Allan Bloom

“Transferring Sainthood” In Denying Nature – Zac Petkanas Edition

Published by Papa Giorgio

Tucker Carlson discusses “transgender bathrooms” in schools with Zac Petkanas after President Trump reverses Obama’s transgender bathroom guidance.

Wow… people who do not think like this guy are unenlightened. Just… wow. Of course the gay professor most known for firing the first shot across the bow of the modern culture war said:

There is one thing a professor can be absolutely certain of: almost every student entering the university believes, or says he believes, that truth is relative. If this belief is put to the test, one can count on the students’ reaction: they will be uncomprehending. That anyone should regard the proposition as not self-evident astonishes them…. The relativity of truth is… a moral postulate, the condition of a free society, or so they see it…. The danger they have been taught to fear is not error but intolerance. Relativism is necessary to openness; and this is the virtue, the only virtue, which all primary education for more than fifty years has dedicated itself to inculcating. Openness — and the relativism that makes it plausible — is the great insight of our times…. The study of history and of culture teaches that all the world was mad in the past; men always thought they were right, and that led to wars, persecutions, slavery, xenophobia, racism, and chauvinism. The point is not to correct the mistakes and really be right; rather it is not to think you are right at all.

Allan Bloom, The Closing of the American Mind (New York, NY: Simon and Schuster, 1987), 25.

Even the truth of nature ceases to be reality on the Left.

Again, I think the Lord above for people like VtotheK, via GAY PATRIOT:

According to CNN News Anchor Chris Cuomo (Brother of New York Democrat Governor Andrew Cuomo {Because Democrat-Media Complex}), if a 12 year old girl objects to seeing a penis in the Girls Locker Room, it’s because of her intolerant, sexually repressed parents.

I am not making this up. (I am however excerpting it because Twitter drags the site down).

Q. What do you tell a 12 year old girl who doesn’t want to see a penis in the locker room?

A. i wonder if she is the problem or her overprotective and intolerant dad? teach tolerance. 

One day last week, after a good sweaty workout, I went into the locker room and there were three naked little kids in front of my locker. Parents often take their kids to swim in the adjacent Natatorium. These kids had just showered and were goofing around and just happened to be where I had parked my stuff. I just kind of reached over them and got my stuff while taking care not to look in their direction. They were so involved interacting with each other, I don’t think they noticed me at all. But a locker room environment is a place where children are vulnerable. Mix a creep in with that situation and… potentially terrible outcome.

I just don’t get why all of society should have to be reordered and everyone has to bend over to accommodate the tiny number of people who are trannies? Why is it not incumbent on trannies to accommodate the actually quite reasonable wishes of a much larger amount of society?….

“Reasonableness” is not in the progressive Lefts vocabulary… radical views of equality excavate any such thing. Any many well-intentioned [benighted*] Democrats led by the nose not realizing this are just as much at fault.

* “Benighted”

-or-

The Active Transfer Of Saint-Hood Through Social Justice Means

~ some examples ~

One might say that the politician, the doctor, and the dramatist make their living from human misery; the doctor in attempting to alleviate it, the politician to capitalize on it, and the dramatist, to describe it.

But perhaps that is too epigrammatic.

When I was young, there was a period in American drama in which the writers strove to free themselves of the question of character.

Protagonists of their worthy plays had made no choices, but were afflicted by a condition not of their making; and this condition, homosexuality, illness, being a woman, etc., was the center of the play. As these protagonists had made no choices, they were in a state of innocence. They had not acted, so they could not have sinned.

A play is basically an exercise in the raising, lowering, and altering of expectations (such known, collectively, as the Plot); but these plays dealt not with expectations (how could they, for the state of the protagonist was not going to change?) but with sympathy.

What these audiences were witnessing was not a drama, but a troublesome human condition displayed as an attraction. This was, formerly, known as a freak show.

The subjects of these dramas were bearing burdens not of their choosing, as do we all. But misfortune, in life, we know, deserves forbearance on the part of the unafflicted. For though the display of courage in the face of adversity is worthy of all respect, the display of that respect by the unaffected is presumptuous and patronizing.

