The Clare Spark Blog

August 17, 2014

Improving “race relations”: Left, Right, and Middle

racerelationsThe race riot in Ferguson, Missouri (August 10, 2014 onward), is a reminder that we have made little progress in resolving the vexed question of “race relations” in America. This blog suggests that neither Leftists, Rightists, nor Moderates have a clue as to how to proceed in ameliorating what are called “race relations.”

I became interested in this subject while researching my book on the so-called “revival” of Herman Melville, universally lauded for his allegedly advanced position on prejudice and “race.” So I read a book published during WW2, by Gunnar Myrdal, assisted by Ralph Bunche: An  American Dilemma: The Negro Problem and American Democracy (Harper, 1944), a massive research project funded by the Carnegie Corporation in order to fend off the depression-instigated race riots that were anticipated at the end of the looming conflict with Nazism and other fascisms.  Immersion in the Bunche Papers at UCLA and related materials alerted me to this volatile, incendiary, and unresolved subject.

First, an outline of the positions as put forth by American political factions and organizations:

The New Left: Unlike old Lefties (who viewed the bourgeoisie as developing the productive forces, but doomed) American history is essentially racist and destructive; propertied white males have abused indigenous peoples, blacks, Nature, immigrants, and women. There is no solution to the race problem short of revolutionary transformation achieved through [inter-racial] class struggle directed against finance capital (the master puppeteers). After the revolution, all particularisms (e.g. “identity politics”) will disappear in an internationalist commitment to communism and true individuality.

Liberals and other anticommunist social democrats: It must be noted that Bunche and Myrdal were at odds over prior strategies to solve “the Negro problem.” Bunche was infuriated by the liberal solution of “better communication” between whites and blacks. At that time, Bunche was writing from the left of Myrdal (a Swedish social democrat), and urging that blacks join unions to overthrow autocratic union bosses and all other bureaucrats toward the objective of worker’s control. At times, he (or more likely Myrdal) called for a more effective welfare state. Myrdal’s responses to Bunche’s militant memoranda resulted in mischaracterizing Bunche as an “economic determinist,” while leaning on him to separate troublemaking black “betterment organizations” from the harmless ones. (See Bunche correctly identified the Marcus Garvey movement and its offshoots as fascist and escapist, while criticizing such venerable organizations as the NAACP and Urban League as indifferent to the cause of Labor.

[But during and after WW2, Bunche was successfully co-opted by the liberal establishment and became an ally of the State Department and its British counterparts in his mediation of the “insoluble” Jewish problem (see]

Since the acceleration of the civil rights movement in the 1960s, the repertoire of non-solutions has been added to by liberals: affirmative action, separatist curricula in academe, multiculturalism, whiteness studies (the latter adopted by the far left since it damns Amerikkka and the West). Through dwelling on the errors of the  past, while ignoring present-day education and other practical solutions, black rage has probably accelerated, though prominent black writers were angry enough (e.g., James Baldwin, Chester Himes). Since writing this blog, I have reviewed the Johnson administration recommendations now known as The Moynihan Report. See This might upset those conservatives who see the reconstituted nuclear family as the solution to black poverty and illegitimacy.

The Right: There is no cohesive conservative movement on this subject, but the most persistent call for relief from race riots, a threatening black underclass, incomplete transition to middle class status by American blacks, and female headed households (with excessive illegitimacy in “the black community”) has been a call for the rehabilitation of the patriarchal black family along with a religious revival, presumably headed by strong father figures willing to discipline and inspire children to study, to renounce gang membership, and to adhere to traditional religious principles. (The latter is expressed in support of school vouchers that would include sectarian religious schools, hence this strategy implicitly rejects “secular” solutions to group antagonisms.)

Given the sharp disagreements over strategy within the fighting factions of American politics, it is not surprising that Masters of Sex delivered a muddled episode on August 10, 2014 (see

Clare’s advice: Had the phrase “move on” not been sullied by the ultra-liberal George Soros forces, I would advise concerned Americans to stop dwelling on past failures and errors, but to focus on a quality education for all children, neither idealizing nor demonizing those aspects of the Western past that are irrefutably “racist” and demeaning to non-whites. There is a heated debate right now regarding whether or not “race” even exists as it is currently imagined; a revival of Lamarckianism may be in the works, thanks to epigenetics. As for the father-led family, that mostly conservative strategy seems utopian to me, and would take to long to demonstrate results, unlike potential changes in school curricula and in the media. [Update 8-29-14: it has been objected on Facebook that women may be inadequate parents too. This is true, but it is one feature of conservative ideology to drastically separate male and female roles in the family: men are the disciplinarians, while women offer unconditional love. Why should parenting be taught in the schools to prepare youngsters for the likely road ahead? Both parents should be setting boundaries and educating their kids for real life which is always a struggle, whatever the period in which kids must function.]

One thing is for certain: Eva Moskowitz’s charter schools in Harlem have established that black and brown children can “succeed” beyond our wildest dreams if there is strong cooperation between school staff and parents, and a challenging curriculum.

Hope looms on the horizon, but we are all responsible, white and non-white alike, for pushing Eva Moskowitz’s agenda forward, notwithstanding opposition from entrenched interests such as teachers unions (see comments below).



