Rilke, The Grownup

The Grownup

All this stood on her and was the world
And stood on her with everything, fear and grace,
As trees stand, growing and straight,
All image and imageless like the Ark.
And solemnly, as if placed on a people.

And she endured it, bore it--
The flying, escaping, distant,
The immense, not yet learned--
Calm as a woman bearing water
In a full jug. Right in the midst of the game,
Transforming and preparing for something else,
The first white veil, gently gliding,

Fell over her open face
Almost opaque and never lifting again
And somehow to all your questions
Only vaguely offering an answer:
In you, you who has been a child, in you.

— Rainer Maria Rilke (trans. by Peter Levine)

The original poem, “Die Erwachsene” from New Poems (1907), is here. The title is the ordinary German word for “adult,” but etymologically, it means “one who has accomplished growth.” Rilke invents a word in his final line, “Kindgewesene,” which I translate here as “one who has been a child.” All of us (even the youngest) are both things at once.

The first lines describe a female person in the past tense. Every reading that I have seen presumes that she is a child, but that is not explicit, and the poem’s title names an adult.

She is with something. The phrase “all this” or “this all” (das alles) suggests that the narrator is referring to everything we perceive, the world. It exceeds representative language–being immense and fleeting–yet it has a heavy weight, which she bears calmly. It is likened to a tree and to the Ark of the Covenant. Trees do not intend anything; they simply grow. The Biblical Ark incorporated golden images of cherubim (Ex. 25:18), but it also contained the written prohibition against graven images, so that it was ganz Bild und bildlos–“all image and imageless.” A tree, the Ark, and perhaps a child are alike in that they have meanings for us but do not intend meanings.

At a specific moment, in the middle of an absorbing activity (a Spiel or game), a second object enters, a veil that descends permanently over this person’s face. Until now, she has seemed oblivious or absorbed in her context, but now there are things that are concealed from her, and vice-versa.

This veil–not the girl or woman–responds unclearly to “your” questions. With this evocation of “you,” there is another person in the poem: presumably, Rilke’s adult reader. The poem advises “you” to look for answers not through a veil but within yourself as someone who has been a child.

We might think of time as a series of instants, of which the present is merely one. That is how the time of clocks and calendars works: a system with which we analyze and control aspects of nature. One year we are children; another, we are grown. But consciousness is not simply located in the present. What we experience at any given moment is a set of meaningful objects that have various durations and histories, often extending into the future as well back into the remembered past. Like the objects that we experience, our selves have histories and hopes. Sometimes we are aware of the kind of time that clocks measure, and sometimes we are absorbed in an activity (bis mitten unterm Spiel) when a sudden change occurs.

Put another way: I am not merely an organism located at a time and a place but also a person who has been a child, who has grown, and who feels the weight of things “not yet learned.” The good and bad things that matter–both fear and grace–extend in time and carry me backward and ahead.

Kant deduced from the fact that we experience objects with duration that there must be a lasting self, but his deduction yielded an “I” that was invisible, simple, and identical for all who reason. As Merleau-Ponty writes, Kant’s argument “rids the world of its opacity and its transcendence. … There is nothing hidden behind … faces and gestures, no domain to which I have no access, merely a little shadow [the self] which owes its very existence to the light” (Merleau-Ponty 1945/2002, xiii).

Looking inward, we should instead find a self that is complicated, dynamic, elusive, and situated. Rilke explores opacity and transcendence in this poem, which is about having both a past and a present.


Quotation from Maurice Merleau-Ponty, Phenomenology of Perception, trans. by Colin Smith (Routledge, 2002). The Rilke translation is mine and misses the tight rhythm and rhyme-scheme of the original. See also: Notes on Gerard Manley Hopkins’ “Spring and Fall“; phenomenology of nostalgia; Kieran Setiya on midlife; three great paintings in dialogue (addressing Rilke’s 5th Duino Elegy); and the sublime is social–with notes on Wordsworth’s “Lines Above Tintern Abbey“.

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Habits of Hearts and Mind: How to Fortify Civic Culture


In June 2020, the the American Academy of Arts and Sciences’ Commission on the Practice of Democratic Citizenship published its landmark report, Our Common Purpose: Reinventing American Democracy for the 21st Century, with recommendations concerning many aspects of politics and civic life. The AAA&S has continued to develop and promote the strategies of that document. Some of this work has been conducted by a Civic Culture Working Group, to which I belong. And yesterday, this Working Group released its report, entitled Habits of Hearts and Mind: How to Fortify Civic Culture.

The report defines “civic culture” as “the set of norms, values, narratives, habits, and rituals that shape how we live together and govern ourselves in our diverse democratic society.”

“Culture” can be a vague term applied to elusive aspects of groups or organizations–or even a way of avoiding sharper analysis. What we cannot explain, sometimes we call “culture.” But I believe this report avoids that trap by offering vivid examples of organizations that enhance civic culture, thus communicating a relatively tangible sense of what the phrase means.