One does not gain merit from congratulating an afflicted person for his courage. One only gains entertainment.

Further, endorsement of the courage of the affliction play’s hero was not merely impertinent, but, more basically, spurious, as applause was vouchsafed not to a worthy stoic, but to an actor portraying him.

These plays were an (unfortunate) by-product of the contemporary love-of-the-victim. For a victim, as above, is pure, and cannot have sinned; and one, by endorsing him, may perhaps gain, by magic, part of his incontrovertible status.

David Mamet, The Secret Knowledge: On the Dismantling of American Culture (New York, NY: Sentinel Publishing, 2011), 134-135.

There is a Liberal sentiment that it should also punish those who take more than their “fair share.” But what is their fair share? (Shakespeare suggests that each should be treated not according to his deserts, but according to God’s mercy, or none of us would escape whipping.)

The concept of Fairness, for all its attractiveness to sentiment, is a dangerous one (cf. quota hiring and enrollment, and talk of “reparations”). Deviations from the Law, which is to say the Constitution, to accommodate specifically alleged identity-group injustices will all inevitably be expanded, universalized, and exploited until there remains no law, but only constant petition of Government.

We cannot live in peace without Law. And though law cannot be perfect, it may be just if it is written in ignorance of the identity of the claimants and applied equally to all. Then it is a possession not only of the claimants but of the society, which may now base its actions upon a reasonable assumption of the law’s treatment.

But “fairness” is not only a nonlegal but an antilegal process, for it deals not with universally applicable principles and strictures, but with specific cases, responding to the perceived or proclaimed needs of individual claimants, and their desire for extralegal preference. And it could be said to substitute fairness (a determination which must always be subjective) for justice (the application of the legislated will of the electorate), is to enshrine greed—the greed, in this case, not for wealth, but for preference. The socialistic spirit of the Left indicts ambition and the pursuit of wealth as Greed, and appeals, supposedly on behalf of “the people,” to the State for “fairness.”….

….But such fairness can only be the non-Constitutional intervention of the State in the legal, Constitutional process—awarding, as it sees fit, money (reparations), preferment (affirmative action), or entertainment (confiscation)….

….”Don’t you care?” is the admonition implicit in the very visage of the Liberals of my acquaintance on their understanding that I have embraced Conservatism. But the Talmud understood of old that good intentions can lead to evil—vide Busing, Urban Renewal, Affirmative Action, Welfare, et cetera, to name the more immedi­ately apparent, and not to mention the, literally, tens of thousands of Federal and State statutes limiting freedom of trade, which is to say, of the right of the individual to make a living, and, so earn that wealth which would, in its necessary expenditure, allow him to provide a living to others….

…. I recognized that though, as a lifelong Liberal, I endorsed and paid lip service to “social justice,” which is to say, to equality of result, I actually based the important decisions of my life—those in which I was personally going to be affected by the outcome—upon the principle of equality of opportunity; and, further, that so did everyone I knew. Many, I saw, were prepared to pay more taxes, as a form of Charity, which is to say, to hand off to the Government the choice of programs and recipients of their hard-earned money, but no one was prepared to be on the short end of the failed Government pro­grams, however well-intentioned. (For example—one might endorse a program giving to minorities preference in award of government contracts; but, as a business owner, one would fight to get the best possible job under the best possible terms regardless of such a pro­gram, and would, in fact, work by all legal and, perhaps by semi- or illegal means to subvert any program that enforced upon the pro­prietor a bad business decision.)*

Further, one, in paying the government to relieve him of a feeling of social responsibility, might not be bothered to question what in fact constituted a minority, and whether, in fact, such minority con­tracts were actually benefiting the minority so enshrined, or were being subverted to shell corporations and straw men. †

======================

*No one would say of a firefighter, hired under rules reducing the height requirement, and thus unable to carry one’s child to safety, “Nonetheless, I am glad I voted for that ‘more fair’ law.”

