It has been almost 12 years since the release of one of the highest grossing films of all time – that being 2009’s Avatar, James Cameron’s sci-fi epic.
There has been a running meme for the last couple years that despite the first Avatar film’s wild success in the box office, it isn’t a memorable film. The characters aren’t memorable, the storyline is a copy and paste of 1990’s Dances With Wolves, and that its success hinged on the technological breakthroughs in CGI and 3D film that were a staple feature of the film.
In retrospect, the running joke isn’t far from the truth. Avatar is a film that hasn’t held up for casual viewers on its own merits, but rather through nostalgia of a time that has long passed – a time before the insanity of the last 10 years in the social and political scene, where most people were more concerned about the film’s core messages; that being a deeply environmentalist film, a critique on colonialism, and the insatiable appetite of human discovery wreaking havoc on innocent and more noble creatures.
While there are aspects of the original film I enjoy, such as the detailed world-building that Cameron is known for, and the cutting edge visual effects, it still failed to resonate with me the way it has with many other viewers.
The preaching was exhausting when I watched it the first time in 2009, and it is still exhausting today. I get it. Humans are bad, save the trees, the military industrial complex is so evil, etc, etc.While the second installment Avatar: The Way of Water certainly delves a little deeper into the lore and ups the stakes for the protagonists, it still carries the same bare-bones environmentalist sermon that has become all too exhausting in this day and age, especially when we have Extinction Rebellion and Just Stop Oil cronies ruining fine art and causing general inconvenience to all those around them in our current reality.
This is an excerpt from “Provenance”. To continue reading, visit The Mallard’s Shopify.
You Might also like
-
What is the Point of the Turner Prize?
Picture the scene. Strings of tattered bunting, the concrete shaft of a half-built pillar. At the centre of it all a pile of red and black folders, supplanted by a pair of flagpoles bearing faded Union Jacks. A length of striped tape lies beside them on the floor like the shed integument of a snake, and everywhere you look you see road barriers, twisted, contorted, lopsided. If it weren’t for the fact that the setting of the scene is Towner Eastbourne art gallery, you’d think a car had crashed through it. And you probably wouldn’t blame the driver.
This isn’t the aftermath of a riot or the contents of a disorganised storage room. In fact it is Jesse Darling’s winning submission for the 2023 Turner Prize, one of the world’s most prestigious art awards. The prize was established to honour the ‘innovative and controversial’ works of J.M.W. Turner, although in the thirty-nine years since its inauguration, none of the winning submissions have evoked the sublime beauty of Turner’s paintings.
There are no facts when it comes to art, only opinions. The judges, who lauded the exhibition for ‘unsettl[ing] perceived notions of labour, class, Britishness and power’, seem to have glimpsed something profound beyond the shallow display of metal and tape. Or they may simply have considered it the least worst submission in a shortlist which included some accomplished but otherwise unremarkable charcoal sketches, an oratorio about the COVID-19 pandemic and a few pipes.
It may be that beauty lies in the eyes of the beholder. But there is a distinction to be made between works of art whose beauty is universally accepted, and those which fail to find acclaim beyond a small demographic of urban, middle-class bohemians. According to a YouGov poll, an unsurprising 97% of the British public consider the Mona Lisa to be a work of art. That figure drops to 78% for Picasso’s Guernica, 41% for Jackson Pollock’s Number 5, and just 12% for Tracey Emin’s My Bed. That 12% of society, however, represents those among us most likely to work in art galleries and institutions, and to hold the most latitudinarian definition of ‘art’.
For ordinary people, the chief criterion for art is, and always has been, beauty. But like the other humanities, the 20th century saw the art world succumb to the nebulous web of ‘discourse’, with a corresponding shift away from aesthetic merits and towards political ends. Pieces like Marcel Duchamp’s Fountain – an upturned porcelain urinal – proved that works of art could shoot to fame precisely on account of their capacity to disturb and agitate audiences. As philosopher Roger Scruton described it, ‘According to many critics writing today a work of art justifies itself by announcing itself as a visitor from the future. The value of art is a shock value.’ The fact that shock, fear and revulsion create more powerful reactions than the sense of joy, calm or awe one feels when looking at a Rosetti or a Caravaggio is an unfortunate fact of human nature, and remains as true today as it did a hundred years ago. In much the same way that a news stories about declining global poverty rates or deaths from malaria will receive less attention than stories about melting ice caps or rising CO2 emissions, a truly beautiful artwork will receive less attention in the media than something which irks, irritates and offends.
