YDS: The Clare Spark Blog

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 https://clarespark.com/2010/07/04/pacifica-radio-and-the-progressive-movement/. Also https://clarespark.com/2011/07/17/literary-criticism-ravitch-variant/.)

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 https://clarespark.com/2013/09/17/the-illusion-of-national-unity/.

*[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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June 19, 2010

Committee For Economic Development and its sociologists

 

From Athena’s mouth to your ears

[excerpt chapter 9, Hunting Captain Ahab] The pursuit of Herman Melville in elite eastern universities during the late 1930s was coterminous with the excising of radical will through antifascist liberal surgery.

As world war loomed, Marxists and many others from Center to Left were predicting fascism in America. New Deal policies, they argued, could not avert or repair the periodic structural crises of capitalism; only a corporate state could suppress the class warfare that would flare anew in the depression that was expected to follow demobilization. Irrationalist moderate conservatives viewed moralistic self-righteousness (on the Left) and selfishness (on the Right) as the source of social violence.

In 1939 or 1940, three moderate men, Robert Hutchins, Paul Hoffman, and William Benton, invited University of Chicago faculty and “personal friends” from big business to join a study group, The American Policy Commission. Hutchins was President of the University of Chicago and defender of Great Books; he and his former partner Chester Bowles would be members of America First; Hoffman was President of Studebaker, later chief administrator for the Marshall Plan and first president of the Ford Foundation; Benton was Vice-President of the University of Chicago, promoter of modern radio advertising, Amos ‘n Andy, and Muzak, later publisher of Encyclopedia Britannica and other educational media, Assistant Secretary of State, then originator of “The Voice of America,” U.S. Senator from Connecticut, and backer of UNESCO enabling legislation. The American Policy Commission evolved into The Committee For Economic Development, institutionalized in 1942; its purpose to meet the anticipated postwar depression with Keynesian economics. The CED distinguished its “socially responsible” policies from those of the laissez-faire National Association of Manufacturers; it brought scholarly specialists together with liberal businessmen to steer America clear of the mad extremes of Fascism and Communism, later McCarthyism, inflated arms budgets, and commercial broadcasting.

The omnipresent political scientist Harold Lasswell[i] was central to their project of preventive politics: the Jung-inspired Lasswell discovered the psychopathology of communism and fascism. Benton’s biographer unambiguously placed Lasswell’s probe in the democratic tradition:

“[Lasswell] looked hard and long at these worldwide disorders of the political mind, hoping to find in them the terms for a program of preventive medicine and that could help maintain America as a free society with equal opportunity for human dignity open to all. [ii] 

With the examples of Plato and other classicists at hand, Lasswell and other psychopathologists could protect the old master narrative. Nazis sighted on the horizon (like the jingoistic followers of Father Coughlin and other American fascists) must be the People: sneaky, bloody, perverse, selfish and paranoid. Without good father navigation the hysterical People would be driven by shadows in Plato’s Cave, go berserk and drown “business.” Lasswell was worried about the possible transition from fascism to communism; while attempting to overcome Marxian socialism, (rational) European businessmen had been captured by the “romantic Fascists” of the squeezed “lower middle-class” who might go on to liquidate their former patrons.[iii] Interestingly, for Lasswell in 1936, the scenario in America seemed different. Here the middle class was so identified with “big business” and “big finance” that it was likely to fall for the propaganda against “reds” and smash labor. To avoid “piecemeal fascism” and to enhance “peaceful development,” Lasswell (and other ego psychologists) prescribed class-consciousness (but integration) through pluralist bargaining in “interest groups” to achieve emotional and intellectual independence from monopolistic big business. In 1941, Lasswell urged vigilant sighting and sympathetic treatment of bad seeds: [iv]

“Public opinion is profoundly distorted when there are deference crises in society; and these appear when the level of deference is suddenly interfered with, and when destructive personalities exercise a directive effect upon public opinion. Some persons are at odd with themselves, carrying heavy loads of anxiety, and from these anxiety types extremism may be expected. We need to become aware of which social practices in the home, school, factory, office–contribute to anxiety and which to security. We may be able to lower the level of the explosive reserves when human development is subject to gross distortion.”

