Empire of Illusion - Chris Hedges [57]
The bankruptcy of our economic and political systems can be traced directly to the assault against the humanities. The neglect of the humanities has allowed elites to organize education and society around predetermined answers to predetermined questions. Students are taught structures designed to produce these answers even as these structures have collapsed. But those in charge, because they are educated only in specializations designed to maintain these economic and political structures, have run out of ideas. They have been trained only to find solutions that will maintain the system. This is what the Harvard Business School case method is about, a didactic system in which the logic employed to solve a specific problem always, in the end, sustains market capitalism. These elites are not capable of asking the broad, universal questions, the staples of an education in the humanities, which challenge the deepest assumptions of a culture and examine the harsh realities of political and economic power. They have forgotten, because they have not been taught, that human nature is a mixture of good and evil. They do not have the capacity for critical reflection. They do not understand that for every answer there arises another question—the very basis behind the Socratic academy’s search for wisdom.
For Socrates, all virtues were forms of knowledge. To train someone to manage an account for Goldman Sachs is to educate him or her in a skill. To train them to debate stoic, existential, theological, and humanist ways of grappling with reality is to educate them in values and morals. A culture that does not grasp the vital interplay between morality and power, which mistakes management techniques for wisdom, which fails to understand that the measure of a civilization is its compassion, not its speed or ability to consume, condemns itself to death. Morality is the product of a civilization, but the elites know little of these traditions. They are products of a moral void. They lack clarity about themselves and their culture. They can fathom only their own personal troubles. They do not see their own biases or the causes of their own frustrations. They are blind to the gaping inadequacies in our economic, social, and political structures and do not grasp that these structures, which they have been taught to serve, must be radically modified or even abolished to stave off disaster. They have been rendered mute and ineffectual. “What we cannot speak about,” Ludwig Wittgenstein warned, “we must pass over in silence.”11
“The existence of multiple forms of intelligence has become a commonplace, but however much elite universities like to sprinkle their incoming classes with a few actors or violinists, they select for and develop one form of intelligence: the analytic,” wrote William Deresiewicz in The American Scholar. Deresiewicz, who taught English at Yale, writes that
while this is broadly true of all universities, elite schools, precisely because their students (and faculty, and administrators) possess this one form of intelligence to such a high degree, are more apt to ignore the value of others. One naturally prizes what one most possesses and what most makes for one’s advantages. But social intelligence and emotional intelligence and creative ability, to name just three other forms, are not distributed preferentially among the educational elite.12
Intelligence is morally neutral. It is no more virtuous than athletic prowess. It can be