Category Archives: philosophy

how Hannah Arendt moved away from pure thinking

Mystics have often advised that by turning our minds inward, we may find freedom. For instance, Marcus Aurelius restates a Greco-Roman commonplace when he writes, “You have power over your mind—not outside events. Realize this, and you will find strength. …. Nowhere can man find a quieter or more untroubled retreat than in his own soul” (2:8 and 4:3).

Roughly similar ideas can be found in classical Indian and Christian sources:

“In dependence on the ear and sounds … In dependence on the mind and mental phenomena, mind-consciousness arises. The meeting of the three is contact. With contact as condition, feeling comes to be; with feeling as condition, craving. But with the remainderless fading away and cessation of that same craving comes cessation of clinging … cessation of existence … cessation of birth; with the cessation of birth, aging-and-death, sorrow, lamentation, pain, displeasure, and despair cease. Such is the cessation of this whole mass of suffering. This, bhikkhus, is the passing away of the world.” (Buddha, in the Pali Canon, SN 12.44)

— “But, Sir, where is the silence and where the place in which the word is spoken?”
— “As I said just now, it is in the purest part of the soul, in the noblest, in her ground, aye in the very essence of the soul. There is the central silence, into which no creature may enter, nor any image, nor has the soul there either activity or understanding, therefore she is not aware of any image either of herself or any creature. Whatever the soul effects she effects with her powers.” (Meister Eckhart, Sermon 1)

The same general idea appealed to the young Hannah Arendt. Her turn away from it explains much about her mature thought.

At age 65, Arendt recalled her early encounters with Martin Heidegger. “The rumor about Heidegger put it quite simply: Thinking has come to life again. … There exists a teacher; one can perhaps learn to think.” She remembered that in Heidegger’s seminars, she and her fellow students experienced “thinking as pure activity—and this means impelled neither by the thirst for knowledge nor by the drive for cognition.” They found that thinking can “become a passion” that orders the rest of one’s life.

One of the ways that Heidegger and his students would “think” was by analyzing a mental phenomenon in great detail. Heidegger resists saying that he “observes” his own mental states, such as his anxiety or boredom. That would be psychological research. Instead, “Our fundamental task now consists in awakening a fundamental attunement in our philosophizing.” He and his students would let their moods and other mental states reveal themselves, and they saw this as a path to truth and freedom.

Certainly, Heidegger’s method was not identical to the meditative exercises of Marcus Aurelius, Buddha, or Meister Eckhardt, but it resembled them in a very general way. And it drew Arendt to Heidegger.

In the winter of 1925-6, Arendt ended her romantic relationships with him and wrote a poem about her feelings: “Klage” (or “Lament”), which I have translated here. It is a teenager’s breakup lyric. It is also a very carefully constructed poem, rhymed and rhythmic, which means that it cannot be a literal report of its author’s mental state. Although she begins, “Oh, the days they pass by uselessly,” some of her hours must have been spent rhyming “Nieder” with “Lieder” and “wie Spiel” with “Qualenspiel”–and, I presume, enjoying the results.

Meanwhile, the poem is deeply Heideggerian, focusing on how time becomes evident when we are distressed and ending with a claim of authenticity: “Time, it slides over me, and then it slides away,” yet “Never will it make me give away / The bliss of lovely truth.”

Having read the mature work of the political theorist Hannah Arendt, you would assume that she would not want to retreat into introspection, especially meditation on the highly abstract and general topics that interested Heidegger. You would assume that she would decry an inward turn as irresponsibly apolitical. She would advocate engagement with fellow citizens as the basis of a good (and free) life.

One way that she brought herself to this conclusion was by way of her encounter with Rahel Varnhagen (1771-1831). Soon after Arendt left Heidegger, she began to write a book about this Prussian-Jewish salon hostess of the Romantic period.

