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a mistaken view of culture

Until the 1800s, culture was not a “count noun,” a noun that can take a plural form. It was a “mass noun,” which identified a quality that could come in degrees. In English, people did not speak of “cultures” but saw individuals as having more or less culture.

Europeans’ awareness of cultural diversity was generally superficial. For instance, they could not perceive their distance from ancient Greeks, Romans, and Israelites, whom they viewed basically as their contemporaries. They disdained non-Europeans because they wanted to exploit them, but their ethnocentrism also fit with their notion that culture referred to a single scale–and they had more culture than other people. A similar linguistic shift also affected the word “religion,” although it became a count noun somewhat before “culture” did.

Since ca. 1800, a new theory has been available and influential. Here are statements of this theory by quite diverse authors:

“Each nation has the center of happiness within itself, as every sphere has its center of gravity.” – Johann Gottfried Herder, “This, Too, a Philosophy of History,” from Herder On World History: An Anthology, edited by Hans Adler and Ernest A. Menze. Armonk, NY: M.E. Sharpe 1774, p. 40

“The constitution of a people, with its religion, with its art and philosophy, or at least with its ideas and thoughts, its education [Bildung] in general (not to mention other external powers, as well as the climate, the neighbors, the state of the world) forms one substance, one spirit [Geist].” – GWF Hegel, Vorlesungen über die Philosophie der Geschichte. Reclam publishing company 1924 (original 1837), p. 25; my trans. I owe the reference to Michael Rosen, The Shadow of God (Harvard 2022).

“Never did one neighbor understand another: his soul always wondered at his neighbor’s madness and evil. A table of values hangs over every people. Behold, it is a table of their overcomings; behold, it is a voice of their will to power.” – Friedrich Nietzsche, “Of the Thousand and One Goals,” from Thus Spoke Zarathustra, 1885. (my trans.)

“A language, with its expression and its evolution, is not the work of scattered units, but of an historical community: only he who has unconsciously grown up within the bond of this community, takes also any share in its creations. But the Jew has stood outside the pale of any such community, stood solitarily with his Jehovah in a splintered, soilless stock, to which all self-sprung evolution must stay denied, just as even the peculiar (Hebraic) language of that stock has been preserved for him merely as a thing defunct.” – Richard Wagner, Judaism in Music, (1850) trans. William Ashton Ellis

“By ‘tradition’ is not meant the dead weight of outlines, of superficial laws and customs–but an inward spirit, the genius of a people, a harmony with the most constant expressions of our country.” – Eugenio Montale, Stile e Tradizione (1925) p. 153 (my trans.)

“[Class struggle is] always specified by the historically concrete forms and circumstances in which it is exercised. It is specified by the forms of the superstructure (the State, the dominant ideology, religion, politically organised movements, and so on); specified by the internal and external historical situation which determines it on the one hand as a function of the national past (completed or ‘relapsed’ bourgeois revolution, feudal exploitation eliminated wholly, partially or not at all, local ‘customs’ specific national traditions, even the ‘etiquette’ of political struggles and behaviour, etc.), and on the other as functions of the existing world context …” Louis Althusser, “Notes for an Investigation,” Part III of “For Marx” (1962) trans. by Ben Brewster

“Human beings differ, their values differ, their understanding of the world differs; and some kind of historical or anthropological explanation of why such differences arise is possible, though their explanation may to some degree reflect the particular concepts and categories of the particular culture to which these students of the subject belong.” – Isaiah Berlin, letter to Beata Polanowska-Sygulska (Feb. 24, 1986), in The New York Review of Books, Sept. 23, 2004, p. 24

“A modern democratic society is characterized … by a plurality of reasonable but incompatible comprehensive doctrines.” “A reasonable doctrine is an exercise of theoretical reason: it covers the major religious, philosophical, and moral aspects of human life in a more or less consistent and coherent manner. It organizes and characterizes recognized values to that they are compatible with each other and express an intelligible view of the world.” – Rawls, Political Liberalism (Columbia, 1993), pp. xvi, 59

I have chosen quotations by thinkers–from the radical left to the radical right, plus two or three liberals–who share the assumption that there are many cultures in the world, and each culture is reasonably coherent and distinct. An individual belongs to a culture in a similar way as a citizen with a passport belongs to a nation-state.

This model of culture (which is, more broadly, a new account of thinking itself) first arose in response to a growing empirical awareness of ancient and foreign ways of life, plus a desire to protect local traditions against universalistic ideologies. These two reasons explain why the most important source of the new model was Germany in the Age of Revolution. Germans were particularly advanced in historical scholarship (ranging from classical philology to Germanic folklore to an early interest in Sanskrit), and they faced the tangible trauma of a French army with universalistic values.

The new (I would say, “modern”) model has advantages. It makes some sense of the actual diversity among humans and sometimes offers insights about specific ideas or works of art. It can inspire new works when creative people believe that they comprehend the inner spirit of their own people and try to communicate it. And it rationalizes struggles for independence and self-determination, which can be appealing, especially when the protagonists are oppressed.

