Closing of the American Mind (39 page)

To make that range of possibilities accessible, to overcome the regime's tendency to discourage appreciation of important alternatives, the university must come to the aid of unprotected and timid reason. The
university is the place where inquiry and philosophic openness come into their own. It is intended to encourage the noninstrumental use of reason for its own sake, to provide the atmosphere where the moral and physical superiority of the dominant will not intimidate philosophic doubt. And it preserves the treasury of great deeds, great men and great thoughts required to nourish that doubt.

Freedom of the mind requires not only, or not even especially, the absence of legal constraints but the presence of alternative thoughts. The most successful tyranny is not the one that uses force to assure uniformity but the one that removes the awareness of other possibilities, that makes it seem inconceivable that other ways are viable, that removes the sense that there is an outside. It is not feelings or commitments that will render a man free, but thoughts, reasoned thoughts. Feelings are largely formed and informed by convention. Real differences come from difference in thought and fundamental principle. Much in democracy conduces to the assault on awareness of difference.

In the first place, as with all regimes, there is what might be called an official interpretation of the past that makes it appear defective or just a step on the way to the present regime. An example of this is the interpretation of Rome and the Roman empire in Augustine's
City of God
. Rome is not forgotten, but it is remembered only through the lens of victorious Christianity and therefore poses no challenge to it.

Second, sycophancy toward those who hold power is a fact in every regime, and especially in a democracy, where, unlike tyranny, there is an accepted principle of legitimacy that breaks the inner will to resist, and where, as I have said, there is no legitimate power other than the people to which a man can turn. Repugnance at the power of the people, at the fact that the popular taste should rule in all arenas of life, is very rare in a modern democracy. One of the intellectual charms of Marxism is that it explains the injustice or philistinism of the people in such a way as to exculpate the people, who are said to be manipulated by corrupt elites. Thus a Marxist is able to criticize the present without isolating himself from present and future. Almost no one wants to face the possibility that “bourgeois vulgarity” might really be the nature of the people, always and everywhere. Flattery of the people and incapacity to resist public opinion are the democratic vices, particularly among writers, artists, journalists and anyone else who is dependent on an audience. Hostility and excessive
contempt for the people is the vice of aristocracies, and is hardly our problem. Aristocracies hate and fear demagogues most of all, while democracies in their pure form hate and fear “elitists” most of all, because they are unjust, i.e., they do not accept the leading principle of justice in those regimes. Hence each regime discounts those who are most likely to recognize and compensate for its political and intellectual propensities, while it admires those who encourage them. But, to repeat, this tendency is more acute in democracy because of the absence of a nondemocratic class. In every regime there is a people; there is not necessarily any other class.

Third, the democratic concentration on the useful, on the solution of what are believed by the populace at large to be the most pressing problems, makes theoretical distance seem not only useless but immoral. When there is poverty, disease and war, who can claim the right to idle in Epicurean gardens, asking questions that have already been answered and keeping a distance where commitment is demanded? The for-its-own-sake is alien to the modern democratic spirit, particularly in matters intellectual. Whenever there is a crunch, democratic men devoted to thought have a crisis of conscience, have to find a way to interpret their endeavors by the standard of utility, or otherwise tend to abandon or deform them. This tendency is enhanced by the fact that in egalitarian society practically nobody has a really grand opinion of himself, or has been nurtured in a sense of special right and a proud contempt for the merely necessary. Aristotle's great-souled man, who loves beautiful and useless things, is not a democratic type. Such a man loves honor but despises it because he knows he deserves better, whereas democratic vanity defines itself by the honors it seeks and can get. The lover of beautiful and useless things is far from being a philosopher—at least as far as is the lover of the useful, who is likely to be more reasonable—but he has the advantage of despising many of the same things the philosopher does and is likely to admire the philosopher for his very uselessness, as an adornment. Great and unusual undertakings are more natural to him than to the lover of the useful, and he believes in and reveres motives that are denied existence by utilitarian psychology. He can take for granted the things that are the ends of most men's strivings—money and status. He is free, and must look for other fulfillments, unless he spends, as in the democratic view he should do, his life helping others to get what he
already has. Knowing as fulfillment in itself rather than as task required for other fulfillments is immediately intelligible to him. Finality as opposed to instrumentality, and happiness as opposed to the pursuit of happiness, appeal to the aristocratic temperament. All of this is salutary for the intellectual life, and none of it is endemic to democracy.

