In the last magazine, I outlined a Sensible Proposal for reforming the British state. It wasn’t exhaustive, but the meat and potatoes were there. In the proposal, I briefly mentioned the need to do exactly this. I suggested the BBC, if it wants to be spared abolition, should broadcast stuff worth watching – programs that will elevate, rather than demoralise, our great nation.
Specifically, I proposed broadcasting Spy x Family to the masses.
Far from being tongue-in-cheek, I sincerely believe that such a policy – and similar policies – would be excellent reforms for any government to implement.
For the uninformed, Spy x Family is a Japanese manga series created by Tatsuya Endo in 2019. The story follows a spy (Loid Forger, codename: Twilight) who has to “build a family” to execute a top secret mission. Unbeknownst to him, the girl he adopts as his daughter (Anya Forger) is a telepath, and the woman he agrees to be in a marriage with (Yor Forger, née Briar) is a skilled assassin.
As of March 2023, Spy x Family has over 30 million copies in circulation, making it one of the best-selling manga series in history. On April 9th 2022, the Spy x Family anime was released. Like the manga, its popularity was instantaneous, obtaining around 7 millions views on its inaugural episode – an immense success for a new show.
Appealing across and within various demographics, topping the charts as Japan’s favourite anime of 2022, it has cultivated an eager international fanbase. Consisting of 25 episodes, a second season will premiere this year, as well as an anime film.
That said, whilst the media success of Spy x Family is there for all to see, little is said about its impact on Japanese society. Nine months after the show’s debut, Japan’s fertility rate experienced an uptick after consecutive years of stagnation and decline.
Sure, it was a very small uptick and Japan’s fertility rate remains far below the point of replacement. In all technicality, Japan’s continues to worsen, just at a less severe rate. Nevertheless, in less than a year, Japan has gone from another stereotypically infertile state to the most fertile nation in the Far East.
Coincidence? I think not!
As a matter of fact, one of the most common reasons for remaining childless, often surpassing financial concerns, is the presumption that having children will deplete one’s quality of life.
Considering how bad things are becoming in Britain, one would require a pretty pessimistic idea of what family entails. Indeed, when you realise what people think of when they hear the word “family”, it’s easy to see why.
At the beginning of the last century, positive portrayals of family life were hegemonic; portrayals that contrasted a more nuanced reality: family life was often less-than-picturesque. Consequently, more cynical (or realistic, depending on your exact stance) portrayals of the family became more commonplace.
I invite you to look at literally any TV show made over the past 30 years. Families are almost always portrayed as rowdy prisons, children are portrayed as nasty parasites, and divorce is portrayed as blissful liberation.
This is an excerpt from “Nuclear”.
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Petty Nuisance: The Cure to Modern England (Magazine Excerpt)
From an aesthetic, or mannerism perspective, gentlemen had indeed almost entirely perished from the Isles. But the idea that no one should be seen confronting anyone, and a stiff upper lip must be kept at all times had passed onto generations after generations well and intact. But does a combination of that and an increasingly restrictive legal system means nothing can ever be done to rescue Great Britain from its managed decline?
Not really. But the struggle needs to start small, tiny first steps to ease everyone out of the mindset of being a ‘gentleman’.
Unfortunately, if you started pushing over idle motorcycles on your local taxi ranks and smashing windows on your local ‘souvenir shop’, you won’t last long until your own people (yes, your own people) will start reporting you to the KGB (Komitet-Gosudarstvennoy-Bezopasnosti Great Britain), and the government WILL be on your opposition’s side.
What you need to do what some may call a ‘petty nuisance’, completely within the boundaries of law. Or rather, practicing your rights to its maximum, and making the ENEMY’s life harder – cross a zebra crossing just as a Deliveroo rider or a matte-black tinted-window Range Rover arrives so they will have to stop, if they don’t, make them, it is YOUR right! There are much more ways to do this, the sky really is the limit.
