to learn more about matter itself, a practical interest in knowing one’s enemy. Such knowledge of matter can be accumulated, as Bacon recommended, discovered by experimentation instead of formal reasoning. Bacon’s The Advancement of Learning marshals the techniques of the old rhetoric in order to persuade one of the supreme use of non-rhetorical, non-verbal learning. Bacon specifically redefines inventio as the discovery of “what we know not” instead of “recover[ing] or resummariz[ing] what we already know.” “Knowledge in the form of accumulated information seems to stand outside of the body, as a ‘body of knowledge.'” Disembodied knowledge is knowledge readily manipulated, an “art of devising methods.” Masters of the art of devising methods are the “experts,” the members of the professional-managerial “New Class.” “The new class of knowers was in possession of greater knowledge than all the generations of its predecessors, but at the price of understanding less well than ever the process, of learning, the relation between art and information,” the verbal arts that “stretch beneath and across all the fields of knowledge as their common cognitive foundation.” No amount of information, and no mathematical formula, can teach a student why he should learn.

    With modern research universities establishing themselves, literature professors struggled to find a place in the new regime. Two such attempts enjoyed only fleeting success: belles lettres and philology, which “belong neither to the older curriculum of the arts nor to the current system of the disciplines.” (“The history of Western education can be summed up” in the phrase, “From arts to disciplines.”) Guillory identifies the origin of belles lettres to the 1746 publication of The Fine Arts Reduced to a Single Principle by the philosophe Charles Batteux. In that book, Batteux classified poetry, painting, sculpture, music, and dance as the fine arts, arts which “have in common the intention to give pleasure”—Batteux had Epicurean leanings—which he distinguished from the utilitarian “mechanical arts” and the partly utilitarian, partly pleasurable arts of rhetoric and architecture. G. W. F. Hegel later lent his considerable philosophic heft to this classification. A generation earlier, the French historian and educator Charles Rollin popularized the term ‘belles lettres’ in a work translated from the French into English in 1734, thereby “establish[ing] the idea of belles lettres as a course of study in England.” For Rollin, belles lettres included not only the fine arts but philosophy and rhetoric, too, making it into “a comprehensive system of education,” albeit one heavily weighted to the esthetic genres, those that give “pleasure.” For example, Adam Smith delivered a series of lectures on rhetoric and belles lettres at the University of Edinburg in the 1762-63 term and his former student Hugh Blair published an influential book based in part on those lectures twenty years later. Blair brought the term ‘taste’ into vogue in English literary study (“Latin had no word corresponding” to it), a term then allied with ‘criticism,’ which included the discriminations concerning poetry (John Dryden, the essayists Addison and Steele), of ‘moral sentiments’ (Smith), and civil society (Shaftesbury, Hutcheson). Such thinkers made belles lettres “a way of systematizing judgment across a range of writing genres.” In the commercial and industrial regime late nineteenth-century America, however, such an attempt could not sustain itself as a mode of university study, given the ever-increasing prestige of the sciences.

    Enter philology, which claimed scientific status—an import not from France but from Germany. German Kultur centered on the study of vernacular languages, consonant with the nation-state the Hohenzollerns and Bismarck had built. “The German university successfully transmitted” an even “more powerful ideal to its Anglo-American counterparts: research.” This was indeed congenial to the notion of ‘discipline,’ and also to the sharp division between moral and natural philosophy, inaugurated long before by Hume but institutionalized in Germany as the division between the humanities and the sciences. Philology attempted to mediate between the two. “By giving nations a cultural origin in a common language, philology effectively fused the philosophical [German idealist] concept of culture with that of ethnos” in a discipline that could be understood as empirical. Philology could bring study of the classics, history, philosophy, and literature “into a close relation to current standards of scientific knowledge at the same time that it unified scholarly enterprises within a total view of the history of civilization,” as propounded by such historicists as Hegel, but now within a positivist framework. “In England and the United States, the philologists who trained in the German universities of the later nineteenth century returned to their home institutions with a conception of their discipline more than ever prescribed by norms of scientific investigation, as well as by the turn to vernacular languages.” This put philologists squarely into conflict with belletrists.