The modern model also has major disadvantages. It implies that boundaries can be drawn between and among peoples, but any actual boundaries must leave minorities at the mercy of local majorities. It overlooks the heterogeneity of individual opinions, which has illiberal implications. It leads liberals like Berlin and Rawls to advocate a government that is neutral among the incompatible cultures within its boundaries, which is probably impossible and blocks worthy policies. It favors national self-determination not only for oppressed and marginalized groups but also for big and powerful populations. It leads to vexed and often unproductive discussions about who has a right to which cultural forms.

The modern model can generate a profound form of skepticism. If all our beliefs about what is true and good are phenomena of our culture, yet other people have other cultures, how can we be correct about anything? As Berlin suggests in the quotation above, how can we even know which other cultures exist, since our disciplines of history and anthropology must themselves reflect our own culture?

Fortunately, the modern model is false as a description of our human world. Culture is not something to which a person belongs. It is not a thing that has causal power. Culture is a large and usually quite heterogeneous set of ideas, beliefs, memories, skills, and values that a person has and can use.

There is a certain tendency to make the beliefs, values, and skills of a given population increasingly coherent. For instance, Catholic theology, baroque architecture, and monarchical government seem to cohere; as do Buddhist philosophy and Japanese aesthetics. People want their various beliefs to be consistent, and they want other people to agree with them. However, successful efforts to make beliefs and values cohere often require violent political force, because they counteract other tendencies that are also pervasive–tendencies to innovate, to borrow from afar, to distinguish oneself from others, and to complicate received ideas. All populations demonstrate some degree of heterogeneity and incoherence.

To be sure, we are all limited by culture. We have finite time and mental capacity to learn things. Besides, some people won’t allow other people to have access to what they know and can do. (For instance, they may deny access to schooling, restrict the curriculum in various ways, or censor certain ideas.) As a result, each of us only knows some things, and what we know helps to explain what we do. In that sense, culture is causal. Even the aspects of culture that we do use often fail to give us what we want, because nature or other people get in our way.

But we all have somewhat different culture. Indeed, the list of any individual’s ideas, beliefs, etc. is constantly changing. In that sense, culture should not actually be a count noun. There is no number of cultures on our planet. There are more than 7 billion people with constantly changing and circulating bodies of culture. People differ–sometimes profoundly–yet they resist classification. And that means that certain implications of the modern model, from relativist skepticism to hyper-nationalism–are wrong and not only bad.

See also: individuals in cultures: the concept of an idiodictuon; everyone unique, all connected; what is cultural appropriation?; and Putin’s cultural nationalism. (This post repeats many points I’ve made before; any added value lies in the list of quotations, which is new.)

A Festival of Cases, June 24

There is still time to register for the Frontiers of Democracy conference, which will be held on June 24, 2022, from 9:00-4:30 pm.

The in-person version will take place at Tufts Medical School in Boston’s Chinatown. There is also a parallel Zoom version, which will start at 9:30 and end at 4:00.

This is the registration link: https://tinyurl.com/2p976shr. Note that there are several prices and options. If you wish to attend, please register soon so that we can plan the details and you can receive updates.

This year’s conference has a special format. The main activity will be to deliberate in small groups about the issues raised in selected “civic cases.” People will participate either in face-to-face or Zoom deliberations, not in hybrid discussions, but there will be a few concise plenary presentations.

Civic cases describe difficult choices faced by real groups of activists, social-movement participants, or colleagues in nonprofit organizations. By discussing what we would do in similar situations, we can develop civic skills, explore general issues, and form or strengthen relationships with other activists and thinkers.

Most of the cases for Frontiers 2022 have been developed by the SNF Agora Institute at Johns Hopkins University, Justice in Schools, or the Pluralism Project at Harvard, all co-sponsors of Frontiers this summer. Unlike most cases about business, public policy, or ethics, these stories involve groups of voluntary participants who must make decisions together.

You will be able to indicate your preference for which cases to discuss. This is the working list, still subject to additions and changes: https://sites.tufts.edu/civicstudies/case-studies/.

Before the pandemic, Frontiers of Democracy drew 140 people annually, and some people attended primarily to connect to a professional network. So far, about 45-50 people are registered for the 2022 conference, and about half of those will be remote. People should be aware that the conference will be smaller than usual, although I still anticipate some additional registrants. The “civic cases” format will work well for an intimate conference, but the network will be smaller than usual.

what to keep and what to let go

Here is a podcast episode by Tufts’ Julie Flaherty & Anna Miller. Their summary says:

Sometimes we don’t even know why, but we hold onto things. We’re not talking about bad relationships or lousy jobs, but the actual stuff that takes up space. How do you decide what’s worth keeping and what you would be happier getting out of your life?