May 28, 2011

Diane Ravitch and the higher “moderation”

Diane Ravitch with Jon Stewart, March 2011

[Added 5-29-2011: As I write this, the UFT and the NAACP are attacking charter schools and supporting multiculturalism.] Diane Ravitch (often considered the most astute historian and critic of educational reform) is now an opponent of charter schools.   This is how she ends her history of conflict in education policy in New York City:

[Ravitch, The Great School Wars, New York City, 1805-1973: A History of the Public Schools as Battlefield of Social Change (Basic Books, 1974):] “While the language of school wars relates to educational issues, the underlying contest will continue to reflect fundamental value clashes among discordant ethnic, cultural, racial, and religious groups. And this very fact underlines the importance of comity in the politics of education—comity, that basic recognition of differences in values and interests and of the desirability of reconciling these differences peacefully which the school itself aims to teach. The effort to advance comity, in educational affairs and in the affairs of the larger society, has always been at the heart of public education. Whatever their failings, whatever their accomplishments, the public schools have been and will be inescapably involved in the American search for a viable definition of community” (p.404).

Ravitch is writing from the higher moderation and hence inflicting the double bind that has been the theme of this website.  Yes, we have “fundamental value clashes”, but properly managed by a professionally disinterested elite, comity and community are attainable goals despite “discordant ethnic, cultural, racial, and religious groups.” Left out of this volatile yet potentially cooperative crucible is “class” difference. Yet it is upper class delinquency that she frequently mentions earlier in the book as the source of substandard ghetto schools in the big cities. Nowhere does she mention the unbounded search for truth as the aim of public education, nor does she criticize the notion of race, for that would offend parties to the Grand Reconciliation of E Pluribus Unum that Ravitch is advocating to the reader of her “history.” Ravitch does not want to be another Captain Ahab or any other opponent of state-imposed harmony.** Ravitch is no daughter of Eve, eating the forbidden apple of the Tree of Knowledge. Moral relativism does not disturb her sleep. Or perhaps it does, for it is my impression that she understands the contradictions in her work, but has chosen to paper them over for reasons I cannot fathom. This is a very insightful writer, and what I say here should not diminish her positive contributions.

Do I exaggerate about her moderation? Here is one section of her Wikipedia entry: “ Vincent N. Parrillo, author of Diversity in America, wrote, “She, too, emphasized a common culture but one that incorporated the contributions of all racial and ethnic groups so that they can believe in their full membership in America’s past, present, and future. She envisioned elimination of allegiance to any specific racial and/or ethnic group, with emphasis instead on our common humanity, our shared national identity, and our individual accomplishments.”

But racial theory is the sworn enemy to common humanity, let alone individuality: ask any “diversity” advocate. In the olden days when Hitler’s racial state was on the march, there was a significant debate in the West regarding the very notion of “race.” Yes, there were obvious physical variations among “races”, but to attribute common mental and character traits that were passed down through the genes was considered either proto-Nazi or misguided Lamarckianism. Even “ethnicity” was seen as a misunderstanding of the ancients (especially Herodotus), who, according to Julian Huxley in We Europeans, used ethnos to refer solely to a particular population, with no implication of national character or any other type of “national identity.”

Such beliefs in a shared bond between members of a “race” or “ethnicity” can only be mystical, not grounded in empirical fact. Yet that does not stop the “historians” of racial or ethnic conflict from writing books and playing leading roles in the formulation of national, state, and local policy, as is the case with Dr. Ravitch, or her humanist predecessor Robert M. Hutchins, whom she cites favorably in the last chapter of her big book, and in passing in other synoptic works. (See Hutchins and his colleague Paul Hoffman illustrating Also

If such historians of education are going to do the work usually done by empiricist historians, then they should do history, not theology.** As a subsidiary issue, freedom in the classroom is at stake, namely the willingness of the teacher to encourage the full range of debate where controversial matters are concerned, even if the students do not reach an agreeable consensus or “compromise” (see “comity” one of Ravitch’s favorite words).

Ravitch wanted to bring “different” communities together, though her means remain utopian. Today, because of the alliance between radical intellectuals of the Left with militant cultural nationalists (an alliance burnished in the late 1960s, but echoing Leninism), the project of the Left and masochistic Left-liberals is no longer community control in Ocean Hill-Brownsville, but the political imperative to demonstrate that foreign and domestic policies of the U.S. government are outgrowths of some essential American project of imperialism, patriarchy, capitalism, ecocide, racism and so on as the New Americanists claim (e.g. William Spanos Jr.) against the prior notion of American exceptionalism (which had to do with advancement through merit, not hereditary status). Such are the wages of the moderate men, or, as I prefer to name them, the corporatist liberals. Instead of incorporating dissenters and other troublemakers to defuse their militancy through “inclusion,” they have yielded the field to America’s most determined enemies. And it is the latter who have rehabilitated the once discredited notion of “race.”

For a related short blog, see

*[Ahab speaking in “The Quarter-Deck”:] “Who’s over me? Truth hath no confines.”

**After many chapters relating the internal contradictions of the evolving civil rights movement (e.g., color-blindness vs. color consciousness), Ravitch ends one of her essays with this appeal to “spirit”: “As a people, we are still far from that sense of common humanity to which the civil rights movement appealed. We may yet find that just such a spirit is required to advance a generous and broad sense of the needs and purposes of American society as a whole.” (See The Schools We Deserve, p.259.) This is a thoroughly idealistic conception that there is a “spirit” or any such entity as “American society as a whole.” Ravitch reminds me of Arthur M. Schlesinger, Jr. who fretted about the fragmentation of America, wishing for unity even as material interests drive us apart. In another book, The Troubled Crusade, she writes that ” literacy” should be the aim of education, but does not spell out whether that skill should decode propaganda and false ideas. I gather that for Ravitch, literacy signifies that knowledge that advances “the public interest.” As a fan of Hutchins, she must ally herself with the Platonic Guardians–an antidemocratic and ultimately anti-intellectual position.

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