Thus the mere announcement of the rule of reason does not create the conditions for the full exercise of rationality, and in removing the impediments to it some of its supports are also dismantled. Reason is only one part of the soul's economy and requires a balance of the other parts in order to function properly. The issue is whether the passions are its servitors, or whether it is the handmaiden of the passions. The latter interpretation, which is Hobbes's, plays an important role in the development of modern democracy and is a depreciation as well as an appreciation of reason. Older, more traditional orders that do not encourage the free play of reason contain elements reminiscent of the nobler, philosophic interpretation of reason and help to prevent its degradation. Those elements are connected with the piety that prevails in such orders. They convey a certain reverence for the higher, a respect for the contemplative life, understood as contemplation of God and the peak of devotion, and a cleaving to eternal beings that mitigates absorption in the merely pressing or current. These are images of philosophic magnificence—which, it must be stressed, are distortions of the original, and can be its bitterest enemies, but which preserve the order of the cosmos and of the soul from which philosophy begins. Tocqueville describes this marvelously well in his moving account of Pascal, whom he evidently regards as the most perfect of men. The possibility of such a human type, the theoretical type, is, according to Tocqueville, most threatened in democracy, and it must be vigorously defended if humanity is not to be grievously impoverished. Much of the theoretical reflection that flourishes in modern democracy could be interpreted as egalitarian resentment against the higher type represented by Pascal, denigrating it, deforming it and interpreting it out of existence. Marxism and Freudianism reduce his motives to those all men have. Historicism denies him access to eternity. Value theory makes his reasoning irrelevant. If he were to appear, our eyes would be blind to his superiority, and we would be spared the discomfort it would cause us.

It is to prevent or cure this peculiar democratic blindness that the university may be said to exist in a democracy, not for the sake of establishing
an aristocracy but for the sake of democracy and for the sake of preserving the freedom of the mind—certainly one of the most important freedoms—for some individuals within it. The successful university is the proof that a society can be devoted to the well-being of all, without stunting human potential or imprisoning the mind to the goals of the regime. The deepest intellectual weakness of democracy is its lack of taste or gift for the theoretical life. All our Nobel prizes and the like do nothing to gainsay Tocqueville's appraisal in this regard. The issue is not whether we possess intelligence but whether we are adept at reflection of the broadest and deepest kind. We need constant reminders of our deficiency, now more than in the past. The great European universities used to act as our intellectual conscience, but with their decline, we are on our own. Nothing prevents us from thinking too well of ourselves. It is necessary that there be an unpopular institution in our midst that sets clarity above well-being or compassion, that resists our powerful urges and temptations, that is free of all snobbism but has standards. Those standards are in the first place accessible to us from the best of the past, although they must be such as to admit of the new, if it actually meets those standards. If nothing new does meet them, it is not a disaster. The ages of great spiritual fertility are rare and provide nourishment for other less fertile ones. What would be a disaster would be to lose the inspiration of those ages and have nothing to replace it with. This would make it even more unlikely that the rarest talents could find expression among us. The Bible and Homer exercised their influence for thousands of years, preserved in the mainstream or in backwaters, hardly ever being surpassed in power, without becoming irrelevant because they did not suit the temper of the times or the spirit of a regime. They provided the way out as well as the model for reform.