    As Hegel might have predicted, the two disciplines did not so much kill each other off as ‘synthesize’ into ‘literary history.’ “By the 1890s, the curricular structure of literary study in the university was organized according to the period concepts of literary history the same period concepts that organize the discipline today.” But in institutional terms, the synthesis was far from complete, as belletrists and philologists stuck to their lasts, continuing to compete with the new literary historians and even the remaining teachers of rhetoric, now reduced to teaching composition classes. The problem for philologists, whose discipline might have seemed the most compatible with the new university regime, was that literature “resisted scientific treatment,” “yield[ing] diminishing returns when applied to literature.” What can philology tell me about Paradise Lost that Milton wants me to know? As a consequence, philology “open[ed] space for a new science of language: linguistics,” which eventually “traveled very far indeed from philology” into the realms of such ‘harder’ sciences as biology and psychology. As for belles lettres, the criticism it fostered now inclined to resist utilitarianism, industrialism, and ‘scientism’ generally, arguing that such disciplines may at best serve but never rule human beings, never support the civility of civil society, never lend prudence to politics. But given the universities’ esteem for the sciences, this has caused literary study to become more marginal to academic life. Tocqueville might well have nodded with approval at the reading clubs that arose in the nineteenth century and continue to this day.

    The reading clubs, consisting of ‘lay readers,’ evidently follow Tocqueville’s understanding of democratization, being democracy’s equivalent of the aristocratic salons. Thus, “the word literacy did not become current until later in the nineteenth century, when the ability to read one’s native tongue was becoming universal” and the study of classical languages declined. Guillory recalls that the Latin word literatus referred “only to someone who read Latin”; one who had no Latin was a laicus, a layman. Initially, this distinction characterized clergy from non-clergy, but also those practicing the professions of medicine and law. Even as the elevation of vernacular languages to professional status began, professionals developed their own specialized ‘languages’ or jargon, deploying vernacular terms in ways incomprehensible to outsiders, as readers of medical and legal ‘literature’ quickly discover. In universities today, this has led to the establishment of ‘composition’ courses intended to teach students to ‘write for business,’ or, as one observer has put it, to “teach students how to write the kind of utilitarian prose they will be asked to produce in their other college classes and later on in their jobs.” Boswell has triumphed over Johnson.

    Even the reading of poetry and imaginative prose became ‘professionalized,’ with the rise of literary “modernism.” James Joyce and Ezra Pound aren’t easy to read. Both polemicized against rhetoric, against writing and speaking that aims at being understood by laymen. Guillory cites Wallace Stevens, who called poetics “the imagination’s Latin,” the new demarcation line between the learned and the unlearned. “A defense of modernism such as we find in Robert Graves and Laura Riding’s important Survey of Modernist Poetry projected a reading public that was rapidly bifurcating into those who were receptive to the experiments of the modernists and those who were resistant, those Graves and Riding called ‘plain readers.'” The adoption of literary modernism by academics subordinated judgment of texts to the interpretation of them, a task that was manifestly more difficult when dealing with the new vernacular literature. Interpretation soon extended to earlier literary works (as seen in William Empson’s Seven Types of Ambiguity), which were discovered to have difficulties of their own, difficulties insufficiently clarified by literary history. “This movement gave birth to a discipline of reading even as it rescued older vernacular literature in English from oblivion.” 

