Closing of the American Mind (41 page)

The moment of the Enlightenment's success seems also to have been the beginning of its decay. The obscuring of its intention as a result of its democratization is symptomatic of the inner difficulties of its project. That project entailed freedom for the rare theoretical men to engage in rational inquiry in the small number of disciplines that treat the first principles of all things. This requires an atmosphere where the voice of reason is not drowned by the loud voices of the various “commitments” prevailing in political life. Knowledge is the goal; competence and reason are required of those who pursue it. The disciplines are philosophy, mathematics, physics, chemistry, biology and the science of man, meaning a political science that discerns the nature of man and the ends of government. This is the academy. Dependent on it are a number of applied sciences—particularly engineering, medicine and law—that are lower in dignity and derivative in knowledge, but produce the fruits of science that benefit the unscientific and make them respectful of science. Thus the advantage of the knowers, who want to pursue knowledge, and that of those who do not know, those who want to pursue their well-being, are
served simultaneously, establishing a harmony between them. And thus the age-old gulf separating the wise from those who hold power is bridged, and
the
problem of the wise in civil society is solved. The project was a unity reflecting the unity of the intelligible order of nature, its parts organized according to the order of the parts of the whole, joined together finally in a survey of the articulated whole made by the culminating science—philosophy.

This project has lost its unity and is in crisis. Reason is unable to establish its unity, to decide what should be in it, to divide up the intellectual labor. It floats without compass or rudder.

If the university is indeed the product of the Enlightenment and is its visible presence in modern democracy, and if Enlightenment was a political project that undertook to alter the age-old character of the relation between wisdom and power, knowledge and society, it might be suspected that the crisis of knowledge that has become politically useful—i.e., the crisis of the university—and the crisis of liberal democracy, the political order dependent on knowledge, have something to do with the new relationship between the two promoted by Enlightenment.

I have included among the Enlightenment philosophers men like Machiavelli, Bacon, Montaigne, Hobbes, Descartes, Spinoza and Locke, along with the eighteenth-century thinkers like Montesquieu, Diderot and Voltaire, whose teachings are usually held to constitute the Enlightenment, because these latter were quite explicit about their debt to the originators of what the Enlightenment was in large measure only popularizing. The men of the Enlightenment proper were the first whose teachings were addressed not only, or primarily, to other philosophers or potential philosophers of the same rank, and who were concerned not only with those who understand but also with changing the opinions of mankind at large. Enlightenment was the first philosophically inspired “movement,” a theoretical school that is a political force at the same time. The very word Enlightenment conveys this mixture of elements, as does Marxism, whereas Platonism and Epicureanism refer strictly to theories—which may have had this or that effect but whose essence is only theoretical. Although Plato and Aristotle had political philosophies, there is no regime to which one can point as a Platonic or an Aristotelian regime, in the sense that either thinker had founded the movement or party that
actually established the regime. But Enlightenment is certainly responsible for liberal democracy, as is Marxism for communism. Intellectual historians have frequently been too impressed by these recent events in philosophy and politics to recognize how recent they are, that they constitute a new phenomenon in both domains, and that what is most profound and interesting about Enlightenment is its radical and self-conscious break with the philosophical tradition in the mode and degree of its political activity.

The Enlightenment thinkers understood themselves to be making a most daring innovation: according to Machiavelli, modern philosophy was to be politically effective, while Plato and Aristotle, and all the ancients who followed them since Socrates founded political philosophy were politically ineffective. Machiavelli claimed that he taught the effective truth, and he and practically all those who followed him endeavored to be politically effective. Machiavelli follows Callicles in Plato's
Gorgias
, who ridicules Socrates for being unable to defend himself, to avert insults or slaps in the face. The vulnerability of the philosopher would seem to be the starting place for the new reflection and the renewal of philosophy. This may seem trivial to many today, but the entire philosophic tradition, ancient and modern, took the relation of mind to society as the most fruitful beginning point for understanding the human situation. Certainly the first philosophy of which we have a full account begins with the trial and execution of the philosopher. And Machiavelli, the inspirer of the great philosophical systems of modernity, starts from this vulnerability of reason within the political order and makes it his business to correct it.

Some might say it was not concern with the fate of philosophers but the wish, in Bacon's phrase, to ease man's estate that motivated the modern thinkers. This, however, comes down to the same thing—a criticism of the ancient philosophers for their impotence, and a reflection on the relation of knowledge to civil society. The ancients were always praising virtue, but men were not made more virtuous as a result. Everywhere there were rotten regimes, tyrants persecuting peoples, rich exploiting poor, nobles keeping down commoners, men insufficiently protected by laws or arms, etc. Wise men saw clearly what was wrong in all this, but their wisdom did not generate power to do anything about it. The new philosophy claimed to have discovered the means to reform society and
to secure the theoretical life. If the two purposes were not identical, they were intended to be complementary.

It must be remembered that this was a dispute within philosophy and that there was an agreement among the parties to it about what philosophy is. The moderns looked to and disagreed with the Greek philosophers and their heirs, the Roman philosophers. But they shared the view that philosophy, and with it what we call science, came to be in Greece and had never, so far as is known, come to be elsewhere. Philosophy is the rational account of the whole, or of nature. Nature is a notion that itself is of Greek origin and requisite to science. The principle of contradiction guided the discourse of all, and the moderns presented reasoned arguments against those of their predecessors with whom they disagreed. The moderns simply took over a large part of ancient astronomy and mathematics. And they, above all, agreed that the philosophic life is the highest life. Their quarrel is not like the differences between Moses and Socrates, or Jesus and Lucretius, where there is no common universe of discourse, but more like the differences between Newton and Einstein. It is a struggle for the possession of rationalism by rationalists. This fact is lost sight of, partly because scholasticism, the use of Aristotle by the Roman Catholic Church, was the phantom of philosophy within the old order that was violently attacked by the modern philosophers, more out of antitheological ire than by dislike of ancient philosophy. Another reason why the essential agreement between ancients and moderns is no longer clear is the modern science of intellectual history, which tends to see all differences of opinion as differences of “worldview,” which blurs the distinction between disagreements founded on reason and those founded on faith.