Be an active petty nuisance to your enemy, this is your last resistance to those who are invading your life. It may sound humble, perhaps futile, but it keeps the spirit of resistance awake, reminds you that this is still an active struggle, it kills the gentlemanly mindset to give in, to compromise, it keeps a little bit of that fire alive. You will find yourself fighting back more and more as you become more and more comfortable with it. And eventually, perhaps hoping, you will find yourself winning, in this petit crusade, fought with petty nuisance.
This is an excerpt from “Nuclear”.
To continue reading, visit The Mallard’s Shopify.
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John Galt, Tom Joad, and other Polemical Myths
Just about the only titles by Ayn Rand I’d feel comfortable assigning my students without previous suggestion by either student or boss would be Anthem or We the Living, mostly because they both fit into broader genres of dystopian and biographical fiction, respectively, and can, thus, be understood in context. Don’t get me wrong: I’d love to teach The Fountainhead or Atlas Shrugged, if I could find a student nuanced (and disciplined) enough to handle those two; however, if I were to find such a student, I’d probably skip Rand and go straight to Austen, Hugo, and Dostoevsky—again, in part to give students a context of the novelistic medium from which they can better understand authors like Rand.
My hesitation to teach Rand isn’t one of dismissal; indeed, it’s the opposite—I’ve, perhaps, studied her too much (certainly, during my mid-twenties, too exclusively). I could teach either of her major novels, with understanding of both plot and philosophy, having not only read and listened to them several times but also read most of her essays and non-fiction on philosophy, culture, art, fiction, etc. However, I would hesitate to teach them because they are, essentially, polemics. Despite Rand’s claiming it was not her purpose, the novels are didactic in nature: their events articulate Rand’s rationalistic, human-centric metaphysics (itself arguably a distillation of Aristotelian natural law, Lockean rights, and Nietzschean heroism filtered through Franklin, Jefferson, and Rockefeller and placed in a 20th-century American context—no small feat!). Insofar as they do so consistently, The Fountainhead and Atlas Shrugged succeed, and they are both worth reading, if only to develop a firsthand knowledge of the much-dismissed Rand’s work, as well as to understand their place in 20th-century American culture and politics.
All that to say that I understand why people, especially academics, roll their eyes at Rand (though at times I wonder if they’ve ever seriously read her). The “romantic realism” she sought to develop to glorify man as (she saw) man ought to be, which found its zenith in the American industrialist and entrepreneur, ran counter to much that characterized the broader 20th century culture (both stylistically and ideologically), as it does much of the 21st. Granted, I may have an exaggerated sense of the opposition to Rand—her books are still read in and out of the classroom, and some of her ideas still influence areas of at least American culture—and one wonders if Rand wouldn’t take the opposition, itself, as proof of her being right (she certainly did this in the last century). However, because of the controversy, as well as the ideology, that structures the novels, I would teach her with a grain of salt, not wanting to misuse my position of teaching who are, essentially, other people’s kids who probably don’t know and haven’t read enough to understand Rand in context. For this fact, if not for the reasoning, I can imagine other teachers applauding me.
And yet, how many academics would forego including Rand in a syllabus and, in the same moment, endorse teaching John Steinbeck without a second thought?
I generally enjoy reading books I happened to miss in my teenage years. Had I read The Great Gatsby any sooner than I did in my late twenties, I would not have been ready for it, and the book would have been wasted on me. The same can be said of The Scarlet Letter, 1984, and all of Dostoevsky. Even the books I did read have humbled me upon rereading; Pride and Prejudice wasn’t boring—I was.
Reading through The Grapes of Wrath for the first time this month, I am similarly glad I didn’t read it in high school (most of my peers were not so lucky, having had to read it in celebration of Steinbeck’s 100th birthday). The fault, dear Brutus, is not in the book (though it certainly has faults) but in ourselves—that we, as teenagers who lack historical, political, and philosophical context, are underlings. One can criticize Atlas Shrugged for presenting a selective, romanticized view of the capitalist entrepreneur (which, according to Rand’s premises, was thorough, correct, consistent, and, for what it was, defensible) which might lead teenagers to be self-worshipping assholes who, reading Rand without nuance, take the book as justification for mistaking their limited experience of reality as their rational self-interest. One can do much the same, though for ideas fundamentally opposed to Rand’s, for The Grapes of Wrath.