    Today, professional and lay reading divide along four lines: professional reading is work, lay reading leisured; professional reading is disciplined by certain accepted techniques and procedures (which, however, change over time), lay reading undisciplined in that sense; professional reading scrutinizes the pleasure readers take in reading, lay reading simply enjoys the ride, which may or may not include moral edification; professional reading is of, by, and for members of the literary profession, university professors, lay reading solitary or within a reading group, that is, among friends. Guillory regrets that “lay reading so often falls to the level of ephemeral consumption, with no other end than pleasure or distraction”; he also regrets “the mutual incomprehension of these two practices of reading.” Neither of these conditions need be, if professionals will begin to think of reading as an “ethical practice,” that is, the development of character, an ethos reinforcing, and reinforced by a way of life, a Bios ti, itself one element of a regime, a politeia. Guillory distinguishes classical ethics from Christian morality, the former being “a cultivation of the self”—actually, the soul, inasmuch as the ‘self’ is a modern, Montaignian invention—unburdened by “notions of salvation or damnation.” “Lay reading is best understood as a practice that belongs to the ethical domain,” a domain Guillory tends to conceive of in terms of a democratized Epicureanism including “physical exercise, cooking, conversation with friends, sexual activity, or any number of other pleasures which enlarge our experience and enrich our sensibilities,” a “practice of pleasure” that makes pleasures both more intense and “better for us.” Professionals, too, experience such pleasure, albeit in “rarefied” form. To reconceive reading as an ethical practice might have “political consequence,” although it must be remarked that the original Epicureans shunned politics and the first modern political Epicurean was Hobbes, that great despiser of literature, followed by Locke, who advised the father who detected any literary inclinations in his son to move decisively to stamp it out. Admittedly, the American Epicureans amongst the Founders, Franklin and Jefferson, were less unrelenting.

    Guillory isn’t thinking of the American Founders, however. He has his critical sights on New Left literati of the past few decades, who defend pleasure “only when it comes dressed in the garb of a transgressive politics,” only when it has been politicized—that is, moralized, reduced to separating moral sheep from sinful goats. “If the failure of both lay and professional readers to recognize reading as an ethical practice underlies their mutual antagonism and miscomprehension, I have, alas, no program for reconciling these practices.”  Still, “many lay readers very much desire the improvement of their reading experience, a desire that is widely expressed in lay engagement with the other arts as well.” Indeed, but perhaps this receptivity might only be answered by professionals less bent on proselytizing transgressive politics?

    The professoriate is unlikely to reform itself anytime soon. One problem, quite possibly intractable, is what Guillory calls “the democratization of the educational system,” by which he means the refusal of graduate program administrators and indeed of undergraduate program administrators to restrict access to higher education when fewer non-academic institutions want to hire the graduates. Ordinary businesses respond to flagging market demands by reducing supply, by lowering prices, and/or by attempting to (as economists say) ‘creating’ greater demand. Colleges and universities succeeded in persuading potential students and their parent that what they offer is valuable—people still want to ‘go to college’—but the resulting oversupply of graduates devalues the degrees themselves in the eyes of the marketplace. This might turn out to be a good thing: “I would like to think that the devastation of the job market might liberate students to pursue whatever mot interests them.” I would like to think so, too, but, as a critic once said, if wishes were horses, beggars would ride.

    The European model of the research university makes sense if you run your university as the Europeans do—by being undemocratic, restricting admissions to students who are ready to learn, thus freeing professors to teach good students and conduct research, as well. Otherwise, one gets a two-tiered faculty; senior, tenured researchers with a few good students combined with part-time people who do the grunt work of teaching the masses. Guillory holds up the example of the “composition course,” wherein junior faculty teach writing in the “new professional, managerial, bureaucratic, and technical settings,” which has largely jettisoned the inventio of the old rhetoric instruction, “the finding of arguments.” But students learn how to write by reading good books, by following the reasoned thought of writers who know how to think. Not enough of that gets done, anymore, and the composition courses are reduced to the application of rules—that is, to the managerial, the bureaucratic, and the technical. Guillory supposes that removing grades from freshman composition courses might “de-inhibit writing,” get it away from the dreary grind of such pedagogy, although it might also (probably would?) de-inhibit working, too. He also wants English departments to reach out to the field of “communications studies,” to widen their ‘market’ by allying with those who teach the non-written ways in which human beings signal one another. That might work as a business model, but in doing so it blurs the distinction Aristotle sees between human beings, who speak to one another, and birds, which merely call.