For instance, Lincoln Center “held a group wedding for seven hundred couples with backgrounds and traditions as diverse as New York.” More than 100 “bikers with Black Bikers Vote joined When We All Vote for a motorcycle ride that stopped by drop boxes and polling places in Philadelphia. The community ride ended with a party featuring food, music, and entertainment to celebrate the West Philadelphia community voting together.”

The report derives eight principles from these examples, without presuming that there can be one model for fortifying civic culture. It uses a culinary metaphor: “This publication is a sampler of ingredients and recipes for creating a healthy civic culture. The aim is not to provide a generic formula or one-size-fits-all approach. We highlight nourishing recipes and methods that we enjoy and that can be enriching. And we encourage you to cook something up with your own unique blend of ingredients.”

The report discusses these eight major categories of “ingredients”:

  • Practice Civic Love and Joy
  • Promote Habits of Service
  • Create Space for Free Exchange of Ideas and
  • Model Being Unafraid
  • Engage People in Codesign and Decision-Making
  • Practice Mutualism and Mutual Aid
  • Spread Narratives of Common Purpose
  • Root Activity in Shared Place

The “recipes” are various programs and projects that use these principles to enrich civic culture.

I would recommend the report to anyone who is concerned about civic culture. It would make a good reading assignment in high school or college. But above all, it should be a useful cookbook for people who lead or work in all kinds of organizations that have the potential to fortify civic life in the USA. Often, these organizations have other missions. For example, Lincoln Center is a major venue for performing arts. But they can contribute to civic life by implementing their programs in the ways this report recommends.

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how thinking about causality affects the inner life

For many centuries, hugely influential thinkers in each of the Abrahamic faiths combined their foundational belief in an omnipotent deity with Aristotle’s framework of four kinds of causes. Many believers found solace when they discerned a divine role in the four causes.

Aristotle’s framework ran afoul of the Scientific Revolution. Today, there are still ways to be an Abrahamic believer who accepts science, and classical Indian thought offers some alternatives. Nevertheless the reduction of causes from Aristotle’s four to the two of modern science poses a spiritual and ethical challenge.

(This point is widely understood–and by no means my original contribution–but I thought the following summary might be useful for some readers.)

To illustrate Aristotle’s four causes, consider my hands, which are currently typing this blog post. Why are they doing that?

  • Efficient cause: Electric signals are passing along nerves and triggering muscles to contract or relax. In turn, prior electrical and mechanical events caused those signals to flow–and so on, back through time.
  • Material cause: My hand is made of muscles, nerves, skin, bones, and other materials, which, when so configured and stimulated, move. A statue’s hand that was made of marble would not move.
  • Formal cause: A hand is defined as “the terminal part of the vertebrate forelimb when modified (as in humans) as a grasping organ” (Webster’s dictionary). I do things like grasp, point, and touch with my hand because it is a hand. Some hands do not do these things–for instance, because of disabilities–but those are exceptions (caused by efficient causes) that interfere with the definitive form of a hand.
  • Final cause: I am typing in order to communicate certain points about Aristotle. I behave in this way because I see myself as a scholar and teacher whose words might educate others. In turn, educated people may live better. Therefore, I move my fingers for the end (telos, in Greek) of a good life.

Aristotle acknowledges that some events occur only because of efficient and material causes; these accidents lack ends. However, the four causes apply widely. For example, not only my hand but also the keyboard that I am using could be analyzed in terms of all four causes.

The Abrahamic thinkers who read Aristotle related the Creator to all the causes, but especially to the final cause (see Maimonides, Guide for the Perplexed, 2:1 or Aquinas, Summa TheologiaeI, Q44). In a well-ordered, divinely created universe, everything important ultimately happens for a purpose that is good. Dante concludes his Divine Comedy by invoking the final cause of everything, “the love that moves the sun and other stars.”

These Jewish and Christian thinkers follow the Muslim philosopher Avicenna, who even considers cases–like scratching one’s beard–that seem to have only efficient causes and not to happen for any end. “Against this objection, Avicenna maintains that apparently trivial human actions are motivated by unconscious desire for pleasure, the good of the animal soul” (Richardson 2020), which, in turn, is due to the creator.

However, writing in the early 1600s, Francis Bacon criticizes this whole tradition. He assigns efficient and material causes to physics, and formal and final causes to metaphysics. He gestures at the value of metaphysics for religion and ethics, but he doubts that knowledge can advance in those domains. His mission is to improve our understanding and control of the natural world. And for that purpose, he recommends that we keep formal and final causes out of our analysis and practice only what he calls “physics.”

