Roland Barthes’ essay Death of the Author is required reading for many students who wish to study the humanities, such as English Literature. The general thesis of the essay is that narrative intent from the author cannot be discovered as it is impossible to know what the author’s thoughts were at the time of writing. Thus, Death of the Author can be understood to mean “art without the artist” – by the reader is the only true reading. The authority of the author, and therefore the author himself, perishes.
It is an interesting and incredibly influential essay that has played a large part in the development of critical theory over the course of the 20th century. Using this as a basis, it is my belief that we can take the theory further.
Rather than experience the art in a passive way, accepting what the author produces as is, and making our own interpretations from that point, I propose that we instead take an active participation in taking art from the artist and use it to our own ends. This is much easier to do thanks to the internet, and the emergence of meme culture.
It is from meme culture that murdering the author rises. 2016 can be seen as the black swan moment for this with the election of Donald Trump and the reignition of right-wing populism. In this moment, a new breed of meme was born, and it is one of these memes that I think best exemplifies how effective murdering the author can be.
In 2017 MGMT released their song “Little Dark Age”, a protest song lamenting the election of Trump. As the title suggests, the zeitgeist as the artist saw it was regressing back into a period of ignorance, ultimately taking the past 70 years of Progress with it. As recent as 2021 however, the meme remixes of this song have become increasingly popular. The song is used as a backdrop over footage designed to ignite reactionary pride – praise of Christianity and the heroic spirit are commonplace within this. My personal favourites are the ones that glorify the British Empire.
The popularity of the meme is an example of the remix culture unique to the internet, an issue with 21st century creations in general. 21st century art is stunted, and we can only find creative outlets in what has come before. This is a problem with all art and culture in the West, but has been commented on before so I will not belabour the point, except to say that our obsession with nostalgia seems to have left us bereft of creating our own cultural milieu and we are forced to stand blindly on the shoulders of giants.
We are indeed in a little dark age, and MGMT clearly felt that. It just isn’t the dark age they think it is. For a generation of people brought up in countries whose hour of greatness was over, and on whom all the world’s ills could be blamed, it is little surprise that a song like Little Dark Age could be used in the way it did. With lyrics like “Forgiving who you are for what you stand to gain/Just know that if you hide it doesn’t go away”, the song seems to be calling out to those who are trodden on by the current regime, such as political dissidents, delivering the Evolian message of riding the tiger. In the remix culture that epitomises internet trends, this is an example of destroying the meaning of a talented, well intended but misinformed artist and rewiring it for a different purpose.
No matter how MGMT feels about the current political and cultural climate, the fact remains that Little Dark Age is reactionary. It speaks of cultural degradation, inauthenticity – the sense of something being lost. MGMT have put their finger on the pulse, and their diagnosis seems apt – but the wrong patient has died.
Their anger is correct but misdirected, which is why we on the right see the song as something to be hijacked. We are not witnessing the death of the author here – instead, we are the author’s murderers. We are Lenin storming the Tsar’s palace in 1917. We take what is theirs and subvert it to our own ends.
The fact is that reactionary media, be it music, film, literature or television, is entirely hegemonic to the left’s favour. Reactionary discourse is repeatedly shut out of the Overton window, which is panned by boomeresque false idols on one side and comical Marxist villains on the other. In order to make a point, we must use the tools of the enemy. We must be the Vietcong stealing M16s from a US military base. We take from the author what is theirs, deconstruct their arms and create something entirely new using the skeleton of their works.
We are the murderers of the author and this is our strongest weapon.
You Might also like
-
It’s probably a good time to re-colonise Shakespeare
The Renaissance was a spectacular time for literature, arts, and anatomy. The sheer wealth of geographical expansion reinvigorated Europe and invited it to explore, research, and discover. This period was crucial for the conflict between religion and knowledge, a subject thoroughly explored in Doctor Faustus. The Italian Renaissance especially brought forward many crucial questions about life and death, religion, exploration and other issues.
But this is no longer at the forefront of Renaissance studies. The calls for decolonisation have been sounding for quite a while and it’s slowly becoming a subject mainly discussed by right-wing self-proclaimed pseudo-intellectual political commentators. Is it still worth talking about? It might be.
Many students join the English departments armed with an entire collection of Shakespeare’s works and a copy of Doctor Faustus, anticipating learning all there is to know about Renaissance in literature.
Well, those students would be sorely disappointed. The loudest calls for decolonisation have been coming from The Globe, the first Shakespearian theatre. On the very front of their website, we can see ‘Anti-Racist Shakespeare’ in big red letters. When looking at their blog entry from August 2020, a completely innocuous and not totally coincidental date, the quote from Professor Farah Karim-Cooper sheds a lot of light on what’s happening with Shakespeare:
As the custodians of Shakespeare’s most iconic theatres, we have a responsibility to talk honestly about the period from which he emerged and challenge the racist structures that remain by providing greater access to the works and demonstrating how Shakespeare speaks powerfully to our moment.