    And this isn’t what Guillory really wants, as he shows in his concluding chapter. What is literary study for? Once settled, how shall that purpose be attained? What sort of curriculum is needed? And how shall teachers balance the various elements within that curriculum?

    “The study of literature is a rational procedure for establishing what can be known about an object,” a “discipline,” not “an ineffable expression of taste or the intuitive cultivation of sensibility.” Its purpose is knowledge, presumably about things worth knowing, as identified by the rulers of the university regime. (As with all regimes, there are better and worse.) A discipline or way of life in a regime requires a plan, in the case of the university a plan of study or curriculum, as outlined in a variety of thinkers, including Erasmus, Bacon, and Vico; the contrast between the curricula of Erasmus and Bacon reflects the difference in the regime purposes of each. In language, “the knowledge that was foundational for this structure was the ability to read, write, and speak Latin (or sometimes both Latin and Greek”), but “this linguistic coherence disappeared from the educational system with the venularization of learning”—fortunately, not quite an Ivory Tower of Babel, in part because Latin remained de rigeur (as we vernacularists might say) in the sciences for a long time, and partly because mathematical science began to tie the system together, across national boundaries. Given vernacularization, literary study can no longer be unitary but it can be coherent if its practitioners think in an orderly way. 

    Guillory begins by identifying five “rationales” for literary study: linguistic/cognitive, moral/judicial, national/cultural, esthetic/critical, and epistemic/disciplinary. Linguistic/cognitive literary study establishes a parallel between writing and speaking, with writing being speaking’s “companion art,” a means of formulating an rational argument, or at least a persuasive one, before you open your mouth. The Greeks understood arts to “refer to cognitive abilities and not to the objects that such abilities might bring into existence”—forming a plan for your statue and a rational means of realizing that plan. Teachers of literature “no longer see what we do, even though we have always been engaged in the transmission of this art.” Since “no one can deny the importance of language arts among the modes of cognition,” of reading before we write, listening before we speak, and thinking while we do all of those things,” an effort to recover the way of the ‘ancients’ might yet regain momentum, energeia. 

    “The moral/judicial rationale is as old as the linguistic/cognitive, but it subjects the accumulation of writing to greater selection; the judiciousness of its designers gives students a praxis to emulate.” “The occasions of rhetoric in ancient Greece—the forensic, the deliberative, and the epideictic—largely involved moral judgments, expressed in highly structured arguments.” It is the purpose of presenting moral/judicial arguments to students that discourages mindlessness or, as Guillory more courteously puts it, “defaults” to judgment’s “intuitive base, where it often echoes contemporary norms and biases.” As “teachers know,” or once knew, “the impulse to judge characters in literature is difficult to resist and that it often precipitates judgment of the work,” making readers “heavy-handed,” inducing them to indulge in “an overwriting of the literary work by unexamined moral attitudes.” Guillory hopes that the (to us) immorality of the “moral norms” that informed the earlier societies which characters in that literature often exemplified will prove “the motive for a deeper inquiry into the historicity of moral precepts.” But if historical relativism prevails, what good does it serve, and why is that putative good not itself an artifact of ‘history’? And if current “moral norms” are historical artifacts, how would one justify changing them, as Guillory evidently wants to do, regarding literary study? 