In Arendt’s account, Varnhagen (born Levin) turned to private introspection to find freedom. Varnhagen presumed that “self-thinking brings liberation from objects and their reality, creates a sphere of pure ideas and a world which is accessible to any rational being without benefit of knowledge or experience” (p. 54). Arendt explains: “If thinking rebounds back upon itself and finds its solitary object within the soul—if, that is, it becomes introspection—it distinctly produces … a semblance of unlimited power by the very act of isolation from the world; by ceasing to be interested in the world it also sets up a bastion in front of the one ‘interesting’ object: the inner self” (p. 55).

This practice of reflecting on one’s inner life (and writing some 6,000 letters about it) was particularly appealing to someone in Varnhagen’s circumstances. She experienced prejudice as a Jew yet lacked commitment to Judaism or to other aspects of her heritage, or even much knowledge of them. She never received a formal education, so she couldn’t investigate history, society, or nature in an advanced way. Since she was poor, female, and–in her own view–physically unattractive, she had limited social prospects. She was drawn to investigating herself as if she were purely an instance of the human condition:

She saw herself as blocked not by individual and therefore removable obstacles, but by everything, by the world. Out of her hopeless struggle with indefiniteness arose her “inclination to generalize.” Reason grasped conceptually what could not be specifically defined, thereby saving her …. By abstraction reason diverted attention from the concrete; it transformed the yearning to be happy into a “passion for truth”; it taught “pleasures” which had no connection with the personal self (p. 59)

But there were reasons that she was so frustrated, and they were not inevitable features of human existence. These reasons included sexism and antisemitism. They explained some of what Varnhagen found when she looked within: her own bitter memories.

While you introspect, Arendt says, everything can feel calm and free. “The one unpleasant feature is that memory itself perpetuates the present, which otherwise would only touch the soul fleetingly. As a consequence of memory, therefore, one subsequently discovers that outer events, have a degree of reality that is highly disturbing” (p. 55).

Arendt uses “world” in a Heideggerian sense, which I think she will retain throughout her life. The “world” is the web of relationships into which we are born as human beings:

Relationships and conventions, in their general aspects, are as irrevocable as nature. A person probably can defy a single fact by denying it, but not that totality of facts which we call the world. In the world one can live if one has a station, a place on which one stands, a position to which one belongs. … In the end the world always has the last word because one can introspect only into one’s own self, but not out of it again (p. 58)

Arendt argues that Varnhagen gradually realized that she had a specific place in a specific world. Supposedly, her dying words were: “What a history! —A fugitive from Egypt and Palestine, here I am and find help, love, fostering in you people. … The thing which all my life seemed to me the greatest shame, which was the misery and misfortune of my life—having been born a Jewess—this I should on no account now wish to have missed” (p. 49). She had understood, in short, that had never been free in her inner life or in her conversations and correspondence with friends and lovers. But she had been a particular person in a specific place and time, and this had given her life meaning.

For Arendt, then, a good life must involve addressing the kinds of social injustices that made Varnhagen suffer–not simply to remedy or mitigate these injustices, but because an active and ethical engagement with the “world” is a better form of freedom than the one that is promised by introspection.

Sources: I quote Marcus Aurelius from Gregory Hays’ translation, and Heidegger from The Fundamental Concepts of Metaphysics: World, Finitude, Solitude 1,1,16a., translated by McNeill and Walker. I quote Arendt’s own English version of her Rahel Varnhagen: The Life of a Jewess from The Portable Hannah Arendt, edited by William Peter Baehr (Penguin 2000).

See also: Hannah Arendt and philosophy as a way of life; introspect to reenchant the inner life; The Art of Solitude; Hannah Arendt seminar; Hannah Arendt and thinking from the perspective of an agent; etc.

Hannah Arendt seminar

Below is the syllabus of the seminar on Hannah Arendt that I will teach this semester. (I’d still accept suggestions!) I’ve removed all the practical information except for my policy on AI, just in case that’s useful for other teachers.

