Monthly Archives: October 2009

War and Peace: an ethical interpretation

The moral backbone of Tolstoy’s War & Peace seems to be a distinction, or maybe a continuum. Simple, authentic virtue is at one end, and complexity, affectation, and vice are on the other:

simplicity/authenticity/virtue ‹——› complexity/affectation/vice

Peasants, especially Karataev, who "had no attachments, friendship, or love …; but he loved and lived lovingly with everything that life brought his way, especially other people–not any specific other people, but those who were there before his eyes" (973). Aristocrats, especially salon-goers like Kuragin and Anna Pavlovna Scherer; also rakes and seducers
Russian culture (e.g., Natasha’s peasant dance) French civilization (a ball)
Russian intellectual humility: "A Russian is self-assured precisely because he does not know anything and does not want to know anything, because he does not believe it is possible to know anything fully" (639). "… the sweeter it was for [Marya] to think that the wish to understand everything was pride, that it was impossible to understand everything …" (659). German philosophy and theory; English competence
The country, the regiments, Moscow, the Church The court, the general staff, St. Petersburg, the Masons and philosophers
A military commander as fatalist, merely trying to prevent complicated efforts that might make things worse (Katusov) A military commander as genius, employing grand strategy (Napoleon)
The Russians at Borodino (saving the fatherland) The Russians at Austerlitz (trying to achieve glory)
The "national war" of Russian partisans against the French invaders (1033) A traditional war of armies on battlefields
Peaceful idleness. "Biblical tradition says that absence of work–idleness–was the condition of man’s first blessedness before the fall" (488). In "his ability … to sit motionless and think, doing nothing, Pierre semed something of a mysterious and supreme being" (1014) Pointless activity. "No one in the house ordered so many people around or gave them so much work as Natasha. She could not look at people indifferently. without sending them somewhere" (518). This period leads to her moral crisis.
Silence: "A continual restraint of speech" (1075) Speech, chatter
Fatalism: "this very absence of purpose gave him that full, joyful awareness of freedom which at that time constituted his happiness" (1103) Purposive action, striving
Limitations/deprivation. "A superfluity of life’s comforts destroys all the happiness of the satisfaction of one’s needs, and … a greater freedom to choose one’s occupation the freedom which in this life was granted him by education, wealth, social position–precisely that freedom made the choice of an occupation insolubly difficult" (1013). "One had to wait and endure" (1015). Apparent freedom, choice. "All unhappiness comes not from lack, but from superfluity" (1060).

At first, I read with great resistance, because this moral scheme seems wrong to me. If you have the choice, shouldn’t you be bilingual rather than monolingual, curious rather than ignorant, and ambitious for the good rather than fatalistic and passive?

But then I began to realize that the moral scheme is more complicated. Complexity and artifice are always bad in War and Peace, but they have several alternatives–as symbolized by the fates of the main characters:

  • Prince Andrei always has an instinct for the purely abstract, the completely simple; a love of absence. He senses his ideal when, badly wounded at Austerlitz, he stares at the empty blue vault of the sky. His end is perfect renunciation, an embrace of death as the negation of life.
  • Both Natasha and Marya find fulfillment by completely submerging themselves in family life and marriage–an ideal that strikes me as patriarchal.
  • Nikolai Rostov becomes a good landowner, putting the peasants’ welfare ahead of his own and managing his farm well. He finds fulfillment in work, when previously (488) he was only good when idle.
  • Pierre loses his pretensions and his “great man theory” of history. By the end, he would no longer want to assassinate Napoleon to achieve fame. His hero is the fatalistic peasant Karataev. But Pierre continues to care about politics and to love a particular wife and family.

If Pierre is the moral heart of the novel, I can find a spirit here to endorse.

(All quotations from the translation by Richard Pevear and Larissa Volokhonsky, Vintage, 2007)

worthless art?

Background: According to Richard Dorment in The New York Review, Andy Warhol had a picture of himself taken in a photo booth in 1965. He had the image transferred to acetate plates so that he could turn it into a silkscreen print. However, at the suggestion of a friend, he decided “to send the acetates to a commercial printer for silkscreening.” As a result, he never touched the prints, although in 1969 he signed one and dedicated it to his dealer Bruno Bischopfberger. Later, it became Warhol’s standard practice to have his works manufactured commercially and then sign them. In 1970, the same self-portrait was reproduced on the cover of Warhol’s catalogue raisonné (a book purporting to show all of an artist’s authentic work). Presented with this volume, a delighted Warhol signed his name across the cover.

Nowadays, there is an “Andy Warhol Art Authentication Board, Inc.” that determines whether individual objects are genuine “Warhols.” The Board has denied that the self-portrait of 1965 is genuine. “It is the opinion of the authentication board that said work is NOT the work of Andy Warhol, but that said work was signed, dedicated, and dated by him.” When the Board has physical control of a disputed work that it rejects, Dorment writes, the work “is mutilated by stamping it in ink on the reverse with the word “DENIED”—thereby rendering the picture unsaleable even if the board later changes its mind.”

Dorment launches a fierce attack on the Board. But how can its actions make objects “worthless”? If you think a Warhol is a striking image that would enliven your wall, you can buy one and prize it even if the back has been stamped “DENIED.” In fact, you can make your own version of this perfectly reproducible object and it will be as striking as the one Warhol had manufactured in 1965.

If you think a Warhol has value because the physical object is directly connected to the late artist of that name, the connection that you prize is real (or not) regardless of what the Authentication Board says.