In this episode, we get advice from a home organizer on how to pare down and from an archivist who knows something about what’s worth keeping for the next generation.

Even if you decide you want to donate your stuff, we learn that it’s not always easy to find the right home for it, especially if it’s a 30-ton book collection you inherited from your father. 

That 30-ton book collection belonged to our family, and in the podcast, I share a few thoughts about giving and receiving.

What Should We Do? A Theory of Civic Life

It is real: I have received my author’s copies, and the print and electronic versions are available for purchase. Citation: Levine, Peter. What Should We Do?: A Theory of Civic Life. Oxford University Press, 2022

This is a companion website that is meant for practitioners and students: https://sites.tufts.edu/civicstudies/. It can be used without reading the book; it employs the same structure to present a collection of practical tools, examples, and short explanations of theory. The book offers much more argumentation and detail.

From the back cover:

“Peter Levine is among the leading philosophers of civic life of his generation. What Should We Do? is his magnum opus. It ranges widely from a masterly review of political philosophy to practical suggestions for addressing issues like the Black Lives Matter movement. For anyone concerned about the state of our democracy and what our role should be, this book is must reading.” — Robert D. Putnam, Research Professor of Public Policy, Harvard Kennedy School, and coauthor of The Upswing: How America Came Together a Century Ago and How We Can Do It Again

What Should We Do? offers a compelling, thought-provoking, and urgently-needed framework for anyone trying to understand how we can relate to and act with each other to co-create a more just world. I love this book and you will too.” — Hahrie Han, Stavros Niarchos Foundation Agora Institute Professor of Political Science, Johns Hopkins University

“Peter Levine makes everyone think more clearly about everything. How fortunate for our country that he’s applied this gift to the realm of civic life. In this insightful and wise book, Levine reveals what it truly means to cooperate, deliberate, and activate—and challenges us to do all three more mindfully.” — Eric Liu, CEO of Citizen University, and author Become America

what does it mean that 130 million adult Americans lack literacy?

According to data from the Programme for the International Assessment of Adult Competencies (PIAAC), about 130 million Americans between the ages of 16 and 74 cannot read beyond the fourth-grade level. The graph shows the distribution (where level 3 = fourth grade).

Taken at face value, this statistic has troubling implications for politics (as well as economics, health, and other matters). It does require some caution, however.

First, especially for adults, literacy is very heterogeneous or multidimensional. It’s easy to imagine that one adult could manage the King James Version, a different one could interpret instructions for installing an HVAC system, and a third could enjoy reading a thriller.

Texts present diverse challenges. The Bible can be forbidding unless you are familiar with its vocabulary and cadences from sermons. The Associated Press’ “inverted pyramid” style begins each news story with the latest developments and then explains the broader picture several paragraphs later. This is off-putting for people who have not been following the story, even if their vocabulary is good. For instance, I have paid zero attention to the Johnny Depp trial and don’t happen to know who Amber Heard is, which makes the breaking news stories actually a bit hard for me to understand. Yet my job involves reading hard texts all day.

Sample items from the PIAAC are here. They are appropriately diverse, but mostly oriented to work or news. There would be no way to design a fully comprehensive adult literacy assessment or to score it on only one metric.

Second, some texts are unnecessarily hard to read. US ballot initiatives are scandalously dense. (Compare the Brexit referendum, which asked, in full, “Should the United Kingdom remain a member of the European Union or leave the European Union?”) The inverted pyramid style is problematic, and good explanatory journalism is too scarce. Many academics write impenetrably. (Including me: why did I use “impenetrably” instead of “badly?”)

Third, we live in a profoundly audiovisual culture, and you can obviously learn an enormous amount from sound and images. Nor are books necessarily preferable. Leaving aside children’s books, the best selling book in the US last year was a right-wing screed, Mark R. Levin’s American Marxism, which is worse than much TV and radio. In Russia in the 1990s, 39% of all publications were related to the occult, which is hardly a sign of rigorous review. (On the other hand, people who learn a lot from sound and images ought to be able to perform well on the PIAAC assessment.)

Despite these caveats, I’m worried not only that a lack of conventional literacy blocks the flow of valuable information but also that it may be alienating. Imagine that the government, reporters, medical professionals, and others keep sending messages that you literally cannot read. That is not a basis for trust.

We already accept that literacy for children is a public need. To be sure, we don’t succeed with all children, and there are complex questions about why good learning experiences aren’t consistently available for all youth. But no one doubts that the issue merits attention. Adult literacy is also important. Even if we suddenly made K-12 schools work well for all our youth, we would still have about 130 million Americans over school age who cannot score above 3 on the PIAAC.

Adults cannot (and should not be) compelled to do anything to improve their own literacy. But there is a case for much more attractive adult learning opportunities–not only as a path to better jobs but also in the interest of democracy. In my idea world, adult civic education would be literacy education, and vice-versa.

See also a way forward for high cultureseparating populism from anti-intellectualism; a German/US civic education discussion; etc.