Hannah Arendt (1906-75) personally experienced some of the great events of the 20th century, interacted with many famous contemporaries, and offered challenging arguments about totalitarianism and democracy, migration and human rights, Jewishness and Israel, modernity and science, feminism, activism, and the role of intellectuals. We will critically discuss her texts, her life, and her context and relate her ideas to other thinkers and issues of the present.

Objectives: To build an understanding of Arendt’s own thought in its context; To analyze and evaluate conflicting arguments about the major philosophical, historical, and strategic issues that confronted her; To learn to make stronger normative and interpretive arguments in writing and discussion.

Artificial Intelligence (AI) policy: This is a humanities seminar, and the entire rationale is that we can learn by intensively reading complex texts, discussing them with peers, and producing our own writing in response. Extensive research shows that “deep reading” has educational and spiritual benefits, while substituting AI summaries for reading causes substantial brain decay. I am not sure whether instructors can currently detect the use of AI or penalize it. It is your responsibility to learn in college, and you will not learn if you substitute AI tools for reading and writing. That said, I do not object to querying large language models (LLMs) for additional information and insights about the assigned texts and topics; using AI tools to translate texts that would otherwise be inaccessible to you; or even writing papers in your native language and using an AI tool to translate your work into English. Further discussion of whether and how to use AI is welcome.

Thursday, Jan 15: Introduction

During class, we will watch portions of a 1963 German television interview of Hannah Arendt to get a feel for her personality. And we will read and discuss Arendt’s “Klage” (“Lament” or “Complaint”), an early poem.

Tuesday, Jan 20: Martin Heidegger

  • Hannah Arendt, “Martin Heidegger at Eighty,” The New York Review, October 21, 1971. (Note that Arendt writes this when she is 65.)
  • Martin Heidegger, The Fundamental Concepts of Metaphysics: World, Finitude, Solitude (1930), trans. W. McNeil & N. Walker (Bloomington, IN: Indiana University Press, 1995), §16-17, §18c, §19-36

(Additional recommended reading for anyone who wants to write about Heidegger and Arendt: Jeffrey Andrew Barash, “Martin Heidegger, Hannah Arendt and the politics of remembrance,” International Journal of Philosophical Studies 10.2 (2002): 171-182.

Thursday, Jan 22: Being Jewish, being a woman

  • Watch the PBS documentary, Hannah Arendt: Facing Tyranny.
  • Arendt, Rahel Varnhagen: The Life of a Jewess, excerpts, and a letter from Arendt to Jaspers dated 9/7/1952, both in The Portable Hannah Arendt, edited by William Peter Baehr (Penguin 2000), pp. 49-72
  • Elisabeth Young-Bruehl, Hannah Arendt: For Love of the World (Yale 1982), pp. 56-59 (a portion of chapter 2)

Tuesday, Jan 27: Statelessness, migration, and human rights

  • Arendt, “We Refugees.” (1943)
  • Arendt, Origins of Totalitarianism, chapter 9 (“The Decline of the Nation-State and the End of the Rights of Man”). You can skim or skip the historical detail from the bottom of p. 269 the last line on p. 276.

Not assigned, but useful if you want to focus on this topic: Jacques Rancière, “Who is the Subject of the Rights of Man? Download Who is the Subject of the Rights of Man?,” The South Atlantic Quarterly 103, no. 2/3 (2004): 297–310

Thursday, Jan 29: Nazism and Stalinism I

  • Arendt, Origins of Totalitarianism, chapters 11 and 12

Tuesday, Feb 3: Nazism and Stalinism II

  • Arendt, Origins of Totalitarianism, chapter 13

Thursday, Feb 5: How she uses history

  • Walter Benjamin, “Theses on the Philosophy of History.” 
  • Arendt, “The Modern Concept of Histor., The Review of Politics, vol. 20, no. 4, 1958, pp. 570–90. You may read only pp. 585-590 (from “It has frequently been asserted that modern science was born when attention shifted from the search after the ‘What’ to the investigation of ‘How …” to the end).
  • David Luban, “Hannah Arendt and the Primacy of Narrative,” in Luban, Legal Modernism (University of Michigan Press, 1994), pp, 179-206
  • Arendt, “A Reply to Eric Voegelin, The Review of Politics, Jan., 1953, Vol. 15, No. 1 (Jan., 1953), pp. 76-84 