This is fascinating, as this then led to many movements to decolonise the literary genius. Universities advise students to listen to a podcast about the importance of ‘decolonising Shakespeare’ and the first lecture is basically a lesson on why Shakespeare is not universal and must be redefined.
The lecture material encourages students to look out for ‘colonial oppression’ and invites students to not only decolonise Shakespeare but also the Renaissance. Put your Marlowe in the rubbish, the reading list is now filled with race-related, women-related plays, geared not at looking into the genuine literary wealth of Shakespeare, but at intersectionality. The anti-Semitism in The Merchant of Venice is barely visible under the colossal shadow of the potential ‘queerness’ within the novel. The patriarchy and the search for something that isn’t there take precedence over trying to uncover important truths.
The lecturers may find it laughable that some people oppose decolonisation. They seem to be engaging in strawman ‘oh does that mean that we’re not going to teach Shakespeare? Of course not!’ But that’s not the point.
I think that if we’re tearing down statues in Bristol and across the US, Shakespeare is potentially one of the cultural statues that could come down
Professor Ayanna Thompson, ‘Shakespeare Teachers’ Conversation’
If universities endorse the above message, what signal are they sending to their students? Of course, they may laugh trying to explain that it doesn’t mean literally tearing down Shakespeare, but the point stands. What they are trying to do is to reconstruct the existing understanding of Shakespeare and re-create it in order to accommodate people who hate them.
Shakespeare was a white Anglo male and lived during the beautiful age of colonial expansion. No one should be worried about saying this one way or another. There’s nothing wrong with it either. I personally believe that Doctor Faustus is a far more important novel than ‘The Masque of Blackness’ by Ben Jonson who wrote quite a dull play about black people searching for the land where they can become white and beautiful.
I understand that this is supposed to make the students uncomfortable and convince them to engage critically with the racism in the past; but don’t we all already know this? Isn’t it much more productive to focus on the plays that could relate better to contemporary issues? Apparently not.
Midsummer Night’s Dream is apparently about patriarchy and The Merchant of Venice is gay. The problem with academia these days is not that there are modules that are ideological; no, the ideology very easily just seeps into everything. There is no way out anymore – most academics are left-wing so naturally their modules will be geared in that direction also. This wouldn’t be an issue as this has been happening for aeons. The problem is that this then creates a whole army of impressionable young people whose main focus will be the discussion on intersectionality and race when there is so much more that Shakespeare can offer. The only way to circumvent it is to rediscover the truths that Renaissance literature has to offer. Reject intersectionality and race and embrace tradition.
Post Views: 620 -
Is it Possible to Live Without a Computer of Any Kind?
This article was originally published on 19th May 2021.
I am absolutely sick to death of computers. The blue light of a screen wakes me up in the morning, I stare at another computer on my desk for hours every day, I keep one in my pocket all the time and that familiar too-bright glow is the last thing I see before I close my eyes at night. Lockdown undoubtedly made the problem much, much worse. Last year, a nasty thought occurred to me: it might be the case that the majority of my memories for several months were synthetic. Most of the sights and sounds I’d experienced for a long time had been simulated – audio resonating out of a tinny phone speaker or video beamed into my eyes by a screen. Obviously I knew that my conscious brain could tell the difference between media and real life, but I began to wonder whether I could be so sure about my subconscious. In short, I began to suspect that I was going insane.
So, I asked myself if it was possible to live in the modern world without a computer of any kind – no smartphone, no laptop, and no TV (which I’m sure has a computer in it somewhere). Of course, it’s possible to survive without a computer, provided that you have an income independent of one, but that wasn’t really the question. The question was whether it’s possible to live a full life in a developed country without one.
Right away, upon getting rid of my computers, my social life ground to a halt. Unable to go to the pub or a club, my phone allowed me to feel like I was still at least on the periphery of my friends lives while they were all miles away. This was hellish, but I realised that it was the real state of my life – my phone acted as a pacifier and my friendships were holograms. No longer built on the foundation of experiences shared on a regular basis, social media was a way for me to freeze-dry my friendships – preserve them so that they could be revived at a later date. With lockdown over though, this becomes less necessary. They can be reheated and my social life can be taken off digital life support. I would lose contact with some people but, as I said, these would only be those friendships kept perpetually in suspended animation.
These days large parts of education, too, take place online. It’s not uncommon now in universities, colleges and secondary schools for work and timetables to be found online or for information to be sent to pupils via internal email networks. Remote education during lockdown was no doubt made easier by the considerable infrastructure already in place.