If you bought a Warhol at auction, you may fear that the “DENIED” stamp will cause its resale value to plummet. But the resale value is just a function of what other people think about the object. Why should you substitute their opinion for yours?

For myself, I would much rather have a Warhol with a DENIED stamp applied by a Pynchonesque “Andy Warhol Art Authentication Board, Inc.” To me, the stamp would not be a “mutiliation” of the original object, but a consummation of the original concept. In fact, if a DENIED Warhol were available for cheap, I might buy it on the bet that those stamps will become priceless.

The conceptual art of Duchamp and Warhol made theoretical points that really couldn’t have been argued in prose. These two forced us to acknowledge that a work of art is a physical object, basically like a toaster; and the magical aura that we associate with it because it was hand-made by a genius is a bit of a joke. They played with use-value, market-value, authenticity, creativity, originality, fame, and mechanical reproduction. I think their points, having been made, can now be pretty much left behind. Beautifully crafted individual objects remain worth making and appreciating. But if you’re going to collect Warhols, I don’t think you can be too upset if some officials dispute their authenticity. This whole business requires a sense of humor.

conservatism in the Obama administration

I’m interested in the following rule published recently by the Federal Corporation for National and Community Service:

    (f) Civic engagement programs. A State, Indian Tribe, Territory or qualified organization may use funds to support service-learning civic engagement programs that promote a better understanding of:

    (1) The principles of the Constitution, the heroes of United States history (including military history), and the meaning of the Pledge of Allegiance;

    (2) How the Nation’s government functions; and

    (3) The importance of service in the Nation’s character.

The Corporation has been bitterly criticized for allegedly brainwashing young people to be supporters of President Obama’s radical socialist agenda. But this rule couldn’t be much more conservative. It would be a balanced policy, in my view, if it supported education on “heroes” and “military history” and on social movements and concepts of justice; or if it stressed the “importance of service” and the importance of social reforms and governmental programs. But it is almost entirely in the rightward side.

I’m glad to see that Corporation funds will be used for civic education. I think that the projects supported under this provision may be valuable. I’m only supportive, however, because I am personally open to relatively conservative approaches to civics. From a political perspective, I think it’s noteworthy that the Obama Administration would publish such a conservative rule. The people who should be mad about the president’s service agenda are not conservatives, but liberals.

assessing higher education

I used to think that a “good” college or university was one where the students had excellent skills and the professors published lots of fine scholarship. But colleges and universities can select students and faculty who are already great before they show up. An institution that has very strong market position basically uses its admissions office to guarantee a talented student body and its hiring committees to produce an illustrious faculty. It doesn’t have to educate well.

One might hope that the way to attain a strong market position is to provide an excellent education. But I think that’s only one factor among many. Imagine two schools:

1. Low Budget State starts with no reputation. It has a fairly drab campus; entering students have low average SATs. The dedicated faculty and staff have really thought about curriculum and pedagogy and deliver a great education, appropriate for their students. Prospective applicants may realize that the teaching is good, although this is a little hard to tell because test scores and job prospects are not too impressive. What’s more, prospective students know that they won’t get much reputational advantage from attending this school, nor will the amenities be very comfortable, nor will the other students be especially stimulating, nor will they enter powerful alumni networks. So the best qualified students may turn their attention to …

2. Legacy University, which was was founded in 1750. Its campus is on the Register of National Historic Treasures and three of its alumni have become presidents of the United States. People have heard of it as far away as China. It only accepts one in 20 of its applicants and is able to screen for very high SATs. The faculty and staff are quite uninterested in undergraduate education. However, there are tremendous amenities, including the palazzo in Venice and the observatory at the South Pole. Discussions among students are very stimulating and educational, because the university is so selective. Graduates run the country, thanks to the advantages of a diploma.

This imaginary example hints at some real problems. The system provides few incentives for actually teaching students. Young people from advantaged background have a huge leg up in the admissions process and thereby reap most of the advantages. Public subsidies (grants and tax deductions for alumni donations) help to underwrite this stratified system. The whole thing might be justifiable if it were the best way to generate high-quality research and culture. But I am not sure this works, because it is easier for Legacy University to hire established scholars than to develop their scholarly skills. As for Low Budget State–its faculty have little time for publishing and are locked out of prestigious scholarly networks.

It’s modestly helpful to have alternative rankings that don’t use reputation or entering students’ SAT scores, as US News and World Report does, but instead try to measure “value added.” Washington Monthly is the leader here. But such alternative rankings won’t help if there are rational reasons for students and faculty to opt for reputation over impact.

Another approach is to evaluate the impact of teaching and scholarship and let incentives (such as tenure, salary, and government grants) go to those who add the most value. This strategy makes professors nervous because they imagine someone giving a simplistic, multiple-choice assessment of subtle material. For instance, if the purpose of reading the Phaedrus is to spark in the student’s soul a yearning for wisdom, can you imagine a pre/post survey that measures what’s important? (“Mark the answer that comes closest to your opinion. 1. My soul completely shuns wisdom. 2. My soul is indifferent to wisdom. 3. My soul is strangely drawn to wisdom ….”) There are also valid concerns about restrictions on intellectual freedom–not to mention illegitimate concerns about having to work harder.

I think it’s incumbent on us to figure out better ways to assess impact. That won’t solve the problem, but it will at least help prospective students and faculty who want to go where the education is best.