It is rightly laid down that true knowledge is that which is deduced from causes. The division of four causes also is not amiss: matter, form, the efficient, and end or final cause. Of these, however, the latter is so far from being beneficial, that it even corrupts the sciences, except in the intercourse of man with man (Bacon, Novum Organum. P. F. Collier, 1620, II;2).

In this passage and others related to it, Bacon proved prescient. Although plenty of scientists after Bacon have believed in final causes, including divine ends, they only investigate efficient and material causes. Perhaps love moves all the stars, but in Newtonian physics, we strive to explain physical motion in terms of prior events and materials. This is a methodological commitment that yields what Bacon foresaw, the advancement of science.

The last redoubt of final causes was the biological world. My hand moves because of electrical signals, but it seemed that an object as complicated as a hand must have come into existence to serve an end. As Kant writes, “it is quite certain that in terms of purely mechanical principles of nature we cannot even adequately become familiar with, much less explain, organized beings and how they are internally possible.” Kant says that no Isaac Newton could ever arise who would be able to explain “how even a mere blade of grass is produced” using only “natural laws unordered by intention” (Critique of Judgment 74, Pluhar trans.). But then along came just such a Newton in the form of Charles Darwin, who showed that efficient and material explanations suffice in biology, too. A combination of random mutation plus natural selection ultimately yields objects like blades of grass and human hands.

A world without final causes–without ends–seems cold and pointless if one begins where Avicenna, Maimonides, and Aquinas did. One option is to follow Bacon (and Kant) by separating physics from metaphysics, aesthetics, and ethics and assigning the final causes to the latter subjects. Indeed, we see this distinction in the modern university, where the STEM departments deal with efficient causes, and final causes are discussed in some of the humanities. Plenty of scientists continue to use final-cause explanations when they think about religion, ethics, or beauty–they just don’t do that as part of their jobs.

However, Bacon’s warning still resonates. He suspects that progress is only possible when we analyze efficient and material causes. We may already know the final causes relevant to human life, but we cannot learn more about them. This is fine if everyone is convinced about the purpose of life. However, if we find ourselves disagreeing about ethics, religion, and aesthetics, then an inability to make progress becomes an inability to know what is right, and the result can be deep skepticism.

Michael Rosen (2022) reads both Rousseau and Kant as “moral unanimists”–philosophers who believe that everyone already knows the right answer about moral issues. But today hardly anyone is a “moral unanimist,” because we are more aware of diversity. Nietzsche describes the outcome (here, in a discussion of history that has become a science):

Its noblest claim nowadays is that it is a mirror, it rejects all teleology, it does not want to ‘prove’ anything any more; it scorns playing the judge, and shows good taste there, – it affirms as little as it denies, it asserts and ‘describes’ . . . All this is ascetic to a high degree; but to an even higher degree it is nihilistic, make no mistake about it! You see a sad, hard but determined gaze, – an eye peers out, like a lone explorer at the North Pole (perhaps so as not to peer in? or peer back? . . .). Here there is snow, here life is silenced; the last crows heard here are called ‘what for?’, ‘in vain’, ‘nada’ (Genealogy of Morals, Kaufman trans. 2:26)

Earlier in the same book, Nietzsche recounts how, as a young man, he was shaped by Schopenhauer’s argument that life has no purpose or design. But Nietzsche says he detected a harmful psychological consequence:

Precisely here I saw the great danger to mankind, its most sublime temptation and seduction – temptation to what? to nothingness? – precisely here I saw the beginning of the end, standstill, mankind looking back wearily, turning its will against life, and the onset of the final sickness becoming gently, sadly manifest: I understood the morality of compassion [Mitleid], casting around ever wider to catch even philosophers and make them ill, as the most uncanny symptom of our European culture which has itself become uncanny, as its detour to a new Buddhism? to a new Euro-Buddhism? to – nihilism? (Genealogy of Morals, Preface:6)

After mentioning Buddhism, Nietzsche critically explores the recent popularity of the great Buddhist virtue–compassion–in Europe.

Indeed, one of the oldest and most widely shared philosophical premises in Buddhism is “dependent origination,” which is the idea that everything happens because of efficient causes alone and not for teleological reasons. (I think that formal causes persist in Theravada texts but are rejected in Mahayana.)

Dependent origination is taken as good news. By realizing that everything we believe and wish for is the automatic result of previous accidental events, we free ourselves from these mental states. And by believing the same about everyone else’s beliefs and desires, we gain unlimited compassion for those creatures. Calm benevolence fills the mind and excludes the desires that brought suffering while we still believed in their intrinsic value. A very ancient verse which goes by the short title ye dharma hetu says (roughly): “Of all the things that have causes, the enlightened one has shown what causes them, and thereby the great renouncer has shown how they cease.”

I mention this argument not necessarily to endorse it. Much classical Buddhist thought presumes that a total release from the world of causation is possible, whether instantly or over aeons. If one doubts that possibility, as I do, then the news that there are no final causes is no longer consoling.