Then there’s the question of music. No computers would mean a life lived in serene quiet; travelling and working without background sound to hum or tap one’s foot to. An inconvenience, maybe, but perhaps not altogether a negative one. Sir Roger Scruton spoke about the intrusion of mass-produced music into everyday life. Computer-produced tunes are played at a low level in shopping centres and restaurants, replacing the ambient hum and chatter of human life with banal pop music. Scruton believed that the proper role of music was to exalt life – to enhance and make clear our most heartfelt emotions. Music today, though, is designed to distract from the dullness of everyday life or paper over awkward silences at social events. He went so far as to say that pop consumption had an effect on the musical ear comparable to that of pornography on sex.
The largest barrier, however, is the use of the internet for work. Many companies use online services to organise things like shift rotas, pay and holidays and the entire professional world made the switch to email decades ago. How feasible is it to opt out of this? Short of becoming extremely skilled at something for which there is both very little supply and very high demand, and then working for a band of eccentrics willing to accommodate my niche lifestyle, I think it would be more or less impossible. Losing the computer would mean kissing the possibility of a career goodbye.
Lockdown has also sped up the erosion of physical infrastructure required to live life offline as well as accelerated our transformation into a ‘cashless society’. On average, 50 bank branches have closed every month since January 2015, with over 1000 branch closures across the country in the last year alone. It also seems to have wiped away the last remaining businesses that didn’t accept card payments. The high street, already kicking against the current for years, is presently being kept alive by Rishi Sunak’s magic money tree while Amazon records its best quarter for profits ever. It’s no mystery to anyone which way history will go.
I’m lucky that my parents were always instinctively suspicious of ‘screens’. I didn’t get a smartphone until a good way into secondary school and I got my first – and only – games console at the age of 16. I keenly remember getting a laptop for my birthday. I think my parents gave it to me in the hopes that I would become some kind of computing or coding genius – instead, I just played a lot of Sid Meiers Civilisation III. My dad would remind me that nothing on my computer was real, but that didn’t stop me getting addicted to games. If it wasn’t for my parents’ strong interventions I would likely have developed a serious problem – sucked into the matrix and doomed to spend my youth in my bedroom with the blinds down.
All year this year I have wrestled with my media addiction but been unable to throw it off. I told my friends that I was taking a break from social media, I deactivated my Twitter account, I physically hid my phone from myself under my bed, and yet here I am, writing this on my laptop for an online publication. When I got rid of my phone I turned to my computer to fill the time. When I realised that the computer was no better I tore myself from it too… and spent more time watching TV. I tried reading – and made some progress – but the allure of instant reward always pulled me back.
I’m not a completely helpless creature, though. On several occasions I cast my digital shackles into the pit, only to find that I needed internet access for business that was more important than my luddite hissy-fit. Once I opened the computer up for business, it was only a matter of time before I would be guiltily watching Netflix and checking my phone again. It’s too easy – I know all the shortcuts. I can be on my favourite time-absorbing website at any time in three or four keystrokes. Besides, getting rid of my devices meant losing contact with my friends (with whom contact was thin on the ground already). Unplugging meant really facing the horrific isolation of lockdown without dummy entertainment devices to distract me. I lasted a month, once. So determined was I to live in the 17th century that I went a good few weeks navigating my house and reading late at night by candlelight rather than turning on those hated LEDs.
And yet, the digital world is tightening around us all the time. Year on year, relics of our past are replaced with internet-enabled gadgets connected to a worldwide spider web of content that has us wrapped up like flies. Whenever I’ve mentioned this I’ve been met with derision and scorn and told to live my life in the woods. I don’t want to live alone in the woods – I want to live a happy and full life; the kind of life that everyone lived just fine until about the ’90s. I’m sick of the whirr and whine of my laptop, of my nerves being raw from overuse, of always keeping one ear open for a ‘ping ’or a ‘pop’ from my phone, and of the days lost mindlessly flicking from one app to the other. Computers have drastically changed the rhythm of life itself. Things used to take certain amounts of time and so they used to take place at certain hours of the day. They were impacted by things like distance and the weather. Now, so much can occur instantaneously irrespective of time or distance and independent from the physical world entirely. Put simply, less and less of life today takes place in real life.
The world of computers is all I’ve ever known and yet I find myself desperately clawing at the walls for a way out. It’s crazy to think that something so complex and expensive – a marvel of human engineering – can become so necessary in just a few decades. If I can’t get rid of my computers I’ll have to learn to diminish their roles in my life as best I can. This is easier said than done, though; as the digital revolution marches on and more and more of life is moved online, the digital demons I am struggling to keep at arm’s length grow bigger and hungrier.
I’m under no illusions that it’s possible to turn back the tide. Unfortunately the digital revolution, like the industrial and agricultural revolutions before it, will trade individual quality of life for collective power. As agricultural societies swallowed up hunter gatherers one by one before themselves being crushed by industrial societies, so those who would cling to an analogue way of life will find themselves overmatched, outcompeted and overwhelmed. Regardless, I will continue with my desperate, rearguard fight against history the same way the English romantics struggled against industrialisation. Hopeless my cause is, yes, but it’s beautiful all the same.
Post Views: 71 -
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