The very term Enlightenment is connected with Plato's most powerful image about the relation between thinker and society, the cave. In the
Republic
, Socrates presents men as prisoners in a dark cave, bound and forced to look at a wall against which are projected images that they take to be the beings and that are for them the only reality. Freedom for man means escaping the bonds, civil society's conventions, leaving the cave and going up to where the sun illuminates the beings and seeing them as they really are. Contemplating them is at once freedom, truth and the greatest pleasure. Socrates' presentation is meant to show that we begin from deceptions, or myths, but that it is possible to aspire to a nonconventional
world, to nature, by the use of reason. The false opinions can be corrected, and their inner contradictions impel thoughtful men to seek the truth. Education is the movement from darkness to light. Reason projected on to the beings about which at first we only darkly opine produces enlightenment.

The moderns accepted that reason can comprehend the beings, that there is a light to which science aspires. The entire difference between ancients and moderns concerns the cave, or nonmetaphorically, the relation between knowledge and civil society. Socrates never suggests that, even in the unlikely event that philosophers should be kings and possess absolute wisdom, the nature of the cave could be altered or that a civil society, a people, a
dēmos
, could do without false opinions. The philosophers who returned to the cave would recognize that what others take to be reality is only image, but they could not make any but the happy few able to see the beings as they really are. They would guide the city reasonably, but in their absence the city would revert to unreason. Or to put it in another way, the unwise could not recognize the wise. Men like Bacon and Descartes, by contrast, thought that it was possible to make all men reasonable, to change what had always and everywhere been the case. Enlightenment meant to shine the light of being in the cave and forever to dim the images on the wall. Then there would be unity between the people and the philosopher. The whole issue turns on whether the cave is intractable, as Plato thought, or can be changed by a new kind of education, as the greatest philosophic figures of the seventeenth and eighteenth century taught.

As Plato tells us, Socrates was charged with impiety, of not holding the same gods the city held, and he was found guilty. Plato always presents Socrates as the archetypical philosopher. The events of Socrates' life, the problems he faced, represent what the philosopher as such must face. The
Apology
tells us that
the
political problem for the philosopher is the gods. It makes clear that the images on the wall of the cave about which men will not brook contradiction represent the gods. Socrates' reaction to the accusation is not to assert the right of academic freedom to pursue investigations into the things in the heavens and under the earth. He accepts the city's right to demand his belief. His defense, not very convincing, is that he is not a subversive. He asserts the great dignity of philosophy and tries as much as possible to reduce the gap between it and good citizenship.
In other words, he temporizes or is insincere. His defense cannot be characterized as “intellectually honest” and is not quite to contemporary taste. He only wants to be left alone as much as possible, but is fully aware that a man who doubts what every good citizen is supposed to know and spends his life sitting around talking about virtue, rather than doing virtuous deeds, comes into conflict with the city. Characteristically, Socrates lives with the essential conflicts and illustrates them, rather than trying to abolish them. In the
Republic
he attempts to unite citizenship with philosophy. The only possible solution is for philosophers to rule, so there would be no opposition between the city's commands and what philosophy requires, or between power and wisdom. But this outline of a solution is ironic and impossible. It only serves to show what one must live with. The regime of philosopher-kings is usually ridiculed and regarded as totalitarian, but it contains much of what we really want. Practically everyone wants reason to rule, and no one thinks a man like Socrates should be ruled by inferiors or have to adjust what he thinks to them. What the
Republic
actually teaches is that none of this is possible and that our situation requires both much compromise and much intransigence, great risks and few hopes. The important thing is not speaking one's own mind, but finding a way to have one's own mind.

Contrary to common opinion, it is Enlightenment that was intent on philosophers' ruling, taking Socrates' ironies seriously. If they did not have the title of king, their political schemes were, all the same, designed to be put into practice. And they were put into practice, not by begging princes to listen to them but by philosophy's generating sufficient power to force princes to give way. The rule of philosophy is recognized in the insistence that regimes be constructed to protect the rights of man. The anger we experience on reading Socrates' censorship of the poets is unself-conscious, if we agree, as we willy-nilly do, that children must be taught the scientific method prior to any claims of the imagination on their belief or conduct. Enlightenment education really does what Socrates only tentatively proposes. Socrates, at least, tries to preserve poetry, whereas Enlightenment is almost indifferent to its fate. The fact that we think there should be poetry classes as well as education in reasoning helps us to miss the point: What happens to poetic imagination when the soul has been subjected to a rigorous discipline that resists poetry's greatest charms? The Enlightenment thinkers were very clear on this point. There is no discontinuity
in the tradition about it. They were simply solving the problem to the advantage of reason, as Socrates wished it could be solved but thought it could not. Enlightenment is Socrates respected and free to study what he wants, and thereby it is civil society reconstituted. In the
Apology
, Socrates, who lives in thousandfold poverty because he neither works nor has inherited, proposes with ultimate insolence that he be fed at public expense at city hall. But what is the modern university, with its pay and tenure, other than a free lunch for philosophy and scientists?