In the opening chapter of The Picture of Dorian Gray, when Basil Hallward reveals the eponymous portrait to his friend Lord Henry, he confesses to feeling reservations about exhibiting the work despite it being, in Henry’s estimation, his masterpiece. ‘There is only one thing in life worse than being talked about,’ Lord Henry reprimands him, ‘and that is not being talked about.’ The sentiment is triply true in the age of social media. Indeed, the term ‘ragebait’ started appearing online in the months following Mark Leckey’s winning submission for the Turner Prize in 2008, an exhibition which featured a glow-in-the-dark stick figure and a naked mannequin on a toilet. Like Dorian Gray, the more the art world thirsts for attention, the more hideous the art itself will become.
The quickest route to attention is politics. At the award ceremony for this year’s Turner Prize, Darling pulled from his pocket a Palestinian flag, ‘Because there’s a genocide going on and I wanted to say something about it on the BBC.’ In his acceptance speech, he lambasted the late Margaret Thatcher for ‘pav[ing] the way for the greatest trick the Tories ever played, which is to convince working people in Britain that studying, self expression and what the broadsheet supplements describe as “culture” is only for certain people in Britain from certain socio-economic backgrounds. I just want to say don’t buy in, it’s for everyone’. The irony is that all the money in the world wouldn’t fix the problems currently afflicting the art scene. If the custodians of modern art want to democratise their vocation, and make culture available to ordinary people, they should follow the example of Turner – and produce something worth looking at.
Post Views: 265 -
Immaturity as Slavery
“… but I just hope the lad, now in his thirties, is not living in a world of secondhand, childish banalities.” – Sir Alec Guinness, A Positively Final Appearance.
The opening quote comes from a part of Alec Guinness’ 1999 autobiography which greatly amuses me. The actor of Obi Wan Kenobi is confronted by a twelve-year-old boy in San Francisco, who tells him of his obsessive love for Star Wars. Guinness asks if he could do the favour of “promising to never see Star Wars again?”. The lad cries, and his indignant mother drags him away. Guinness ends with the above thought. He hopes the boy is weaned from Star Wars before adulthood, lest he become a pitiful specimen.
Here enters the figure of the twenty-first century man-child, alias the “kidult”. He’s been on the radar for a while. Social critic Neil Postman prophesies the coming of “adult-children” in The Disappearance of Childhood from 1982. American journalist Joseph Epstein calls this same creature “The Perpetual Adolescent” in a 2004 article of the same name. But the best summary of this character I’ve yet found is by the writer Jacopo Bernardini, from 2014, to which I can add but little.
The kidult is one who lives his life as an eternal present. As the name suggests, his life is a sort of permanent adolescence. He is sceptical of traditional definitions of adulthood, so has deliberately shunned milestones like marriage and childbearing, in favour of an unattached lifestyle which lasts indefinitely. His relations with other people remain short and shallow; based entirely on fun and mutual use (close friendships or passionate love-affairs are not for him).
Most importantly, the kidult doesn’t change his tastes or buying habits with age. The thresholds of adolescence and maturity have no bearing on the things he likes and purchases, nor how he relates to these things. Not only does he like the same toys and cartoons at thirty as he did at ten, but he continues to obsess over them and impulsively buy them like when he was ten. Enjoying childhood fare isn’t a playful interlude, but a way of life which never ends. He consumes through instant gratification, paying no thought to any long-term pattern or goal.
Although it must not strike the reader as obvious, I think there exists a link between Guinness’ “secondhand, childish banalities” and a kind of latter-day slavery. To see the link needs some prep work, but once laid, I think the reader will see my point.
First to define servility. I believe the conservative writer Hilaire Belloc gave the best definition, and I shall freely paraphrase him. The great mass of people can be restricted yet not servile. Both monopolistic capitalism and socialism reduce workers to dependency, but neither makes them entirely slaves. Under capitalism, society retains an ideal of freedom, enshrined in law. Even as monopolists manipulate the law with their money, the ideal remains. Under socialism, state ownership is supposed to give all citizens leisure to do what they want (even as the state strangles them). In either case then, freedom is present as an ideal in theory even as it ceases to exist in practice. Monopolistic and socialist states don’t think of themselves as unfree.