The university's task is thus well defined, if not easy to carry out or even keep in mind. It is, in the first place, always to maintain the permanent questions front and center. This it does primarily by preserving—by keeping alive—the works of those who best addressed these questions. In the Middle Ages, Aristotle was very much present in the minds of the leading elements of society. He was used as an authority almost on a level with the Church Fathers and was assimilated to them. This was, of course, an abuse of Aristotle, who thought that authority is the contrary of philosophy. His own teaching ought always to be approached with questions
and doubts, not faith. The essence of philosophy is the abandonment of all authority in favor of individual human reason. Nevertheless, Aristotle was there, his moderate and sensible views had an effect on the world, and he could be a guide to those who came to have philosophic doubt. In our time, freedom from authority and the independence of reason are commonplaces. Aristotle, however, instead of being properly used—now that we have the proper disposition—has to all intents and purposes disappeared. We would hardly be able to use Aristotle, as did Hegel, to grasp the character of modernity. Instead we are more and more restricted to the narrow experience of the here and now, with a consequent loss of perspective. The disappearance of Aristotle has much less to do with his intrinsic qualities than with a political distaste for him, joined with the lack of intellectual discipline that results from a sense of self-sufficiency. Reason has become a prejudice for us. Rousseau noted that in his time many men were liberals who a century earlier would have been religious fanatics. He concluded that they were not really reasonable, but, rather, conformists. Reason transformed into prejudice is the worst form of prejudice, because reason is the only instrument for liberation from prejudice. The most important function of the university in an age of reason is to protect reason from itself, by being the model of true openness.

Hence, without having the answers, the university knows what openness is and knows the questions. It also knows the regime within which it lives, and the kinds of threats this regime poses to its activity. In a democracy it risks less by opposing the emergent, the changing and the ephemeral than by embracing them, because the society is already open to them, without monitoring what it accepts or sufficiently respecting the old. There the university risks less by having intransigently high standards than by trying to be too inclusive, because the society tends to blur standards in the name of equality. It also risks less by concentrating on the heroic than by looking to the commonplace, because the society levels. In an aristocracy the university would probably have to go in a direction opposite to the one taken in a democracy in order to liberate reason. But in an aristocracy the university is a less important institution than in a democratic society, because there are other centers for the life of the mind, whereas in a democracy there is practically no other center, practically no way of life, calling or profession, that requires or encourages or
even permits cultivation. This is increasingly the case in the late twentieth century. The university as an institution must compensate for what individuals lack in a democracy and must encourage its members to participate in its spirit. As the repository of the regime's own highest faculty and principle, it must have a strong sense of its importance outside the system of equal individuality. It must be contemptuous of public opinion because it has within it the source of autonomy—the quest for and even discovery of the truth according to nature. It must concentrate on philosophy, theology, the literary classics, and on those scientists like Newton, Descartes, and Leibniz who have the most comprehensive scientific vision and a sense of the relation of what they do to the order of the whole of things. These must help preserve what is most likely to be neglected in a democracy. They are not dogmatisms but precisely the opposite: what is necessary to fight dogmatism. The university must resist the temptation to try to do everything for society. The university is only one interest among many and must always keep its eye on that interest for fear of compromising it in the desire to be more useful, more relevant, more popular.

The university's task is illustrated by two tendencies of the democratic mind to which Tocqueville points. One is abstractness. Because there is no tradition and men need guidance, general theories that are produced in a day and not properly grounded in experience, but seem to explain things and are useful crutches for finding one's way in a complicated world, have currency. Marxism, Freudianism, economism, behavioralism, etc., are examples of this tendency, and there are great rewards for those who purvey them. The very universality of democracy and the sameness of man presupposed by it encourage this tendency and make the mind's eye less sensitive to differences. All the terms discussed in Part Two are evidences of this abstractness, simulacra of thought and experience, hardly better than slogans, which take the place of reflection. In aristocracies men take the experiences of their nations as unique and superior and tend not to generalize, but rather to forget the natural community of men and the universality of thought. But they do really pay attention to their experiences, to the diversity of phenomena that is homogenized by abstract “mind-sets.” This is another thing the democratic university must learn from aristocracies. Our temptation is to prefer the shiny new theory to the fully cognized experience. Even our famous empiricism is more of a theory than an openness to experience. Producing
theories is not theorizing, or a sign of the theoretical life. Concreteness, not abstractness, is the hallmark of philosophy. All interesting generalization must proceed from the richest awareness of what is to be explained, but the tendency to abstractness leads to simplifying the phenomena in order more easily to deal with them.