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Text of the page (random words):
us tradition livings pasts literary histories that allow new writers to pick up a project already begun european professors have intellectual freedom that does not exists in america and looking to europe can help the american in other ways first they offer us the example of created invented useful pasts carlyle and michelet for instance have made just that but in america the grey conventional mind casts its shadow backward and not much of use has been written by the historians second as even a little foreign travel spiritual or physical demonstrates different countries have different and differently useful ideas about each other the italians for instance have a very different understanding of french history than the british have because these two nations need different things from it similarly the tradition of american literature appears in a new light when seen from abroad englishmen will ask you why we americans have so neglected herman melville russians will tell you that we never really understood the temperament of jack london thus by leaving america we can learn to ask ourselves what really matters in it for us so that the past experience of our people can be placed at the service of the future we begin to arrive here at brooks positive program for getting a vital order out of the anarchy of the present and reconnecting the warm artery that ought to lead from the present back into the past which has been severed by the anarchic disdain of the professoriate what do we get if we focus our attention on the creative impulse as it has appeared in american life what emerges them is the desire the aspiration the struggle the tentative endeavor and the appalling obstacles our life has placed before them we have the continual appearance of creative energies and their interruption by the practical again sudden unbottling rather than open development has been the rule this problem itself brooks suggests becomes the heart of a usable american history one example is the thwarted development of theodore dreiser and there is vachel lindsay who comes to value sound and color alone because that s what they like in small towns so for brooks it is not individual works that ought to draw our attention rather we should seek tendencies and this seems to mean to him mainly patterns of failure in the trajectories of particular writers why did ambrose bierce go wrong or stephen crane or herman melville again brooks concludes thus knowing that others have desired the things we desire and have encountered the same obstacles and that in some degree time has begun to face those obstacles down and make the way straight for us would not the creative forces of this country lose a little of the hectic individualism that keeps them from uniting against their common enemies and would this not bring about for the first time that sense of brotherhood in effort and in aspiration which is the best promise of a national culture so for brooks cultural or spiritual life is defined not by particular texts but by the development of authorial personalities styles we might say the national community in its capacity for self reflection is both the condition and the telos of literary production for it to develop individuals must be able to develop themselves as personalities within it the university is not an aid to this but is itself so caught in the practical and exploitative life of the country at least of america that it is an active enemy of intellectual or creative life we must go abroad in order to see ourselves and our own options more clearly there is a naturalness to the development of tradition the warm artery but also clearly it can be created at the moment the universities are actively sabotaging the construction of a national cumulative tradition but the european example suggests they could were they free enough from the influence of commerce help in the good work we can see nietzsche floating around in the background here as well perhaps as turner s famous argument about the frontier and american character and even the kinds of arguments that carl becker would make in everyman his own historian about the usability and living nature of the past we should also not forget that this literary moment in retrospect will belong to modernism ts eliot and ezra pound are only two of the americans who went to europe in search of something very different from the usable national past that brooks seems to see on the horizon so we could read eliot s tradition and the individual talent as a response here although perhaps it would be better to understand prufrock as already offering a radically different account of the relationship between past and present and future i ve gone on very long already but i want just to end by suggesting that helen marot s text offers us i think a different kind of critique who was marot she was a librarian and a labor organizer there s a good deal to say about her good deal to say about her and one might start here but for present purposes it s significant that she wrote in 1914 a book about the iww and had a stint on the editorial board of the masses before it was shut down by the us government in 1917 she joined the dial shortly after where brooks cares mainly about literature marot takes the industrial school as her object marot frames her intervention in line with dewey s at the beginning of the issue should the united states attempt to adopt a german style of industrial education but goes on to make an argument about the emancipatory possibilities of what might otherwise be derisively referred to as industrial or vocational training like brooks she presents us with a dichotomy this time between predatory and creative profit making like brooks she wishes to save the future and foster creative activity unlike brooks for marot it is precisely within practical life that this emancipation of creativity can happen also unlike brooks her project is profoundly and essentially democratic rather than elitist german education has contributed to making what she and she says everyone recognizes as an extraordinarily efficient industrial plant the workers are effective and docile yet this kind of education marot says does not fit the united states the german has no pressing sense of the need to experiment with life here in the usa we do marot presents an alternative path forward for industrial schools which are today she says indeed not very effective her vision is a frankly syndicalist one no work in the subject matter of industry is education which does not in intention or in fact give the persons involved the ability to participate in the administration of industry as things stand industrial education does the opposite the pupils gain more the sense of the power of the subject to control them than an experience in their power to master the subject this mastery this capacity to manage modern industrial production is what marot wants for every working person we cannot give up modern industrial production there is no going back to an old craft system of production the division of labor technological development these are conditions that we should understand in fact contain new possibilities technological subject matter is not part of common experience at least not yet it ought to be if released for common experimentation it is fit matter for making science a vital experience in everyday life educators ought to seize this opportunity and