Slavery is different. A slave society has relinquished even the pretence of freedom for a large mass of the working people. Servility exists when a great multitude are forced to work while having no productive property, and no economic independence. That is, a servile person owns nothing (or effectively nothing) and has no choice whatsoever over how much he works or for whom he works. Most ancient civilisations, like Egypt, Greece, and Rome were servile, with servility existing as a defined legal category. That some men were owned by others was as enshrined by law as the ownership of land or cattle.
Let’s put a little Aristotle into the mix. There are two kinds of obedience: from a free subject to a ruler, and from an unfree slave to his master. These are often confused but distinct. For while the former is reasonable, the latter involves no reason and is truly blind.
True authority is neither persuasion nor force. If an officer argues to a soldier why he should obey, then the two are equals, and there’s no chain of command. But if the officer must hold a gun to the man’s head and threaten to execute him lest he do his duty, this isn’t authority either. The soldier obeys because he’s terrified, but not because he respects his superior as a superior. True authority lies in the trust which a subordinate has for the wisdom and expertise of a superior. This only comes if he’s rational enough to understand the nature of what he’s a part of, what it does, and that some people with knowhow must organise it to work properly. A sailor understands he’s on a ship. He understands that a ship has so many complex functions that no one man could know or do them all. He understands that his captain is a wiser and more experienced fellow than he. So, he trusts the captain’s authority and obeys his orders.
I sketch this Aristotelian view of authority because it lets us criticise servility without assuming a liberal social contract idea. What defines slavery isn’t that the slave hasn’t chosen his master. Nor that the slave doesn’t get to argue about his orders. A slave’s duty just is the arbitrary will of his master. He doesn’t have to trust his master’s wisdom, because he doesn’t have to understand anything to be a slave. That is, while a soldier must rationally grasp what the army is, and a citizen must rationally grasp what society is, a slave is mentally passive.
Now, to Belloc’s prophecy concerning the fate of the west. The struggle between ownership and labour, between monopoly capitalism and socialism, which existed in his day, he thought would result in the re-institution of slavery. This would happen through convergence of interests. The state will take an ever-larger role in protecting workers through a safety net, that they don’t starve when unemployed. It will nationalise key industries, it will tax the rich and redistribute the wealth through welfare. But monopolies will still dominate the private sector.
Effectively, this is slavery. For the worker is protected when unemployed but has entirely lost the ability to choose his employer, or even control his own life. To give an illustration of what this looks like in practice: there are post-industrial towns in Britain where the entire population is either on welfare or employed by a handful of giant corporations (small business having ceased to exist). To borrow from Theodore Dalrymple, the state controls everything about these people, from the house they inhabit to the school they attend. It gives them pocket-money to spend into the private sector dominated by monopolies, and if they want to work, they can only work for monopolists. They fear neither starvation nor a cold night, but they have entirely lost their freedom.
This long preamble has been to show how freedom is swapped for safety in economic terms. But I think there’s more to it. First, the safety may not be economic but emotional. Second, the person willing to enter this swindle must be of a peculiar mindset. He must not know even a glimmer of true independence, lest he fight for it. A dispossessed farmer, for example, who remembers his crops and livestock will fight to regain them. But a man born into a slum, and knowing only wage labour, will crave mere safety from unemployment. Those who don’t know autonomy don’t long for it.
There now exist a troop of companies that market childish goods for adult consumption. They typically do this in one of two ways. First, offering childish products to adults under the guise of nostalgia. The adult is encouraged to buy things reminding him of his childhood, with the promise that he will relive it. Childish media and products are given an adult spin, and remarketed. Toys are rebranded as collectibles. Children’s films get unnecessary, adult-oriented, sequels or remakes (what Bernardini calls “kidult movies”). Originally child-friendly festivals or theme parks are increasingly marketed to childless adults.
The second way is by infantilising adult products. Adverts, for example, have gradually replaced stereotypical busy office workers and exhausted housewives with frolicking kidults. No matter how trivial, every product that is not related to Christmas, is now surrounded by giddy, family-free people engaged in play. The message we’re meant to get is that the vacuum cleaner or stapler will free us to act like children. By buying these things, we can create time for the true business of life: bouncing and smiling with one’s mouth open.