A member of the Lost Generation, John Steinbeck was understandably jaded in his view of 19th-century American ideals. Attempting to take a journalistic, modern view of the Great Depression and Dust Bowl from the bottom up, he gave voice to the part of American society that, but for him, may have remained inarticulate and unrecorded. Whatever debate can be had about the origins of Black Tuesday (arguably beginning more in Wilson’s Washington and Federal Reserve than on Wall Street), the Great Depression hit the Midwest hardest, and the justifiable sense that Steinbeck’s characters are unfair victims of others’ depredations pervades The Grapes of Wrath, just as it articulates one of the major senses of the time. When I read the book, I’m not only reading of the Joad family: I’m reading of my own grandfather, who grew up in Oklahoma and later Galveston, TX. He escaped the latter effects of the Dust Bowl by going not to California but to Normandy. I’m fortunate to have his journal from his teenage years; other Americans who don’t have such a journal have Steinbeck.
However, along with the day-in-the-life (in which one would never want to spend a day) elements of the plot, the book nonetheless offers a selectively, one might even say romantically, presented ideology in answer to the plot’s conflict. Responding to the obstacles and unfairness depicted in The Grapes of Wrath one can find consistent advocacy of revolution among the out-of-work migrants that comprise most of the book. Versus Rand’s extension of Dagny Taggart or Hank Rearden’s sense of pride, ownership, and property down to the smallest elements of their respective businesses, one finds in Steinbeck the theme of a growing disconnect between legal ownership and the right to the land.
In the different reflections interpolated throughout the Joads’ plot Steinbeck describes how, from his characters’ view, there had been a steady divorce over the years between legal ownership of the land and appreciation for it. This theme was not new to American literature. The “rural farmer vs city speculator” mythos is one of the fundamental characteristics of American culture reaching back to Jefferson’s Democratic Republicans’ opposition to Adams’s Federalists, and the tension between the southwest frontiersman and the northeast banker would play a major role in the culture of self-reliance, the politics of the Jacksonian revolution onward, and the literature of Mark Twain and others. Both sides of the tension attempt to articulate in what the inalienable right to property inheres. Is it in the investment of funds and the legal buying and owning of land, or is it in the physical production of the land, perhaps in spite of whoever’s name is on the land grant or deed? Steinbeck is firmly in the latter camp.
However, in The Grapes of Wrath one finds not a continuation of the yeoman farmer mythos but an arguable undermining of the right to property and profit, itself, that undergirds the American milieu which makes the yeoman farmer possible, replacing it with an (albeit understandable) “right” based not on production and legal ownership, but on need. “Fallow land’s a sin,” is a consistent motif in The Grapes of Wrath, especially, argue the characters, when there are so many who are hungry and could otherwise eat if allowed to plant on the empty land. Steinbeck does an excellent job effecting sympathy for the Joads and other characters who, having worked the soil their whole lives, must now compete with hundreds of others like them for jobs paying wages that, due to the intended abundance of applicants, fall far short of what is needed to fill their families’ stomachs.
Similarly, Steinbeck goes to great pains to describe the efforts of landowners to keep crop prices up by punishing attempts to illegally grow food on the fallow land or pick the fruit left to rot on trees, as well as the plot, narrowly evaded by the Joads, to eradicate “reds” trying to foment revolution in one of the Hoovervilles of the book (Tom Joad had, in fact, begun to advocate rising up against landowners in more than one instance). In contrast to the Hoovervilles and the depredations of locals against migrant Okies stands the government camp, safely outside the reach of the local, unscrupulous, anti-migrant police and fitted out with running water, beneficent federal overseers, and social events. In a theme reminiscent of the 19th-century farmers’ looking to the federal government for succor amidst an industrializing market, Steinbeck concretizes the relief experienced in the Great Depression by families like the Joads at the prospects of aid from Washington.