Secondary sources: Richardson, Kara, “Causation in Arabic and Islamic Thought”, The Stanford Encyclopedia of Philosophy (Winter 2020 Edition), Edward N. Zalta (ed.); Michael Rosen, The Shadow of GodKantHegel, and the Passage from Heaven to History, Harvard University Press, 2022. See also how we use Kant today; does skepticism promote a tranquil mind?; does doubting the existence of the self tame the will?; spirituality and science; and the progress of science.

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social class and political values in the 2024 election

In the most recent New York Times national survey, Kamala Harris draws a majority (55%) of white voters with college degrees, and a larger majority (66%) of voters of color who have graduated from with college. She is ahead among non-college-educated people of color (61%), but 34 percentage points behind Trump among whites without college degrees.

Although race and class are both relevant, this survey and many others indicate that less education correlates with more support for conservative candidates in the USA and in many other countries.

I do not interpret this correlation to mean that schools and colleges change people’s political values, since evidence of such effects is limited. Rather, I see educational attainment as an indicator of social class, and I believe that class has reversed its postwar political significance in the USA and most of Europe. Current right-wing parties offer authoritarian and/or ethno-nationalist policies to working-class supporters, rather than libertarian policies for business owners. Meanwhile, center-left and even leftist parties have bourgeois supporters and so mostly offer symbolic policies. This combination threatens liberal democracy.

Several connected but distinct questions arise: What policies would promote a fair economy and society? What do working-class voters want? How can a party win an election if it begins with soft working-class support? And what combinations of policies, framings, and candidates appeal better to working-class voters?

As a very small contribution to this discussion, I show two graphs derived from the 2020 American National Election Study–i.e., our most recent presidential election. They trace levels of agreement with four propositions that might serve as proxies for political ideology: should government provide medical insurance, regulate businesses to protect the environment, assist blacks (that’s how the ANES words its question), and guarantee jobs and a standard of living.

A mean response of 4 would suggest as much support as opposition for these ideas, so the graph above shows that all four tend to be unpopular. However, support generally rises with education levels. It appears that bourgeois voters are the most tolerant of activist government, which is problematic.

The second graph, however, displays the notably high rates of refusal to respond. The ANES allows people to say “I have not thought much about this” instead of answering each item. People with more education are much more likely to have thought about all four ideas.

Again, I am not sure this pattern is causal, i.e., that schools and colleges encourage students to think about these issues. For one thing, the data come from the whole US population; and for many of us, college was a long time ago. Rather, people in white-collar jobs and communities probably think and talk more about this kind of issue.

The second graph hints at a possible solution: without trying to sell anyone on any political ideology, we should encourage more people to think and talk about policy by supporting the forums and settings where working-class people exchange ideas and make sense of the social world, such as grassroots movements, unions, music and spoken word performances, and religious congregations that are relatively diverse politically.

See also: previous posts on the social class inversion in elections; a way forward for high culture

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two discussions of civics during the 2024 campaign

For the Yale Alumni Educators group, Mike Fishback moderated a recent conversation about navigating the 2024 election in schools. The guests were my friends Louise Dube, the Executive Director of iCivics, Jane Kamensky, the President of Monticello, and me. The video is below, and there’s also an audio-only file for people who might prefer that format.

Meanwhile, educators Michael Ralph and Laurence Woodruff regularly discuss research and drink carefully selected beer on their podcast, Two Pint PLC (PLC = professional learning community). Chris Carter joined them recently for a chat about my article entitled “Politics by other means: Civic education in a time of controversy,” The ANNALS of the American Academy of Political and Social Science, 705(1), 24-38. The audio is here. I would have enjoyed tasting Nordic Jam lager from Two Pitchers Brewery and talking with these great teachers about the challenges of discussing controversial issues in a classroom during an election year.

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Flaubert’s “Be Regular and Ordinary” Quote

The internet can sometimes disappoint you, but sometimes it can be so very, very satisfying. When you’re quote-hunting these days, it’s usually just a disappointment. For instance: I have long loved a quotation from Gustave Flaubert that is translated as follows:

“Be regular and ordinary in your life, so you can be violent and original in your work.”

Supposedly Philip Roth had it pinned above his desk, or maybe that’s just what Geoffrey Braithwaite did in Flaubert’s Parrot. But while you can find this in various books of quotation, the source is rarely mentioned. It’s not from Madame Bovary, and it doesn’t really feel like something Flaubert would have one of his characters say, exactly. In the few cases it’s mentioned, it’s attributed to a letter written to Gertrude Tennant, a salonnière and grand dame of the time, dated December 25, 1876. That’s from a period in his life when the correspondence isn’t widely available, at least in English. But where is the letter? A quick Google search suggests that others have tried and failed to hunt it down.