I believe infantilism to be a kind of mental slavery. In both the above examples, three elements combine: ignorance and mass media channel anxiety into childishness. This childishness then binds the victim in servitude to masters who take away his freedom while robbing him in the literal sense.
An artificial ignorance created by modern education is the first parent of the man-child. Absent a proper and classical education, the kidult’s mind is an empty page. Lack of general knowledge separates him from the great achievements of civilisation. He cannot seek refuge in Shakespeare, Dostoyevsky, or Dante, for he has never heard of these. He cannot draw strength from philosophy and religion for the same reason. Neither can he learn lessons from history, for the world begins only with his own birth. Here is a type of mental dispossession parallel to an economic one. Someone utterly ignorant of the answers great people have given to life’s questions will seek only safety, not wisdom.
The second parent is anxiety. Humans have always been terrified of the inevitable decay of their own bodies, followed by death. The wish for immortality is ancient. Yet the modern world, with its scepticism, creates a heightened anxiousness. When all authority and tradition has been deconstructed, there is no ideal for how people ought to live. Without this ideal, humans have no certainty about the future. Medieval people knew that whatever happened, knights fought, villeins worked, and churchmen prayed. Modern man’s world is literally whatever people make of it. It may be utterly transformed in a very short time. And this is anxiety-inducing to all but the most sheltered of philosophers.
Add to this the rise of a selfish culture. As Christopher Lasch tells us, the nineteenth century still carried (in a bastardised way) the ideal of self-sufficiency and virtue of the ancient man. Working and trading was still tied to one’s flourishing in society. Since 1960, as family and community have disintegrated, the industrialised world has degenerated into a Hobbesian “war of all against all”. A world of loneliness without parents and siblings; lacking true friends and lovers. When adulthood has become toxic and means to swim in a sea of disfunction, vulgarity, substance abuse and pornographic sexuality; it’s no surprise some may snap and long for a regression to childhood.
Mass media is the third condition. It floods the void where education and community used to be. The space where general knowledge isn’t, now gets stamped by fiction, corporate advertising, and state propaganda. These peddle in a mass of cliches, stereotypes, and recycled tropes.
My critique of kidults isn’t founded on “good old days” nostalgia, itself a product of media cliches. Fashions, customs, and culture change; and the citizen of today doesn’t have to be a joyless salaryman or housewife to count as an adult. Rather, the man-child phenomenon is a massive transfer of power away from the small and towards the large. The kidult is like an addict, hooked on feelings of cosy fun and nostalgia which are only provided by corporations. These feelings aren’t directed to the good of the kidult but the organisation acting as a dealer. The dealer controls the strength and frequency of the dose to get the wanted behaviour from the addict.
Now we see how kidults can be slaves. First, they’ve traded freedom for safety (false as it is) like Belloc’s proletarians made servile. Unlike the security of a traditional slave, this is an emotional illusion. The man-child believes that there’s safety in the stream of childish images offered to him. He believes that by consuming these the pain of life will cease. Yet man-children get no material or mental benefit from their infantilism. Indeed, they’re fast parted from their money, while getting no skills or virtues in return. The security is merely psychological: a Freudian age regression, but artificially created.
Second, while authority in Aristotle’s sense means to swap another’s judgement for your own, for the sake of a common good you understand; here you submit to another’s judgement for the sake of their private good, which you don’t understand. Organisations seeking only profit or power impose their ideas on the kidult, for their benefit. An immature adult pursues only pleasure, lives only for the present, and thinks only in frivolous stereotypes and cliches implanted during childhood. He’s thus in no position to understand the inner workings of companies and governments. He follows his passions like a sentient puppet obeying an invisible thread, leading always to a hand just out of sight.
In the poem London, William Blake talks about “mind-forg’d manacles”. These are the beliefs people have which constrain their lives in an invisible prison of sorts. For what we think possible or impossible guides our acting. Once mind-forg’d manacles are common to enough people, they form a culture (what’s a culture if not collective ideas on how one should act?). Secondhand childish banalities are such mind-forg’d manacles if we let them determine us wholly. Their “secondhand” nature means the forging has been done for us, and this makes them more insidious than ideas of our own creation. For if what I’ve said above is true, they threaten to make us servile. If enough people become dependent on secondhand childish banalities, as the boy who met Alec Guinness, then the whole culture becomes servile. Growing up may be painful, but it’s a duty to ourselves, that we remain free.
Post Views: 490 -
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.
Post Views: 212