However, just as Rand’s depictions of early twentieth-century America is selective in its representation of the self-made-man ethos of her characters (Rand omits, completely, World War I and the 1929 stock market crash from her novels), Steinbeck’s representation of the Dust Bowl is selective in its omissions. The profit-focused prohibitions against the Joads’ working the land were, in reality, policies required by FDR’s New Deal programs—specifically the Agricultural Adjustment Act, which required the burning of crops and burying of livestock in mass graves to maintain crop prices and which was outlawed in 1936 by the Supreme Court. It is in Steinbeck’s description of this process, which avoids explicitly describing the federal government’s role therein, where one encounters the phrase “grapes of wrath,” presaging a presumable event—an uprising?—by the people: “In the souls of the people the grapes of wrath are filling and growing heavy, growing heavy for the vintage.” Furthermore, while Rand presents, if in the hypothetical terms of narrative, how something as innocuous and inevitable as a broken wire in the middle of a desert can have ramifications that reach all the way to its company’s highest chair, Steinbeck’s narrative remains focused on the Joads, rarely touching on the economic exigencies experienced by the local property and business owners except in relation to the Joads and to highlight the apparent inhumanity of the propertied class (which, in such events as the planned fake riot at the government camp dance party, Steinbeck presents for great polemical effect).
I use “class” intentionally here: though the Great Depression affected all, Steinbeck’s characters often adopt the class-division viewpoint not only of Marx but of Hegel, interpreting the various landowners’ actions as being intentionally taken at the expense of the lower, out-of-work, classes. Tom Joad’s mother articulates to Tom why she is, ultimately, encouraged by, if still resentful of the apparent causers of, their lot:
“Us people will go on living when all them people is gone. Why, Tom, we’re the people that live. They ain’t gonna wipe us out. Why, we’re the people—we go on.”
“We take a beatin’ all the time.”
“I know.” Ma chuckled. “Maybe that makes us tough. Rich fellas come up an’ they die, an’ their kids ain’t no good, an’ they die out. But, Tom, we keep a-comin’. Don’ you fret none, Tom. A different time’s comin’.”
Describing, if in fewer words than either Hegel or Marx, the “thesis-antithesis-synthesis” process of historical materialism, where their class is steadily strengthened by their adverse circumstances in ways the propertied class is not, Mrs. Joad articulates an idea that pervades much of The Grapes of Wrath: the sense that the last, best hope and strength of the put-upon lower classes is found in their being blameless amidst the injustice of their situation, and that their numbers makes their cause inevitable.
This, I submit, is as much a mythos—if a well-stylized and sympathetically presented one—as Rand’s depiction of the producer-trader who is punished for his or her ability to create, and, save for the discernible Marxist elements in Steinbeck, both are authentically American. Though the self-prescribed onus of late 19th- and early 20th-century literature was partially journalistic in aim, Steinbeck was nonetheless a novelist, articulating not merely events but the questions beneath those events and concretizing the perspectives and issues involved into characters and plots that create a story, in the folk fairy tale sense, a mythos that conveys a cultural identity. Against Rand’s modernizing of the self-made man Steinbeck resurrects the soul of the Grange Movement of farmers who, for all their work ethic and self-reliance, felt left behind by the very country they fed. That The Grapes of Wrath is polemical—from the Greek πολεμικός for “warlike” or “argumentative”—does not detract from the project (it may be an essential part of it). Indeed, for all the license and selectivity involved in the art form, nothing can give fuel to a cause like a polemical novel—as Uncle Tom’s Cabin, The Jungle, and many others show.
However, when it comes to assigning polemics to students without hesitation, I…hesitate. Again, the issue lies in recognizing (or, for most students, being told) that one is reading a polemic. When one reads a polemical novel, one is often engaging, in some measure, with politics dressed up as story, and it is through this lens and with this caveat that such works must be read—even (maybe especially!) when they are about topics with which one agrees. As in many things, I prefer to defer to Aristotle, who, in the third section of Book I of the Nicomachean Ethics, cautions against young people engaging in politics before they first learn enough of life to provide context:
Now each man judges well the things he knows, and of these he is a good judge. And so the man who has been educated in a subject is a good judge of that subject, and the man who has received an all-round education is a good judge in general. Hence a young man is not a proper hearer of lectures on political science; for he is inexperienced in the actions that occur in life, but its discussions start from these and are about these; and, further, since he tends to follow his passions, his study will be vain and unprofitable, because the end aimed at is not knowledge but action. And it makes no difference whether he is young in years or youthful in character; the defect does not depend on time, but on his living, and pursuing each successive object, as passion directs.