But with a letter like this, there must be an archive somewhere, right? Several biographers mention it. As it turns out, that archive is now entirely online, and at the prompting of Kate Norlock I was able to hunt down this specific letter in short order! Google didn’t want to cough it up.

Here is a link to the entire letter. (In French, obviously!)

Perhaps most exciting, beyond confirming the quote is indeed Flaubert’s, is getting the context and the exact French, for re-translation.

“Soyez réglé dans votre vie et ordinaire comme un bourgeois, afin d’être violent et original dans vos œuvres.”

Advising Tennant on her son’s adventures in Paris, Flaubert suggests that she needn’t worry about the temptations and distractions there:

“You’re right that sensible people tend to do crazy things. The most serious eccentricities are the product of judicious people, or those who pass for having good judgement. That’s why there aren’t actors in prison… that profession is an outlet for their insanity. So here is an aesthetic principle (I bring everything everything back to my profession, you see), a rule for artists: ‘Be regulated in your life, and boringly bourgeois, so that your art can be violent and original.’ As for your son, I get why you’re worried about Paris, but I think your concerns are exaggerated. Anybody can lose their way! Nobody is ever tempted; we tempt ourselves.” (my translation)

I still think this is a great quote! I’m reminded of another Frenchman, Michel Foucault, who we tend to think of as a bit of a queer icon who spent lots of time in bathhouses and sex dungeons, but who actually spent the vast majority of his life in archives pouring over manuscripts and writing and lecturing. In short, his work is so important not because of his debaucheries but because of his boringly middleclass work ethic! (The internet archives of today would have given him more time for other pleasures, surely, but I wonder if that would have been more disappointing that exciting for him. Probably he’d just be trolling folks on Twitter.)

Indeed, having been childhood friends and briefly reunited in their late adulthood after Tennant’s husband died—during which time he wrote this letter—Flaubert and Tennant never saw each other again. Flaubert poured out his heart and considerable ardor to a pretty girl he used to know, and that was the end of it. I guess he kept all that passion bottled up for the work? Tennant came to be known primarily through her editions of his correspondence, in which she included only a few of the least flirtatious letter, suppressing her own insights and brilliance to celebrate the artists, politicians, and intellectuals who were drawn to her. But she lived a grand life and is rightly being celebrated now. (Tennant had an interesting biography written about her in 2009, as is fitting.)

Here’s the rest of the letter. The famous quotation is on pages two and three:

one supple line

According to the Bureau of Labor Statistics, more than a quarter of a million Americans work professionally as graphic designers. Each designer produces many images, many of which are reproduced widely. Of course, other countries also have designers and commercial artists. Thanks to them all, we are awash in billions of images: illustrations, logos, advertisements, cartoons, explanations, warnings, decorations, and more.

Coming after modernism, today’s designers often produce abstracted images of real-world objects, highly simplified for impact and legibility. I assume that we can interpret such images because of conventions that we learn, plus the natural inclination of the human eye and brain to match patterns to observed realities (Gombrich 1961).

I illustrate this post not with a contemporary graphic image but with a painting by the noble courtier Konoe Nobutada (1565-1614) entitled “Meditating Daruma.” Daruma is the Japanese name for Bodhidharma, who probably lived about one thousand years before Nobutada and is credited with introducing Chan Buddhism to China. In turn, Chan evolved into Japanese Zen.

One of the main stories about Bodhidharma tells that the Emperor Wu of Liang asked this barbarian monk how much merit he had earned for his generous support of Buddhism. Bodhidharma said “none,” because the emperor had acted with worldly intent. The monk then meditated in front of a wall for nine years. I assume this is what he is doing in this painting. The text says: “Quietness and emptiness are enough to pass through life without error.”

I would submit that this image is very fine. I tried copying it freehand, and every version that I made was worse than Nobutada’s. Thus the image passed Leon Batista Alberti’s test of beauty (“nothing may be added, taken away, or altered, but for the worse”). However, I was the one conducting the test. I can easily imagine that many of the professional graphic artists working today could reproduce it perfectly, or indeed rival it.

In the process of trying to copy this painting, I discovered that each of my outlines of a hooded figure looked like a person who was staring into the distance, albeit at a different distant point each time I drew it. Although Bodhidharma is often depicted as irascible, here we cannot see his expression, and his back conveys peace.

The design of a meditating monk is simple, and today we are surrounded with highly effective simplified designs; but I find this one far more moving that most others. The reason is its source. This is not a logo for some modern business. Instead, it is an object that is about four centuries old (from long before the deluge of mechanically reproducible images), made by an artist who pioneered a new form of Zen art. The simplification here is his invention, not a prevailing style.

In his discussion of Nobutada, Stephen Addiss writes, “Ignoring the colorful and delicate style of court artists of his day, he brushed simple ink paintings of Zen avatars on coarse, sometimes recycled paper. Like his new style of calligraphy, these paintings were revolutionary” (Addiss 1989, p. 23).