[Additional recommended reading for anyone who wants to write about Arendt on historical narrative: Seyla Benhabib, “Hannah Arendt and the Redemptive Power of Narrative.” Social Research (1990): 167-196]

Tuesday, Feb 10: German war guilt

Thursday, Feb 12: From Europe to America

  • Arendt to Jaspers, letter dated 1/29/1946
  • Samantha Rose Hill, Hannah Arendt (Reaktion Books, 2021), pp. 97-117
  • Watch the 1963 interview and/or read it in Baehr, pp. 3-22. Note pp. 20-21 on coming to the USA.

Tuesday, Feb 17: Modernity 1: Public and Private

  • Arendt, The Human Condition, pp. 7-11, 17-21, 22-78

 [Additional recommended article for anyone who wants to write about the public/private distinction in Arendt: Hanna Fenichel Pitkin, “Justice on relating private and public,” in Amy Allen (ed) Hannah Arendt (Routledge, 2017) 89-114.]

Thursday, Feb 19 : no class (substituting Monday schedule)

Tuesday, Feb 24: Modernity 2: Action

 Thursday, Feb 26: Modernity 2: Political Freedom

  • Arendt, The Human Condition, 305-325
  • Jürgen Habermas, “Hannah Arendt’s communications concept of power,” translated by Thomas McCarthy, Social Research (1977): 3-24.

Tuesday, March 3: Israel

  • Arendt, “To Save the Jewish Homeland: There is Still Time” Commentary. (1948)
  • Young-Bruehl, pp. 137-9, 173-81 (portions of chapter 4 and chapter 5)

Thursday, March 5: The Adolf Eichmann case I

  • Arendt, Eichmann in Jerusalem, 3-67 (chapters I-V), 90–95

Tuesday, March 10: Adolf Eichmann II

  • Arendt, Eichmann in Jerusalem, pp. 112-150 (VII and VIII). 

Thursday, March 12: Adolf Eichmann III

  • Arendt, Eichmann in Jerusalem, 274-279 (chapter XV and epilogue)
  • Letters to Mary McCarthy, 9/20/1963 and Gershom Scholem 7/24/1963

[Additional recommended texts for anyone writing about Eichmann:

  • Sandra K. Hinchman, “Common Sense & Political Barbarism in the Theory of Hannah Arendt.” Polity 17.2 (1984): 317-339.
  • Peg Birmingham, “Holes of oblivion: The banality of radical evil.” Hypatia 18.1 (2003): 80-103.]

(March 14-22 = Spring Break)

Tuesday, March 24: The importance of truth (in the wake of the Eichmann controversy)

  • Arendt, “Truth and Politics,” in Between Past and Future, pp. 227-264

Thursday, March 26: Republicanism and revolution I

  • Arendt, On Revolution, 1963 (excerpts)
  • Counterpoint: Philip Pettit, Republicanism: A theory of freedom and government. Oxford University Press, 1997, pp. 1-50 (or less)

 Tuesday, March 31: Republicanism and revolution II

  • Arendt, On Revolution (excerpts)
  • Counterpoint: Christopher H. Achen, and Larry M. Bartels, “Democracy for realists: Why elections do not produce responsive government” (2017)

 Thursday, April 2: Feminism and the public/private distinction

  • Amy Allen, “Solidarity after identity politics: Hannah Arendt and the power of feminist theory.” Philosophy & Social Criticism1 (1999): 97-118.
  • [Consider:] Mary G. Dietz, Turning Operations?: Feminism, Arendt, and Politics. Routledge, 2002, excerpts (hard copy in Tisch Library, not online)