Of course, the implicit answer is to encourage young people (and ourselves) to read not less but more—and to read with the knowledge that their own interests, passions, neuroses, and inertias might be unseen participants in the process. Paradoxically, it may be by reading more that we can even start to read. Rand becomes much less profound, and perhaps more enjoyable, after one reads the Aristotle, Hugo, and Nietzsche who made her, and I certainly drew on American history (economic and political) and elements of continental philosophy, as well as other works of Steinbeck and the Lost Generation, when reading The Grapes of Wrath. Yet, as Aristotle implies, young people haven’t had the time—and, more importantly, the metaphysical and rhetorical training and self-discipline—to develop such reflection as readers (he said humbly and as a lifelong student, himself). Indeed, as an instructor I see this not as an obstacle but an opportunity—to teach students that there is much more to effective reading and understanding than they might expect, and that works of literature stand not as ancillary to the process of history but as loci of its depiction, reflection, and motivation.
Perhaps I’m exaggerating my case. I have, after all, taught polemical novels to students (Anthem among them, as well as, most recently, 1984 to a middle schooler), and a novel I’ve written and am trying to get published is, itself, at least partially polemical on behalf of keeping Shakespeare in the university curriculum. Indeed, Dostoevsky’s polemical burlesque of the psychology behind Russian socialism, Devils, or The Possessed, so specifically predicted the motives and method of the Russian Revolution (and any other socialist revolution) more than fifty years before it happened that it should be required reading. Nonetheless, because the content and aim of a work requires a different context for teaching, a unit on Devils or The Grapes of Wrath would look very different from one on, say, The Great Gatsby. While the latter definitely merits offering background to students, the former would need to include enough background on the history and perspectives involved to be able to recognize them. The danger of omitting background from Fitzgerald would be an insufficient understanding of and immersion in the plot, of Steinbeck, an insufficient knowledge of the limits of and possible counters to the argument.
Part of the power and danger of polemical art lies in its using a fictional milieu to carry an idea that is not meant to be taken as fiction. The willing suspension of disbelief that energizes the former is what allows the latter idea to slip in as palatable. This can produce one of at least two results, both, arguably, artistic aberrations: either the idea is caught and disbelief is not able to be suspended, rendering the artwork feeling preachy or propagandistic, or the audience member gives him or herself over to the work completely and, through the mythic capability of the artistic medium, becomes uncritically possessed by the idea, deriving an identity from it while believing they are merely enjoying and defending what they believe to be great art. I am speaking from more than a bit of reflection: whenever I see some millennial on Twitter interpret everything through the lens of Harry, Ron, and Hermione, I remember mid-eye-roll that I once did the same with Dagny, Francisco, and Hank.
Every work of art involves a set of values it seeks to concretize and communicate in a certain way, and one culture’s mythos may be taken by a disinterested or hostile observer to be so much propaganda. Because of this, even what constitutes a particular work as polemical may, itself, be a matter of debate, if not personal taste. One can certainly read and gain much from reading any of the books I’ve mentioned (as The Grapes of Wrath‘s Pulitzer Prize shows), and, as I said, I’m coming at Grapes with the handicap of its being my first read. I may very well be doing what I warn my students against doing, passing judgment on a book before I understand it; if I am, I look forward to experiencing a well-deserved facepalm moment in the future, which I aim to accelerate by reading the rest of Steinbeck’s work (Cannery Row is next). But this is, itself, part of the problem—or boon—of polemics: that to avoid a premature understanding one must intentionally seek to nuance their perspective, both positively and negatively, with further reading.