Furthermore, by representing Daruma in meditation, this artist presented an aspirational self-portrait. Although Nobutada was a rich courtier rather than a monk, he must have performed sitting meditation, or at least honored it. Thus the image is a trace of a real person’s life, which, in turn, was inspired by the person he depicts.

We might consider that art, in general, has these two dimensions. One is the form of the object as perceived by human beings, with our naturally evolved eyes and brains. We tend to match the form to objects in our environment. The other is the story of the object’s origin within a larger historical context. Here, for example, we see a single line that conjures the idea of person wrapped in a robe, and we also see also an artifact of Konoe Nobutada, of early 17th-century Japan, and of the Zen tradition extending back for a thousand years. The provenance of the painting not only raises its monetary value but also makes it more genuinely moving than a contemporary image would be.

This idea–an abstract and universal concept is also the outcome of a human act–seems resonant with Buddhism. Although Bodhidharma is quasi-mythical, he has long been associated with the Lankavatara Sutra. That text begins with the standard formula, “Thus I have heard,” and it purports to be a recollection of the actual Buddha by his disciple Ananda (he of the perfect memory). But it can’t possibly be historical, or told by Ananda, or written by Bodhidharma. Its authorship is a fiction excused by the thesis that it conveys: namely, that “There is no one who speaks, nor is there anyone who hears. Lord of Lanka, everything in the world is like an illusion.”


Sources: Gombrich, E. H. Art and Illusion: A Study in the Psychology of Pictorial Representation (1961); Stehen Addiss, The Art of Zen (Echo Point, 1989); The Lankavatara Sutra, translated by Red Pine (Counterpoint, 2013). The digital image and translation of the Chinese verse come from the Mountain Cloud Zen center. See also Verdant mountains usually walk; the sublime and other peopleIto Jakuchu at the National Galleryon inhabiting earth with inaccessibly beautiful things; and (from 2004), aesthetics and history.

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Special Issue: Call for Manuscripts on Dialogue, Deliberation, and Community in Civic Life

The Good Society: A Journal of Civic Studies is pleased to announce a special call for manuscripts for an upcoming issue focused on the theme: “Dialogue, Deliberation, and Community in Civic Life.” This special issue aligns with the 2024 Annual Civic Learning Symposium’s theme, which centers on the crucial role that dialogue, deliberation, and community play in our education system and our democracy.

Guest Editors:

  • Dr. David J. Roof, Ball State University
  • Dr. Sarah Surak, Salisbury University

(I am not directly involved, but these two are friends, and I am on the journal’s editorial board.)

Theme Overview: In an era marked by increasing polarization and division, fostering open, constructive dialogue and thoughtful deliberation is more essential than ever. This issue seeks to explore the multifaceted dimensions of dialogue, deliberation, and community within the context of civic education. We invite contributions that build bridges across diverse perspectives, promote understanding, and cultivate a culture of civic agency. Potential topics for submission include, but are not limited to:

  • Encouraging open and respectful dialogue among students, educators, and community members, regardless of ideological or cultural differences.
  • The importance of deliberation in shaping informed and thoughtful decision-making processes. How institutions and communities foster deliberative skills among students, educators, and community members?
  • The role of schools, educational institutions, and communities in preparing students and citizens to become active and engaged participants in democracy.
  • Exploring strategies for enhancing democratic practices within schools and/or communities. How do student-led forums, community dialogues, and participatory decision-making contribute to the strengthening of democratic values and community cohesion?
  • Highlighting successful initiatives and best practices for empowering individuals to become effective advocates for positive change in their communities. What role do educators, community organizers, and civic leaders play in promoting dialogue, deliberation, and community engagement?

About The Good Society: Civic studies is an interdisciplinary effort to understand and strengthen civic society, civic initiatives, civic capacity, civic learning, civic politics, and civic culture. Viewing citizenship as a distinctive civic ideal and set of practices involving creative agency and a commitment to civic-minded co-creation, civic studies is an emerging focus in many disciplines and fields of human endeavor. The Good Society draws from a wide array of academic disciplines, including political science, sociology, economics, communication, and adult education, focusing on:

  • The development of civic society
  • The role of the individual/citizen in society
  • The significance of lifelong learning in promoting democracy
  • The role of institutions in civic society development
  • The ethical foundations of civic issues in democratic societies

The Good Society is dedicated to publishing outstanding research and theory from all disciplinary traditions, addressing pressing contemporary issues. In today’s globalized world, effective civic perspectives demand that we not only bridge ideological divides within our own countries but also engage meaningfully with perspectives from around the world. This global orientation expands our vision, challenges our assumptions, and fosters dialogue beyond our own echo chambers. The journal maintains high standards of scholarly excellence and rigorous peer-review. It is indexed in the European Reference Index for the Humanities and Social Sciences (ERIH PLUS), IBZ, MLA International Bibliography, and SCOPUS.

