As you might have guessed, I’ve been reading through some of J.S. Mill’s major works lately. Mill had an unusually intensive classical education that enabled him to read Greek and Latin as a young man with a fluency that few people today manage in a lifetime. In 19th century England, however, a basic working knowledge of Latin was still part of virtually every ordinary educated person’s repertoire. Accordingly, Mill, like many other authors, sometimes used Latin phrases and quotations in his works without translating or citing them, expecting that his readers would understand the Latin, if not recognize the source. For better or worse, ordinary educated readers today do not have basic Latin as a matter of course, and so more recent editions of older works tend to add helpful footnotes when Latin shows up. Such footnotes can only be helpful, however, when they get the Latin right. Usually they do. Occasionally, however, they do not.
I’ve recently discovered that there is a widespread tendency to get the Latin wrong in one passage of Mill’s On the Subjection of Women. This passage comes in the first chapter, in the midst of an argument that men are not in a position to suppose that they understand even the particular women they know, let alone women’s “true nature,” if there be such a thing. Given the conditions of enforced dependence and servility that women live under, men cannot infer that the attitudes and behaviors of most women in society reflect women’s “true nature” rather than the peculiar dispositions that their position in society has encouraged them to have, and men cannot even presume to know the minds of their own wives so well as they might come to know the minds of other men with whom they interact on a basis of equality. This will be so, he says, “as long as social institutions do not admit the same free development of originality in women which is possible to men. When that time comes, and not before, we shall see, and not merely hear, as much as it is necessary to know of the nature of women, and the adaptation of other things to it.” He then continues, and here we get the Latin in question: “I have dwelt so much on the difficulties which at present obstruct any real knowledge by men of the true nature of women, because in this as in so many other things ‘opinio copiae inter maximas causas inopiae est’; and there is little chance of reasonable thinking on the matter, while people flatter themselves that they perfectly understand a subject of which most men know absolutely nothing, and of which it is at present impossible that any man, or all taken together, should have knowledge which can qualify them to lay down the law to women as to what is, or is not, their vocation.”
Comments on my previous post reporting Mill’s comments on the American Civil War led to some discussion of education. I’ve been teaching for ten years, and so I’ve given a good amount of thought to education, but much of that thought has been about the peculiarities of the subjects I teach: classical languages, literature, and philosophy, with a bit of writing and rhetoric thrown in. I’ve thought less, though still quite a bit, about broader questions in education. Probably the most politically divisive issue in education concerns public education: should we have it, what is it for, how should it be done, and how should we regard various alternatives to it? As often, mainstream political opinion seems to split into two rival camps, neither of which strikes me as satisfying. Though people disagree about details, there’s a discernible trend: progressives tend to be fans of public education and want to increase its funding massively, conservatives tend to be severe critics of public education and prefer some sort of alternative. Rather, many and perhaps most people don’t have strong views about this topic, but when someone does, the severe critics tend to be conservative and the fierce supporters tend to be progressives. As usual, I do not have a firm, settled view on these matters. But insofar as I have any views on the matter, they tend somewhat in the conservative direction in one respect and in the progressive direction in another: we ought to have a much greater variety of schools to choose from, with much greater local autonomy on the part of the schools (the ‘conservative’ part), and we ought to have a lot more funding of a far more equitable sort (the ‘progressive’ part).
I don’t find anything odd about this combination, but it seems to be an unpopular one. Support for ‘school choice’ in general and for charter schools in particular tends to be seen as a right-wing view, while support for vastly increasing public spending on education tends to be seen as a left-wing view. Of course, there’s a reason for this: conservatives hate taxes, while the mantra of ‘school choice’ stands not only for an increase in the diversity and autonomy of schools, but for efforts to have taxpayers fund fully private and religious schools. Debates about charter schools are also complicated by differences among charter schools and the kind of oversight to which they’re subjected in different states; while the best charter schools are non-profit organizations that seek to admit students from a variety of socio-economic backgrounds, some prominent charter schools are in reality for-profit businesses that effectively price out lower-income families through fees and related expenses. So, as so often, the issues here are complex, but our political discourse tends to reduce them to two bad package deals. On the level of general principle, though, I wonder just what is wrong with John Stuart Mill’s take in On Liberty (I promise that the Mill posts will stop soon!):
In nearly four decades of life as an American, I’ve heard a whole lot of conflicting things about the Civil War. Probably the most contentious point is about what slavery had to do with it. My own elementary education made clear that the principal issue in the war was slavery, but that this issue was mixed up with more general disputes about states’ rights and federal authority. That same education made it clear that the North fought the war primarily in order to end slavery, but also to “preserve the Union.” It was only in early adulthood that I learned that this is apparently not how the Civil War is presented to many young Americans and that there is a lot of disagreement about it. Evidently many, maybe most, kids are taught that the war was primarily about states’ rights and that slavery was a secondary issue. People — including historians who actually have some claim to know what they’re talking about — disagree about exactly what combination of factors motivated the North to fight. But a fair number of people I’ve encountered, mainly people without any historical credentials but a few with some, have barked at me about how the Civil War wasn’t really about slavery at all, but was entirely about economics; slaves mattered for that reason, but for that reason only.