Tuesday, April 7:  The Civil Rights Movement

  • Arendt, “Reflections on Little Rock” (1959), in Baehr, pp. 231-246
  • Young-Bruehl, pp. 308-18 (a portion of chapter 8)
  • The response from Ralph Ellison, discussion in Danielle Allen, Talking to Strangers

Thursday, April 9: Violence in the 1960s

  • Arendt, On Violence (1970) excerpts
  • Arendt, Noam Chomsky, Robert Lowell, Conor Cruise O’Brien, Robert B. Silvers, Mitchell Goodman and Susan Sontag (debate), “The Legitimacy of Violence as a Political Act?(1967) 
  • Arendt, Eichmann in Jerusalem, pp. 173-5 (on Denmark), and 230-33 (on German resistance)
  • Chad Kautzer, “Political Violence and Race: A Critique of Hannah Arendt.Links to an external site.” CLCWeb: Comparative Literature and Culture3 (2019)

 Tuesday, April 14: Education

[Peter Levine is away]

  • Arendt, “The Crisis in Education,” Between Past and Future, pp. 173-96
  • The final exam. for Hannah Arendt’s 1961 course]

 Tuesday, April 21: Science

  • Arendt, “Man’s Conquest of Space.” The American Scholar (1963): 527-540.
  • Arendt, “Prologue,” The Human Condition (pp. 1-6)

Thursday, April 23: Final discussion

The Way of Skepticism

Here is a pitch for a book that I have finished drafting, with the title The Way of Skepticism:

In 2025, I was invited to give philosophy lectures in Kyiv, Ukraine (on the day of the third-worst bombardment in the war so far) and then at two Palestinian universities in the occupied West Bank. In both settings, I spoke as a philosopher and essentially made the following argument:

There are no answers to questions that have sometimes been thought to provide a basis for overall happiness, such as “What is the purpose of human life?”

You might expect that someone who teaches or writes about philosophy will offer ideas that you should believe. Famous philosophers and religious traditions have recommended various beliefs as the foundations of a happy life.

But beliefs are easily overrated, especially when we use them to assess a person’s authority or character. A strong attachment to beliefs can distort judgment, inhibit listening, and substitute for action. Disagreement about beliefs produces unnecessary distress and hostility. On the other hand, suspending the search for such truths can bring valuable relief if we renounce the pursuit in a wise way.

We can experience good things, such as pleasure and justice. These experiences are real enough, but there is no reason to presume that they fit neatly together, so that (for example) being fair to others will surely bring inner peace.

Paying close attention to particular people and animals, both oneself and others, reinforces skepticism about general matters, such as the purpose or the nature of life, by reminding us how different everything must seem to creatures who have different bodies and who experience different circumstances.

A focus on individual people and animals also encourages compassion for them. Genuine compassion spurs action on their behalf. And a life infused with compassion and beneficial action is better than one without those things, although it does not guarantee happiness.

There is an important difference between fact and error. Valuable information can be discovered, stored, shared, and revised collectively and can guide action. The problem is not knowledge (a social good) but individuals’ adherence to beliefs.

Skepticism does not imply that reality is only what can be empirically observed. Human understanding is limited, and reality exceeds what our minds can grasp. Skepticism can coexist with religious faith. It is not a theory of reality but a practical way for finite, fallible beings to navigate a world of suffering.

Skepticism about beliefs does not imply moral relativism. We make good and bad decisions. Ethical responsibility arises most powerfully in face-to-face encounters with other people. Being present with others creates moral demands. Decisions to act or to be present should arise from invitations and relationships. We should be committed to people (and animals), not to beliefs.

My lectures had mixed success, for reasons that I discuss in the manuscript. In neither setting would it have been appropriate for me to share a much longer argument. In the book, I offer more detail.