initiate produce enterprises wherein young people will be free to gain first hand experience in the problems of industry we must this is to say fully embrace technological production as what we might call an element of civilization the people to ally with here are not so much the businessmen or financiers as people like architects and especially engineers not under the influence of business are qualified to open up the creative aspects of production to the workers marot cites robert b wolf on whom see here speaking at the taylor society as an inspiration here who argued that scientific management ought to bend its science to making him the working man self reliant and creative that s not what happens now because industrial education is carried on entirely from the side of business and so turn industrial education into industrial training educators on the other hand are positioned to bring out the adventure that exists in industry industrial problems carry those who participate in their solution into pure and applied science into the study of the market for raw materials and finished products into the search for unconquered wealth their goal is to give young people not an experience which is tagged on to industry under the influence of profits but an experience which is inspired by the desire to produce and the opportunity to develop the inspiration going a little beyond what marot has written and thinking about taylor s own writings we can say that this is of course directly opposed to the plain meaning of taylorism which sought precisely and explicitly to strip from the worker all his accumulated store of knowledge and turn it over to the manager to reduce to zero the inspiration of the worker so as to achieve docile efficiency this is just what marot is against the big industrialists and financiers may well attempt to impose german style efficiency education in the usa they ll fail but the cost will be high for everyone we shouldn t let them try the problem for american educators is the retention of our native concept of experimental life and the attainment of standards of workmanship the realization of the strength of associated effort together with the advance of wealth production what we need to do is insist on says marot is a creative rather than a predatory industrial structure wealth exploitation must not be allowed to be synonymous with wealth production for the creative concept to win out it must rest upon a people s desire for productive experience and their ability to associate together for that common end what marot is trying to do this is to say is link a critique of shop floor and classroom practices with a larger critique of capitalist accumulation i ve called marot s line of argument here syndicalist and i was struck by how familiar some of it sounds from the french context it fits to some degree with the populist mode of thinking about education however it is revolutionary because marot sees industrial education and education more broadly neither as training for the shop floor nor as an engine of class mobility but rather as enabling the transformation of class relations themselves brooks had introduced a distinction between the practical and the useful marot one between predatory and creative wealth both are supposed to mark a distance from a certain kind of bad commercial exploitation both want to re activate or make available the past for use in the present but for brooks this is a basically elite project for marot the technical aspect of production is to be separated from the commercial one in order to render it the adventure of scientific and technological capacity available for popular use marot wants we could say to make of industrial production a usable past for all people posted by eric brandom at 11 23 am no comments labels education helen marot historiography syndicalism taylorism van wyck brooks monday september 11 2023 considerations on western liberalism samuel moyn liberalism against itself cold war intellectuals and the making of our times yale 2023 our intellectual landscape is shaped still by the ruins of the cold war here moss covered but visible there only suggestions underground in a few places still habitable after appropriate renovation sam moyn s new book urges us finally to have done with this ruin but not by flattening it all or moving to an entirely new place rather we need to understand what it covers over what other possible ways of thinking have been obscured by it emancipatory and futuristic before the cold war committed most of all to free and equal self creation accepting of democracy and welfare though never enough to date liberalism can be something other than the cold war liberalism we have known 7 liberalism had been along with socialism one of the two great doctrines of modern emancipation and many of its theorists undertook to craft a framework of individual and collective progress that their heirs must now reconstruct 25 we can locate moyn s book politically by saying that it responds to the failure of the democratic party to have any ideas especially the incapacity of its constellation of think tanks and pundits to offer any kind of positive response to trump and all that he represents this made jonathan chait very annoyed and it is safe to say that chait is among those who ought to feel themselves attacked here we can also understand it as a response in a broader sense to the polemics launched by patrick deneen s why liberalism failed about which more below moyn s particular intervention is to show not just that the cold war liberal cohort represented a narrowing and reduction of the liberal tradition but further along just what dimensions this narrowness was inflicted and just what equipment was jettisoned to achieve the reduction moyn draws on what is now a significant body of scholarship renovating the history of liberalism some of it older but much of it from this past decade there are meaningful differences between the story he tells and the narratives in helena rosenblatt s lost history of liberalism or annelien de dijn s freedom a unruly history but there is also substantial agreement in the 19 th century liberalism was not primarily focused on the limitation of government action rather it was a politics of freedom in which collective life conditions for individual flourishing we can be better than we are and in order to become better we need each other rosenblatt de dijn and others see liberalism as a complex tradition and also to varying degrees see it as one that links a certain kind of politics to a certain kind of self although see the conti and selinger s long review of rosenblatt for an assertion of the centrality of the political still all agree that the later 20 th century came to misrecognize its own tradition moyn is building on and offering some specific and trenchant arguments about this cold war moment the chapters of liberalism against itself were initially given as lectures and they retain to a strong degree this flavor for the most part this is a good thing moyn moves quickly is bold and clear and also loves a nice turn of phrase you can still hear the audience laughing or groaning at certain moments there is a brief and programmatic introduction then there are chapters on judith shklar isaiah berlin karl popper gertrude himmelfarb hannah arendt and lionel trilling the arendt chapter is perhaps the most interestingly polemical and in article form has been the subject of some push back most of which it seems to me was ...