    The national/cultural rationale for literary study obviously addresses politics, regimes, more directly than any of the others, although all of them have political implications. Vernacularization of literary study went with the formation of modern states, particularly of ‘nation-states,’ as seen in (for example) Machiavelli and Montaigne. “The notion of the ‘transnational’ that literary scholars favor at present”—notice that the question of historicism persists—is “at once a repudiation of the ‘national’ and at the same time an invocation of it.” That is, it might decline toward a universal ‘culture’ under a world state or a demand to treat all ‘cultures’ equally, or a claim that one ‘culture’ is superior to all the others (yesterday, Germany, today, China, in practice if not in theory, America). “Literary study can only liberate itself from its bond to national languages” (again, because that’s the current fashion?) “by thinking through its own origins.” This returns Guillory to Panofsky’s distinction between documents and monuments, preservation and canonization. “Let us admit that cultural production today is no longer principally constituted by works of literature”; this notwithstanding, there is a new universal language, English. “To whom does Shakespeare belong?” To anyone who can learn English and then learn in English but ‘making it his own’—but there’s the rub. Ezra Pound appropriated Confucius in the service of Italian Fascism. That is, the liberation of literary studies from its bond to national languages, or the universalization of one of those languages, will not settle the regime question.

    Can literary study attempt to float above the regimes altogether? Guillory recalls the origin of ‘aesthetics’ in a study by the German philosopher Alexander Baumgarten, who flourished in the eighteenth century. In his Aesthetica, Baumgarten took the Greek word, aisthesis, meaning sensibility as “sensory experience,” and elevated it to our contemporary meaning, the refinement of such experience, setting standards for it, in relation both to nature and to works of art. Esthetics shifts judgment from an appreciation of form as it relates to ethics to an appreciation of form alone. In the hands of Kantian ‘epistemology’ (another coinage derived from Greek, appearing a century later), this “sacrifice[ed] the objective status of aesthetic judgment” by asserting that esthetic judgment is “without concept.” Such a conceptless conception militates against Guillory’s argument for the rational practice of literary study, unless he recurs to historicist doctrine as the authoritative framework for rationalism. Recent history tells him that “the waning of literary culture is a ‘media situation’ that is probably irreversible,” turning literature into yet another form of “entertainment.” And to view literature as entertainment, alone, means that there is little point in reading anything that takes effort to understand. This again suggests that the democratization of literary study proceeds apace.

    Guillory’s fifth and final rationale for literary study, the epistemic/disciplinary, pushes against the reconception of literature within the limits of entertainment alone. “Literary scholarship is most definitely a form of knowledge,” but it is knowledge quite different from that pursued by modern scientists. Literary knowledge does not accumulate, except insofar as it is knowledge of literary history. For this reason, “scientists do indeed wonder whether disciplines such as literary study produce knowledge” at all. In their terms, it doesn’t, or doesn’t produce much. “Arguments in literary study” not only contradict each other, as scientific hypotheses do, but they cannot be confirmed “in the manner of scientific hypotheses,” by experimentation. In reply, Guillory “want[s] most to bring to light…that the articulation of understanding can be communicated a knowledge but not as fact.” Accumulating facts is one thing, understanding them another. By understanding, Guillory means the kind of knowledge that says, “I know what you mean.” “The proof of that knowledge is the ability to articulate understanding—to say, in other words, what you mean.” That is, literary scholars and all students of literature intend “to express their understanding of literary works in other words, that is, their own words.” In doing so, they integrate those works into their own souls, first by understanding them as their authors intended them to be understood (the proper understanding of ‘historicity’) and only then by subjecting them to assessment, to judgment, to ‘critique.’ In this, literary study can contribute to what the litteratteur/philosopher/scientist Francis Bacon calls “the advancement of learning.”

     

     

    Note

    1. See Harvey C. Mansfield: Machiavelli’s Effectual Truth: Creating the Modern World. New York: Cambridge University Press, 2023. For discussion, see “What Is ‘Effectual Truth’?” on this website under the category, “Philosophers.”
    2. On the philosophic significance of the calculus, see Jacob Klein: Greek Mathematical Thought and the Origin of Algebra. New York: Dover Publications, 1992 [1968].

     

     

    Filed Under: Manners & Morals

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