Submission Guidelines: We invite scholars, educators, and practitioners from all relevant disciplines to submit manuscripts that offer fresh perspectives and rigorous analysis on these themes. Submissions should align with The Good Society’s commitment to interdisciplinary research and fostering dialogue across ideological, cultural, and international divides.

Important Dates

  • Call for Manuscripts: Open
  • Submission Deadline for Abstracts: 10-October-2024
  • Notification of Abstract Acceptance: 30-October-2024
  • Full Manuscript Submission Deadline: 15-Janurary-2024
  • Peer Review Decisions: 30-Feburary-2024
  • Final Revised Manuscript Due: 15-March-2024
  • Publication Date: April 2025

Submission Process: Please submit your abstracts and manuscripts through the submission portal at: https://www.editorialmanager.com/gs/default2.aspx. Or email directly to the editor at CECL@bsu.edu. Submissions will undergo a rigorous double-blind peer review process. Accepted manuscripts will be published in a special issue of The Good Society.

The post Special Issue: Call for Manuscripts on Dialogue, Deliberation, and Community in Civic Life appeared first on Peter Levine.

Remembering 9/11

Good morning, friends. On this day, we remember those that lost their lives on 9/11 to terrorists from al-Qaeda. Florida requires instruction on 9/11, and this will be assessed on the state’s civics assessment next year. To support this instruction, we have a number of resources, linked below.

Civics360

In this module on our newly revised Civics360 platform, you will find middle school reading level student readings in English Spanish, Russian, Haitian Creole, and Portuguese for each of the 7 clarifications for the benchmark (SS.7.CG.4.4: Explain the significance of September 11, 2001).

You will also find videos for 6 of the 7 clarifications (as we are still trying to finish the 7th). Please note that some of the videos do have content warnings for difficult images and audio (especially for discussing the timeline of events, which includes audio from first responders, terrorists, and victims). Please note that we do not have viewing guides complete yet, though scripts are available.

Florida Citizen

We had planned to have the lesson plan for middle school and for high school available by the end of last week. Unfortunately, with the extent of the benchmarks and the difficult content, it took far longer than expected so is not yet ready. However, we DO have a couple of Civics in Real Life readings that you might find useful!

The Anniversary of 9/11

Patriot Day and National Day of Service and Remembrance

Of course, we would also encourage you to have your kids visit the 9/11 Memorial and Museum page and the Flight 93 Memorial page. Both sites have a number of instructional resources that can be used to support instruction.

varieties of skepticism

If you are a skeptic–or tempted by skepticism–you might want to consider which varieties of skepticism appeal to you and why. Here is a list of types that differ in significant ways:

  • Pyrrhonian skepticism (named after Pyrro of Elis, ca. 300 BCE, who founded the Skeptical School): A cultivated habit of refusing to believe or disbelieve all important matters, including skepticism itself. Its purpose is to accomplish mental peace by abandoning troubling questions and commitments. It advises the regular use of techniques that reduce our anxiety about the things we might believe or about not knowing what is true. For example, we can rehearse arguments on both sides of important questions to teach ourselves to suspend judgment.
  • Academic skepticism (the position adopted by the Academy, which Plato founded, but roughly six centuries after his death): A method that employs the arguments invented by the Pyrrhonists to refute the views of other philosophical schools, without a goal of landing in permanent agnosticism or promoting mental health. The term “academic” is apt, because this kind of skepticism is more like a toolkit for specialists than a way of life.
  • Cartesian skepticism (named after Rene Descartes, although practiced by others before and after him): A philosophical method that begins by doubting everything that is possible to doubt, especially deep and general beliefs, in order to identify any indubitable beliefs, which then become the foundations of a more secure philosophy. Here, the psychological goal is to accomplish certainty, not to escape from belief.
  • Edmund Husserl’s epoche: A more radical form of Cartesian skepticism, in which the analyst drops all the categories and vocabulary developed in the history of philosophy and tries to describe experience itself without preconditions. Although Husserl’s motives seem academic, there are similarities with meditative techniques that aim to transcend various kinds of dualities; and Husserl admired the Buddhist Pali Canon. As with Cartesian skepticism, the goal is truth, not freedom from belief.
  • Fallibilism: A belief that I could be wrong, which accompanies my other beliefs. This ancillary belief reminds me to check for errors, hedge against uncertainty, plan cautiously, and revisit assumptions. The psychological goal is more like permanent disquiet than calmness, although it may be possible to enjoy the constant pursuit of truth.
  • Intellectual humility: If fallibilism is about beliefs, humility is about people. (At least, that is how the words ring for me.) It’s the attitude that people who disagree with me may be right and I may be wrong. Its consequences can include a genuine receptivity to other people’s claims, an investment in generous listening, and a tolerance for rival views. Humility can be uncomfortable if it means self-reproach; but if it means an appreciation for our fellow human beings, it can satisfying.
  • Organized skepticism (one of the definitive features of science, according to Robert K. Merton): A set of procedures and practices that guide interactions among people who pursue truth together. Examples include double-blind peer-review or replicating other people’s experiments. Many of these techniques are supposed to be proof against the mental state of the scientist. Scientific methods do not attempt to make people humble in their hearts, but rather convert doubt into procedures.
  • Liberalism as self-correction: This is a cluster of ideas about how to design institutions that begins with worries about our ability to understand, judge, and plan wisely and thus recommends constantly challenging and revising the status quo. Proponents differ in their enthusiasm for elections, adversarial trials, individual rights, debate and deliberation, and/or markets as mechanisms for self-correction. For myself, I prefer a mix of these tools, because then each can check the others.
  • Specific distrust: This is belief that a given belief, person, group, or institution is probably wrong. It can be warranted, based on evidence–such as a record of lying or incompetence–or it can itself be mistaken. Unlike doubt about a belief, which is about content, distrust focuses on the source. If I say P, and you think not-P, that is a disagreement. But if you think, “I doubt that guy Peter Levine would be right about P,” that is distrust.
  • Social distrust: This is a variable measured by social scientists, and one classic measure is a question about trusting other people that has been included on the General Social Survey for decades (see the graph below). Although the question is vague and does not distinguish among kinds of trust or categories of people, individuals’ responses predict many valuable outcomes. Thus the measure is conceptually vague yet empirically valid. Distrust is a character trait that can be affected by social circumstances.
  • Institutional distrust: In contrast to a view that a specific institution should not be trusted, this is a general stance of skepticism about the influential institutions of a society, or at least a wide swath of them. It does not accept that institutions exhibit organized skepticism or liberal self-correction but takes them to be self-interested or even hostile. Like social distrust, this is a character trait that relates to social circumstances.

