XI) General Interference with Organizations and Production
(a) Organizations and Conferences
(1) Insist on doing everything through “channels.” Never permit short-cuts to be taken in order to expedite decisions.
(2) Make “speeches,” Talk as frequently as possible and at great length., Illustrate your. “points” by long anecdotes and accounts of personal experiences. Never hesitate to make a few appropriate “patriotic” comments.
(3) When possible, refer all matters to committees, for “further study and consideration.” Attempt to make the committees as large as possible never less than five.
(4) Bring up irrelevant issues as frequently as possible.
(5) Haggle over precise wordings of communications, minutes, resolutions.
(6) Refer back to matters decided upon at the last meeting and attempt to re-open the question of the advisability of that decision.
(7) Advocate “caution.” Be “reasonable” and urge your fellow-conferees to be “reasonable” and avoid haste which might result in embarrassments or difficulties later on.
(8) Be worried about the propriety of any decision — raise the question of whether such action as is contemplated lies within the jurisdiction of the group or whether it might conflict with the policy of some higher echelon.
Published 1944; declassified 2008; read the whole thing.
A student turned me onto John Greene and his videos are ideal music for grading.
For many Americans, education is about feeding students certain factual information, then testing them to make sure they retain it. The higher they climb on the educational ladder, the more specialized that information becomes as we train them for their eventual professions. That makes sense. When you’ve got surgeons hovering over you, ready to mess with your internal organs, you want them to remember where everything goes when they’re done, not thumb through Wikipedia on an iPhone.
The attack on education isn’t on training our youth for whatever careers they choose, it’s on teaching them to think logically in order to form opinions based on facts rather than on familial and social influences. This part of one’s education is about finding out who you are. It’s about becoming a happier person. It’s about being a responsible citizen. If you end up with all the same opinions you had before, then at least you can be confident that they are good ones because you’ve fairly examined all the options, not because you were too lazy or scared to question them. But you—all of us—need the process. Otherwise, you’re basically a zombie who wants to eat brains because you don’t want anyone else to think either.
That means this is a war on reason.
Read the whole thing.
Most current talk of forgiveness and reconciliation in the aftermath of collective violence proceeds from an assumption that forgiveness is always superior to resentment and refusal to forgive. Victims who demonstrate a willingness to forgive are often celebrated as virtuous moral models, while those who refuse to forgive are frequently seen as suffering from a pathology. Resentment is viewed as a negative state, held by victims who are not “ready” or “capable” of forgiving and healing.
Resentment’s Virtue offers a new, more nuanced view. Building on the writings of Holocaust survivor Jean Améry and the work of the South African Truth and Reconciliation Commission, Thomas Brudholm argues that the preservation of resentment can be the reflex of a moral protest that might be as permissible, humane or honorable as the willingness to forgive. Taking into account the experiences of victims, the findings of truth commissions, and studies of mass atrocities, Brudholm seeks to enrich the philosophical understanding of resentment.
Errors in Judgment
Descent Into Violence
Read all about it.
What do I mean by “against students”? By using this expression I am trying to describe a series of speech acts, which consistently position students, or at least specific kinds of students, as a threat to education, to free speech, to civilisation: we might even say, to life itself. In speaking against students, these speech acts also speak for more or less explicitly articulated sets of values: freedom, reason, education, democracy. These values are identified as requiring the reproduction of norms of conduct that students are themselves failing to reproduce. Even if that failure is explained as a result of ideological shifts that students are not held responsible for – whether it be neoliberalism, managerialism or a new sexual puritanism – it is in the bodies of students that the failure is located.
The entire article is well worth reading. Related: I want to think about sexual assault policies again.
In somewhat related news I have become fascinated by the series Call the Midwife which is, for one thing, feminist and for another, a fascinating document on the advent of the National Health and the transformation it brought. Electricity, running water, a bathroom in each apartment, and birth control as well as safe abortion are such new things, and they have so changed the contours of life for those with access to them.
When I lived in Europe in the seventies — not the thirties, the seventies — there were still many apartment buildings with toilets on the landings (only) and showers in the courtyards (only). But it was the social democracy that had changed the lives of the majority. “There were so many ugly girls,” I was told of life before the war; after the war better nutrition had made many beautiful. (I saw echoes of that, of course, later on in the third and fourth worlds, realizing that in fairy stories the princesses are always beautiful not for some symbolic reason but because they have had literally had the chance to grow straight bones.)