Lasswell could have been describing Herman Melville’s anxious disillusion with paternal authority; perhaps explosions would be obviated by enhanced civilian morale with methods advocated by Harvard social psychologists Murray and Allport, also disseminated in 1941. By 1942, these social scientists were certain: the Head Self was sturdy guardian of “the public interest,” whereas overly egalitarian motions inside the Western Body levelled walls, erected barricades, then tossed up lonesome corpses.

In his article “Propaganda and Social Control,”[v] Talcott Parsons, Murray’s Harvard associate and mentor, addressed mental health practitioners, proposing that the government practice “social psychotherapy” to stabilize the national consensus. He advocated subliminal “reinforcement type” propaganda to calm the “revolutionary” and “disruptive” types that were inducing structural change or undermining “confidence in authority and leadership.” Maladjusted neurotics were fomenting conflict and fragmentation, not adaptation and interdependence. But froward rebels could be cured in the socially responsible psychiatrist’s office through  

“steady discipline to which the patient is subjected in the course of his treatment. While the fact that he is required and allowed to express himself freely may provide some immediate satisfactions, he is not really allowed to ‘get away’ with their implications for the permanent patterning of his life and social relations, but is made, on progressively deeper levels, conscious of the fact that he cannot ‘get away’ with them. The physician places him in a kind of ‘experimental situation’ where this is demonstrated over and over again (561).”


[i]               14. Lasswell was the son of a midwestern minister. Entering a project (1928) initiated by others in 1926, Lasswell had played “the primary role” in the shaping of methodology in interdisciplinary social sciences, against the methods of physical sciences. See Stuart A. Rice, ed., Methods in Social Science, A Case Book Compiled Under the Direction of the Committee on Scientific Method in the Social Sciences of the Social Science Research Council (Chicago: Univ. of Chicago Press, 1931), vii, 732, 734, 737. Lasswell’s Appendix B, 740-742, limited scientific studies of social change to the methods of Sumner, Turner, and Spengler.

[ii]               15. Sidney Hyman, The Lives of William Benton (Chicago: Univ. of Chicago Press, 1969), 232-233. In his preventive politics, Lasswell was emulating other conservatives, for instance the important English journalist Wickham Steed, editor of The Times, and before that, head of British war propaganda; see his Hitler, Whence and Whither? (London: Nisbet, 1934), 188-189: “German Nazism is the outcome of a morbid national mood, and of propagandistic suggestions working on mass neurasthenia…Great Britain and France have been and are relatively free from this morbid mood, though they are less free from perverse conceptions of democracy, which, by running wild in Italy and Germany, helped to produce a state of mind favourable to the rise of violent totalitarian dictatorship. We should have a care lest we too, by harbouring perverse and degenerate conceptions of democracy, betray its sound principles and smooth the path of the enslaver.”

[iii]              16. Harold D. Lasswell, Politics: Who Gets What, When, How (New York: McGraw-Hill, 1936), 239-242, 236. Commenting on the likely trajectory of romantic fascism, Lasswell warned, “At first private capitalism is preserved; but it seems probable that in the face of the necessity for a united nation, private capitalism will be liquidated in times of military stress. In a military state, the movement for equalization, governmentalization, and monopolization would no doubt proceed.”

[iv]              17. Harold D. Lasswell, Democracy Through Public Opinion (Menasha, Wisc.: George Banta Book Co. [Chi Omega Research Fund], 1941), 32-34.

[v]               18. Talcott Parsons, “Propaganda and Social Control,” Psychiatry 5 (Nov. 1942): 551-572.

From Athena’s mouth to your ears

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