I’m not about to enter into this dispute. I do, however, find it worth noting what J.S. Mill — yep, him again — thought about the war and his report of English opinion about it. No doubt historical causation is complicated, but it is interesting that, to an outside observer at least, this war was very definitely about slavery, and immensely important.
David Riesbeck’s recent post on essentialism reminds me that I have a paper on a loosely related topic that I’ve been meaning (for eight years!) to revise and submit somewhere. As I’m teaching Edward Said’s Orientalism in the fall, I figured I’d make the time to revisit the book and the topic, and finally revise the paper. So here it is, in the interests of feedback from PoT readers, and potentially, for purposes of comparison and contrast with David’s post. Originally presented at the California Roundtable on Philosophy & Race, Hampshire College, October 2, 2009.
Orientalism, Racism, and Islam:
Edward Said Between Race and Doctrine
Edward Said’s Orientalism has gotten relatively little attention from philosophers in the Anglo-American analytic tradition. Arguably, though, the book has been at least as influential in contemporary political thought as has the work of say, Rawls, Nozick, or Dworkin, and has probably been more influential across the breadth of the humanities than the combined efforts of the sum total of analytic normative theorists. Widely regarded outside of philosophy as the foundational text of postcolonial studies, and as the touchstone of a progressive conception of comparative politics and area studies, Orientalism is also a pioneering contribution to race theory. Where English-speaking race theorists had, prior to Orientalism, devoted the bulk of their attention to anti-black racism and anti-Semitism, Said was one of the first academic writers to draw sustained attention to Western conceptions of the Arab/Muslim Oriental. As one early reviewer concisely summarized the book, “Professor Said uses [his] privileged vantage to observe the West observing the Arabs, and he does not like what he finds.”
In what way is Orientalism a contribution to race theory? The question leads to a bit of a conundrum. On the one hand, it is hard to deny that there is some such contribution. On the other hand, the contribution in question turns out to be surprisingly difficult to specify with any precision. I want to suggest that the conundrum arises from a systematic equivocation that runs throughout Said’s treatment of Orientalism—namely, his persistent conflation of claims about the essence of Oriental racial identity with claims about the essence of Islamic religious doctrine. Contrary to Said, a critique of the first sort of claim, however cogent and insightful, is not easily (or at all) transferable to claims of the second sort. The failure to distinguish race from doctrine undermines what is valuable about his account and abets serious confusion.
Like most terms in philosophy, ‘essentialism’ gets used in a variety of different ways in a variety of different contexts. In its most general use, though, essentialism is the view that some things have essences. What is an essence? Accounts differ, but roughly at least we can say that an essence is a set of properties that a thing must have so long as it is the thing that it is and that it cannot lose without ceasing to be the thing that it is. Not all properties that a thing has are essential, because some of them are properties that a thing can gain or lose without ceasing to be the thing that it is; these are so-called accidental properties. Philosophers argue about whether this is the right way to understand essences and essential properties. Some, for instance, follow Aristotle in distinguishing further between necessary properties and essential properties: a property is necessary if it is one that a thing must have to be the thing that it is and that it cannot lose without ceasing to be the thing that it is, but a property is essential only if it is both necessary and fundamental, explaining why the thing has the other necessary properties it has, but not itself explained in terms of some other property. I’m not much interested here in the distinction between necessary and essential properties. What interests me is that there are plenty of philosophers who want to reject essentialism altogether. They don’t just want to say that for some categories, such as ‘human’ or ‘American’ or ‘fun,’ there is no set of properties that everything falling within that category must have and cannot lose without ceasing to belong to that category. Instead, they want to deny that there are any essential properties at all. I find this puzzling. Here’s why.