First, I ground the general points summarized above in a rich intellectual tradition. This tradition begins with the ancient Skeptical School (represented by Pyrrho of Ellis and Sextus Empiricus). Their arguments were intriguingly similar to portions of the classical Buddhist Pali Canon, which I also interpret and discuss.

Renaissance authors rediscovered Sextus’ work, and Michel de Montaigne developed a version of Greek Skepticism while drawing on other sources and adding his own insights. Montaigne did not know anything about Buddhism, but his commitment to compassion made his form of Skepticism resemble the Pali Canon as much as it resembled Sextus. Montaigne’s Essays suggested Skeptical themes to Shakespeare, which echo in John Keats and several modern authors for whom either Montaigne or Shakespeare have been touchstones.

I believe that my position benefits from close readings of Montaigne and some of his predecessors and influences, because these thinkers are complex and persuasive.

Second, the ancient Skeptics did not simply offer arguments in favor of Skepticism. (In fact, as they acknowledged, an argument against belief would risk self-contradiction). More usefully, they practiced and taught methods or meditative exercises that could reduce our level of belief in beneficial ways. Sextus offers several lists of these “modes” (the standard translation of his word for such methods), reaching a maximum of 10 in one text. Montaigne practices some of Sextus’ modes and discusses other ways that he has pursued equanimity.

In modern European authors and in some Mahayana Buddhist texts, I have found mental exercises that are fundamentally consistent with ancient Skepticism but more appropriate for our period. The bulk of my manuscript presents ten such modern Skeptical “modes”:

  1. Don’t strive to be original but think vividly. This method involves acknowledging that our best beliefs are often clichés (which is a specifically modern complaint). Seeing a belief as a cliché reduces our attachment to it without making us negate it.
  2. Adjust your relationship with the past and the future. This method involves identifying problematic mental states, such as dread and nostalgia, that depend on beliefs about time that we can challenge.
  3. Learn from shifting moods. Sextus and Montaigne try to shake our commitment to beliefs by showing that they depend on the mood that we happen to be in. Science offers methods that are supposed to combat all form of subjective bias, including moods; however, science cannot reveal what is good or right. Drawing on Heidegger, I argue that we can derive specific insights from each mood (because it is one way for us to be in the world), while also loosening our commitment to the beliefs associated with any given mood.
  4. Appreciate being oneself. Montaigne is a great student of his own experience, a phenomenologist before that word was coined. He gains happiness from this exploration. (“There is no description so hard, nor so profitable, as the description of a man’s own self.”) The goal of Do-It-Yourself phenomenology is not to discover general truths that will make us happy or better once we believe in them. Instead, DIY phenomenology can reveal complexities, mysteries, and depths that we can appreciate. By seeing ourselves as much more than suffering machines, we can increase how much we can enjoy being ourselves.
  5. Consider the boundaries of experience. Sextus and Montaigne emphasize that the world that we consider objective is actually contingent on whatever senses, values, and reasoning powers we happen to have. A different creature must inhabit a different world. The Zen master Hakuin Ekaku (1686-1769), William Blake, and the young Ludwig Wittgenstein derived consolation from realizing that the world infinitely exceeds our capacity to know it; and we can learn from them.
  6. Don’t try to be perfect but appreciate the turn toward it. Let’s define a “sublime” experience as something far better than our usual life. From a classical Skeptical perspective, sublime experiences are neither true (revealing that the world is really better than it seems) nor false (as if we merely imposed our wishes on reality). Sublime experiences are simply experiences among others, but they are much more enjoyable. Therefore, we should seek them out.
  7. Recognize others in sublime experiences:Many modern views of the sublime are highly individualistic. They assume that anything of spiritual value must be timeless and can be appreciated by a lone individual who is in the right frame of mind. But we always learn what to value from other people, both living and dead. A sublime experience depends on the particular people who have influenced its creator and its audiences. This is a Skeptical point, suggesting that we would find different things beautiful and moving if we had different backgrounds. But it also gives us an opportunity to be grateful to the people who have shaped our values, and this gratitude can deepen our sublime experiences.
  8. Do things for their own sake. Many authors and even whole traditions offer the same valid advice: focus on doing the right thing, not on whether it has the intended outcomes. Derive satisfaction from the act, not its goal. I justify this advice in a Skeptical way and turn it into a “mode.” First try to identify morally good actions and then view them as intrinsically valuable ways of being, not as means to any end.
  9. Be compassionate (not sympathetic). Montaigne is a great proponent and exemplar of compassion. Properly understood, compassion is not a mirroring of someone else’s emotions, so that if they are angry, we must also feel anger. It is a specific emotion that can be positive (or at least calm) and must result in action. I draw on Buddhist texts and Emmanuel Levinas to present a view of compassion that is compatible with Skepticism.
  10. Decide what to do in conversation. Perhaps the most serious criticism of Skepticism is that it may discourage action. If we have no beliefs, then why should we do anything? Yet many people suffer, and we should help them. As Sextus and Montaigne emphasize, we have limited intellectual capacities and unreliable motives. Besides, as individuals, we cannot accomplish much. To put it bluntly, we are both stupid and weak. But we do have other people around us. By listening, talking, and working with others and reflecting on the results, we can make ourselves at least a bit wiser and stronger. Even when a group errs, we are at least in solidarity with the other members.