To put my own cards on the table: I admire fallibilism, humility, and institutionalized skepticism, in both science and politics. I accept that they can promote disquiet, but discomfort may be necessary for responsible action.

I also think there is a limited wisdom in Pyrrhonism. Although radical skepticism encourages passivity and removes motivations to care about other people, Pyrrhonist techniques for promoting doubt can counter anxiety and what Keats called an "irritable reaching after fact and reason." We need to know when to pursue truth and when to let it go. Furthermore, recognizing that there are matters beyond our ability to know or to capture in language is (for me) a source of comfort.

Specific distrust can be warranted, although we should strive to replace doubt about the source of a given claim with justified doubt about the claim itself. Disbelieving something because of who said it is an ad hominem argument, which is a logical fallacy. It is better to consider whether the claim is valid or not. The problem in the modern world is that no individual can assess most important beliefs, because they depend on countless people's previous contributions. To a large extent, we must trust or distrust the messenger, such as a teacher, physician, or engineer. And, in turn, that messenger learned from other specialists, who learned from others. The whole structure depends on trust.

Distrusting other people and institutions is understandable. The solution is not to hector people that they should trust more. Nevertheless, general distrust is harmful. It robs people of the advantages of modernity, such as the results of science.

An optimist might hope that by making institutions actually more fallibilist and self-correcting, we can encourage wider trust. However, in a world of propaganda and ideology--and deep inequality--such solutions may fail, and people may continue to distrust ideas that merit their belief.

One more version of skepticism is my favorite:

  • Michel de Montaigne read the Skeptics, particularly a 1562 translation of Sextus. He remained an active participant in public life--indeed, much better respected as a statesman than a writer during his own lifetime. However, his moderate skepticism influenced his politics. "I am firmly attached to the sanest of the parties, but I do not desire to be particularly known as the enemy of the others beyond what is generally reasonable" (1145). "During the present confusion in this State of ours my own interest has not made me fail to recognize laudable qualities in our adversaries nor reprehensible ones among those whom I follow" (1114). He felt that he had generally done his civic duty (1115), yet he reserved most of his time for private reflection. And in that domain, he avoided trying to know what was true (or whether previous authors were right or wrong) but rather made a study of himself. "I would rather be an expert on myself than on Cicero" (1218). When he looked within, he found numerous inconsistencies and imperfections. Rather than making him dissatisfied or irritable, these explorations gave him some "peace of mind and happiness" (1153). His equanimity palpably improved between "To Study Philosophy is to Learn to Die" (before 1580) and "Of Experience" (ca. 1590).

I quote Montaigne from M.A. Screech's translation. See also: Foucault’s spiritual exercises; does skepticism promote a tranquil mind?; Montaigne and Buddhism; against the idea of viewpoint diversity; Cuttings version 2.0: a book about happiness; thinking both sides of the limits of human cognition

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