Politics and religion sometimes make people say stupid things. They even sometimes make otherwise quite intelligent people say stupid things. Perhaps it’s naive, but it does seem natural enough to expect that unusually intelligent people would have intelligent things to say about things in general, and that they wouldn’t suddenly start sounding like people of merely average or lower intelligence when the conversation turns to religion or politics. This expectation seems to be satisfied insofar as the people who most often have intelligent things to say about politics and religion are, well, otherwise pretty intelligent. But it continues to astound me how often really smart people seem to lose hold of their intellects when they think there might be something at stake. I suspect that anyone with a Facebook account has encountered this phenomenon. I have encountered it enough times today that I feel compelled to write about it.
Today’s most egregious offense appeared in a Facebook post complaining about the teaching of ‘intelligent design’ in schools. In case you’ve been living under a rock, ‘intelligent design’ is the label for a loosely related set of theories that criticize Darwinian evolutionary theory and purport to offer an alternative scientific hypothesis about the origin and development of life: life is (surprise!) the product of intelligent design. This family of theories is widely dismissed by scientists and usually endorsed only by religious believers (and not even by many of the most educated and informed religious believers, at that). The controversy that has occasionally boiled up in the United States over whether it should or should not be taught in schools owes much of its heat to its apparent religious implications and motivations; critics charge not only that it is bad science, but that it is a not very covert attempt to inject religious dogma into science classrooms and public education more generally. I’d thought that the political debate about this issue had more or less died a while back, but apparently not, since I found myself this morning reading a rather strong condemnation of efforts to teach intelligent design.
I thought I’d take a break today from philosophy and politics to write about the thing I’m actually supposed to know something about: classical philology. I’m supposed to know Ancient Greek and Latin pretty well, given that I have a PhD in Classics and have been teaching one or another of these languages for ten years. As it happens, my Latin has always lagged far behind my Greek, largely because I’ve always been more interested in Greek philosophy and literature, and so have spent more time reading Greek. It’s perhaps no surprise, then, that even after all this time, I still find myself learning things that, in hindsight, seem really obvious and make me wonder how I could possibly have failed to know this until now.
Today’s embarrassingly belated discovery: the origin of our English terms ‘minute’ and ‘second.’
It turns not not everything J.S. Mill wrote continues to read like it was written last week.
Of course, in some ways nothing he wrote reads that way; philosophers no longer write like Mill (which is mostly to the detriment of philosophy), and naturally enough he often makes reference to political and cultural phenomena that have long since changed. It’s in the generalities that so much of what he says could have been written last week, or yesterday, or tomorrow. The following, however, definitely could not have been:
The proper function of a University in national education is tolerably well understood. At least there is a tolerably general agreement about what a University is not. It is not a place of professional education. Universities are not intended to teach the knowledge required to fit men for some special mode of gaining their livelihood. Their object is not to make skilful lawyers, or physicians, or engineers, but capable and cultivated human beings…Whether those whose specialty they are, will learn them as a branch of intelligence or as a mere trade, and whether, having learned them, they will make a wise and conscientious use of them or the reverse, depends less on the manner in which they are taught their profession, than upon what sort of minds they bring to it — what kind of intelligence, and of conscience, the general system of education has developed in them. Men are men before they are lawyers, or physicians, or merchants, or manufacturers; and if you make them capable and sensible men, they will make themselves capable and sensible lawyers or physicians. What professional men should carry away with them from a University, is not professional knowledge, but that which should direct the use of their professional knowledge, and bring the light of general culture to illuminate the technicalities of a special pursuit. Men may be competent lawyers without general education, but it depends on general education to make them philosophic lawyers – who demand, and are capable of apprehending, principles, instead of merely cramming their memory with details. And so of all other useful pursuits, mechanical included. Education makes a man a more intelligent shoemaker, if that be his occupation, but not by teaching him how to make shoes; it does so by the mental exercise it gives, and the habits it impresses. – Inaugural Address at St. Andrews (1867)