Passively reading Atlas Shrugged or The Grapes of Wrath, taking them as reality, and then interpreting all other works (and, indeed, all of life) through their lens is not dangerous because they aren’t real, but because within the limits of their selective stylization and values they are real. That is what makes them so powerful, and, as with anything powerful, one must learn how to use them responsibly—and be circumspect when leading others into them without also ensuring they possess the discipline proper to such works.
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The Internet as Mob Rule
The ancient Greeks believed political constitutions repeated in a pattern called kyklos (“cycle). The idea first occurs in Plato’s Republic, gets elaborated by Aristotle in his Politics, then reaches its apogee in Polybius’ Histories.
Unlike modern theorists of cyclical rise and fall of civilisations, such as Oswald Spengler, the kyklos doesn’t have a zenith or golden age. It’s rather a waxing and waning of stable society types, followed by unstable society types. What characterises a stable society is that the ruling class and citizens both strive towards the common good, conceived as the objective purpose of human beings, which results in their happiness and flourishing. Society becomes unstable when its members stop having the common good in mind, and instead strive after their selfish private interests to the detriment of other citizens.
Kyklos then presupposes several things. First, it isn’t culture specific. Its objectivist outlook means it applies equally to all political human groups, always and everywhere. Second, the engine that drives history is human virtue and vice, and not economics, class struggle, or war. These are secondary factors resulting from the characters of human beings. Healthy economies, contented class structures, well-won peace and just wars all result from virtuous people. Third, the stable government types are various. Kyklos defends neither monarchy, nor aristocracy nor a republic exclusively. It isn’t a Whiggish or utopian theory of history, that says if and only if a certain group are in power all will be well. Rather it claims that whatever group are in power, they must be virtuous to rule well. Vice immediately leads to disorder.
Simplifying in the extreme, the kyklos model runs as follows. Rule can be by one person, several, or many. When these rule for the common good, they are just, and are called monarchy, aristocracy and republican respectively. When they rule for their private interest to the detriment of society, they are tyranny, oligarchy and democratic respectively.
It’s important to note that by “democracy” I don’t mean here a system of popular representation or voting. The virtuous form of this is called a polity or republic in classical thinking. In the latter, bonds of authority and specialised expertise remain. In the former, absolutely everything is sacrificed for the sake of equality of the masses (see below).
A good monarch rules with benevolence. His successors are unjust and become tyrants. The nobility removes them, creating an aristocratic state. These in turn degenerate into oligarchs as they grow decadent and self-interested and begin to oppress the poor. The people rise up and remove them, creating a republic where all citizens have a say. But the mass of citizens loses the bonds of political friendship, grows selfish, and the republic becomes a democracy. Democracy eventually deteriorates to a point where all bonds between people are gone, and we have a mob rule. The mob annihilates itself through infighting. One virtuous man seizes power, and we return to monarchy. The cycle begins anew.
With these preliminaries out of the way, I come to my point. I believe the present age we are forced to live through is highly ochlocratic. Of course, it’s not a pure mob rule since we have non-mob elites and a rule of law. I also think our age is oligarchic (dominated by elites swollen with pleasure). But it’s more ochlocratic, I contend, than it was a few centuries ago, and enough that mob behaviour characterises it.
The defining trait of unstable regimes, as I’ve just said, is vice. However, vice doesn’t just happen spontaneously as though people awake one morning deciding to be selfish, spoilt, and cruel. Evil people, as Aristotle notes, often believe they are good. Their fault is that they’ve mistaken something which is bad for what is good. For example, the man who hates the poor falsely believes money is the same as goodness. The man who mocks monks and sages for their abstinence believes all and only pleasure is good. Even when we know what is good for us, ingrained habit or upbringing might make the illusion of goodness overpowering. A lifetime of cake-gorging can condition one to the point it overrides the knowledge that sugar is bad for health.
I think the Spanish thinker Jose Ortega y Gasset in The Revolt of the Masses (1930) unwittingly echoes Plato when he points to the faults of the democratic “mass-man” of the twentieth century. All human societies need specialised minorities to function. The more demanding and specialised a field, the more those who do it will be a minority of the population. Further, all societies, to function, need sources of authority which aren’t decided by a majority vote. Modern democracy has created the illusion that the unspecialised mass is sovereign and has no reliance on anybody. It has achieved this mirage through artificial liberation: creating unnatural freedoms through constant government intervention and technocratic engineering.