We live in a period of polarization and conflict, including several cruel wars. These challenges have political causes and require political solutions. Becoming a Skeptic is not a solution to such problems, but it is a way for an individual to navigate our current world with a dose of sanity and responsibility.

This book is also an argument for practicing the humanities–the disciplines that interpret human culture–to improve one’s inner life and one’s relationships with other human beings and animals. Reading for pleasure is in decline. The academic humanities are under political attack for being (allegedly) leftwing and economically unprofitable. And reading and writing risk being replaced by artificial intelligence. This book argues that engagement with texts can improve the inner life, but it also justifies other modes, including ones that require no texts.

(Revised for clarity on 1/7.) See also: three takes on the good life: Aristotle, Buddha, Montaigne; consider the octopus; does skepticism promote a tranquil mind?; notes from the West Bank; etc.

in praise of John Florio

I find myself nearly finished writing a book whose hero is Michel de Montaigne. In the manuscript, I quote him many times. I have read large swaths of his Essays in M.A. Screech’s translation, which is learned and reliable (and good English prose). I translate the passages that concern me most. But sometimes I also turn to John Florio’s 1603 translation, which was hugely influential. Shakespeare had the same publisher as Florio and drew heavily on Montaigne, probably using Florio’s translation.

Florio is not always as literal as I need for my purpose (closely reading Montaigne), but he is an excellent writer.

Consider, for example, a passage from “De Mesnager sa Volonté” (or “How one ought to governe his will” in Florio’s translation). I will first offer a summary, interpolating my own translations, and then show what Florio does with with the text.

The passage begins with Montaigne saying that he no longer wants to improve himself. “It’s almost better never to become an honest man than to do so so late, and certainly better to learn how to live when you no longer have a life to live. I, who am about to depart, would gladly pass on to someone who comes after me the lessons of prudence I’ve learned in dealing with the world. Mustard after dinner.”

He mentions the recent change to the Gregorian Calendar, a reform that has “eclipsed” ten days. He says that it depresses him, and he finds himself clinging to the old ways even though it makes him feel a bit like a heretic. He convinces himself that the reform is not for him but for those who will follow after he has died. He may keep “counting” the days as he has. He explains, “In short, here I am, finishing this man, not remaking another. Through long use, this form has passed into substance for me, and fortune into nature.”

I think Montaigne means both that the old calendar, which was a flawed human invention, has become a natural truth for him—and also that all the experiences that have accidentally turned him into Michel de Montaigne have become his substance and nature. “I say, therefore, that each of us, in our weakness, should be excused for considering as our own what is comprised within this measure. But also, beyond these limits, there is nothing but confusion.”

Now consider Florio’s version:

I will say this by way of example; that the eclipsing or abridging of tenne dayes, which the Pope hath lately caused, hath taken me so lowe, that I can hardly recover my selfe. I followe the yeares, wherein we were wont to compt otherwise. So long and ancient a custome doth chalenge and recall me to it againe. I am thereby enforced to be somewhat an heretike: Incapable of innovation, though corrective. My imagination maugre my teeth runnes still tenne dayes before, or tenne behinde; and whispers in mine eares: This rule toucheth those, which are to come. If health it selfe so sweetely-pleasing, comes to me but by fittes, it is rather to give mee cause of griefe, than possession of it selfe. I have no where left me to retire it. Time forsakes me; without which nothing is enjoyed. How small accompt should I make of these great elective dignities I see in the worlde, and which are onely given to men, ready to leave the world! wherein they regarde not so much how duelie they shall discharge them, as how little they shall exercise them: from the beginning they looke to the end. To conclude, I am ready to finish this man, not to make another. By long custome, this forme is changed into substance, and Fortune into Nature. I say therefore, that amongst us feeble creatures, each one is excusable to compt that his owne, which is comprehended under this measure. And yet all beyond these limites, is nothing but confusion.

Florio sees a theme here about “counting” and uses that verb (“compt” or “accompt”) three times. There is no similar echo in Montaigne’s French text, but this is a lovely way to convey the author’s argument.

Likewise, Florio’s “hath taken me so lowe, that I can hardly recover my selfe” allows him to foreshadow the discussion of Montaigne’s “self” that is coming soon, although the word is not in the original (“m’ont prins si bas que je ne m’en puis bonnement accoustrer.”)

Screech ably translates a sentence as “I grit my teeth [a modern idiom], but my mind is always ten days ahead or ten days behind; it keeps muttering in my ears” (p. 1143). However, Florio’s language is more pungent: “My imagination maugre my teeth runnes still tenne dayes before, or tenne behinde; and whispers in mine eares.”

See also: Montaigne’s equanimity; was Montaigne a relativist?; three takes on the good life: Aristotle, Buddha, Montaigne

why policy debates continue

I’m at Stanford today to discuss a paper, Policy Models as Networks of Beliefs. After circulating my draft, I realized that the following is really my argument. …

We use mental models to think about and discuss contested questions of policy. Worthy models typically have these features:

  1. They have many components, not just a few. A model might include a causal inference, such as “spending more on x produces better outcomes.” But those two components (the spending and the outcomes) must be part of a much larger model that also explains why certain outcomes are valuable, where the money would come from, what else effects the system, and so on.
  2. The components should be connected, and the resulting structure matters. Structures can take various forms (e.g., root-cause analysis, vicious cycles). There is no single best structure.
  3. Pieces of models may prove regular. For instance, maybe spending more on x regularly produces better outcomes, all else considered. But such regularities only apply to small aspects of good models. The science-like effort to find regularities can only get us so far.
  4. Some components of any worthy model should be values or normative claims. Some normative components have regular significance in all models. However, many value components change their significance depending on the context. Equality, for example, does not consistently mean the same thing and may not always be desirable.
  5. If a model proves influential, it can change the world, which can require a new model. For example, arguing that more money should be spent on X could cause more funds to be allocated to X, at which point it would no longer be wise to increase the funding. Models are dynamic in this sense.

I believe this account supports a pluralistic, polycentric, pragmatist, and deliberative approach to policymaking, as opposed to a positivistic one.

See also: choosing models that illuminate issues–on the logic of abduction in the social sciences and policy; different kinds of social models; social education as learning to improve models; etc.