This in turn has supported vices out of unthinking habit. The mass-man accepts his lack of qualifications and is proud of this absence. He isn’t one deluded about his knowledge. Quite the opposite. The mass-man is someone who openly declares he knows nothing but demands to be listened to anyway because he’s a member of the sacred demos. In short, according to Ortega y Gasset, the ideology of the mass-man is: “I’m ordinary and ignorant, and so I have more of a say than those who are specialised and learned.”
The internet is a democratic medium par excellence. This isn’t to say that its members are all egalitarian and individualist, rather, its very construction assumes egalitarian and individualist ideas, and these force themselves onto its users whether they be willing or not.
Here we can extend the criticisms that Neil Postman makes at television in Amusing Ourselves to Death (1985) to the web. On the internet, all information is available to everyone. Anyone can create it, and anyone can opine on it. The medium doesn’t distinguish for quality, so the greatest products of human civilisation sit alongside the basest, on the same shelf. There are no filters online for expertise or experience, indeed, any attempts to create such filters are decried as “gatekeeping”. As a result, the internet has no difficulty settings (to use a metaphor). Getting through the easier levels isn’t mandatory to reach the harder ones. You can skip ahead, so to speak, and mingle with the pros as their peer.
Someone might object here that I’m exaggerating, since online communities monitor themselves all the time. I can indeed post my amateur opinions onto an internet space for astrophysicists, but these will mock and exclude me once I become a nuisance. However, this isn’t an answer. The internet is built on the assumption of mass wisdom, and the only way to enforce hierarchies of value on it is by banding a mob together. The space around remains anarchic. Yes, there are communities of wise people online, but these exist in an ocean of communities of fools. The medium presents them all as equally valuable. Which communities grow powerful still depends on the wishes of the mass.
When the internet produces a rare fruit of quality, this is because by sheer accident, the wishes of the mass have corresponded to reality. It isn’t an in-built feature.
The result is that the internet functions like a classic mob regimen or ochlocracy. The medium has no sensitivity to quality, but rather responds to will, provided enough people are behind it. Those who wield influence online do so because the mob will has selected them. They are our modern versions of Plato’s Athenian demagogues, or rabble-rousers of the French Revolution. A mass of ignorant and desperate people swirls around equally ignorant and desperate demagogues who promise them whatever they want. Demagogues rise and fall as the mob is first enamoured then bored of them. As the internet has grown to encompass our whole lives, this ochlocracy has spilt out into the real world.
In this space, truth entirely drops out. It’s a common fault of the ignorant to confuse desire with truth since desires are often hotly felt and what is very vivid seems real. Our egalitarian internet machine therefore is wont to magnify desires rather than realities. And because it magnifies desires, these ever more get confused with reality, until mob wishes would replace the common good of society. I believe a good example of this is how the online demagogue-mob relationship works. When internet personalities, especially political and social influencers, fall from grace, it’s usually because their followers realise they can no longer get what they want out of them (seldom do demagogue and mob cordially separate because each has become wiser). The power lies with the followers and not with their purported leader.
Which brings me back to kyklos. A classic Greek political cycle resets when a virtuous individual takes the reigns from the mob and establishes a monarchy. He recreates justice through his personal goodness. This was more likely, I think, in ancient societies where religion, community and family were stronger, and so the pool of virtuous people never entirely depleted. If our ochlocratic internet is indeed a stage in a kyklos (or a component of an ochlocratic stage), and it ends, I think it will end with one demagogic idiocy imposing itself on the others by force.
A population conditioned by the internet to think mass-appeal as equivalent to truth will readily accept a technocratic whip provided it claims to issue from the general will. Which idiocy gains supremacy is a matter of which can capture the greater part of the mass in the least time, to form a generation in its own image. This is why I don’t think the current trend of the internet becoming more regulated and censored is good. The regulators and censors come from the same debased crop as those they regulate and censor.
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