† As, indeed, they are, or, in the best case, to those among the applicants claiming eligibility most capable of framing, supporting, or bribing their claims to the front of the line. All claims cannot be met. The politicians and bureaucrats discriminating between claims will neces­sarily favor those redounding to their individual or party benefit—so the eternal problem of “Fairness,” supposedly solved by Government distribution of funds, becomes, yet again and inevitably, a question of graft.

David Mamet, The Secret Knowledge: On the Dismantling of American Culture (New York, NY: Sentinel Publishing, 2011), 116-117, 122, 151, 154.

Which bring me to the FAIRNESS BRIGADE our universities are creating so “progressives” [really, regressives] feel good and benighted…

FAMILY POLICY INSTITUTE OF WASHINGTON visited the campus of the University of Washington to see if students would affirm or reject Joseph Backholm’s new chosen identity: a 6’5″ Chinese woman.

I think the really important part is at the end when it is pointed out that how are these people going to make the real [tough] decisions in life than truly matter if they cannot deal with simple realities. I can see this thinking with How Obama deals with foreign affairs. This brings to mind as well the recently “famous” dragon-lady, which is a man mutilating his body to become a female… wait for it… dragon. I have more on this in my Transspecies post, but Gay Patriot ends his post on the matter with this:

  • So, does this mean that businesses will be required to provide this creature with a sunny rock to warm itself in the afternoon sun on? Will states that exempt businesses from having to cater to this be subject to boycotts in services of the LGBQTAR (As in ‘Reptilian’) coalition of the perpetually aggrieved?

Earlier I highlighted a video where “College Kids Speak With a 6’5″ Chinese Woman,” but there are other videos in line with this thinking from The Family Policy Institute of Washington.

We took to the streets of Seattle to see if people actually oppose all discrimination, or if they just oppose *some* discrimination.

The Family Policy Institute of Washington asks Seattle residents if there are any limits to the way someone can self-identify.

Do college kids think there’s a difference between men and women? FPIW visited Seattle University to find out.

See more:

2-Quotes from An Early Salvo in the Culture War ~ Allan Bloom

Published by Papa Giorgio

I just wanted to catalog two quotes by a Jewish (non-religious), gay, anti-conservative professor, and then post some excerpts from a review of the book.

There is one thing a professor can be absolutely certain of: almost every student entering the university believes, or says he believes, that truth is relative. If this belief is put to the test, one can count on the students’ reaction: they will be uncomprehending. That anyone should regard the proposition as not self-evident astonishes them. … The relativity of truth is … a moral postulate, the condition of a free society, or so they see it. … The danger they have been taught to fear is not error but intolerance. Relativism is necessary to openness; and this is the virtue, the only virtue, which all primary education for more than fifty years has dedicated itself to inculcating. Openness — and the relativism that makes it plausible — is the great insight of our times. … The study of history and of culture teaches that all the world was mad in the past; men always thought they were right, and that led to wars, persecutions, slavery, xenophobia, racism, and chauvinism. The point is not to correct the mistakes and really be right; rather it is not to think you are right at all.

[….]

In the United States, practically speaking, the Bible was the only common culture, one that united the simple and the sophisticated, rich and poor, young and old, and—as the very model for a vision of the order of the whole of things, as well as the key to the rest of Western art, the greatest works of which were in one way or another responsive to the Bible—provided access to the seriousness of books. With its gradual and inevitable disappearance, the very idea of such a total book is disappearing. And fathers and mothers have lost the idea that the highest aspiration they might have for their children is for them to be wise—as priests, prophets or philosophers are wise. Specialized competence and success are all that they can imagine. Contrary to what is commonly thought, without the book even the idea of the whole is lost.

Allan Bloom, Closing of the American Mind: How Higher Education Has Failed Democracy and Impoverished the Souls of Today’s Students (New York, NY: Simon and Schuster, 1987), 25, 58 (respectively).

This review comes by way of The American Conservative. I would also recommend The Weekly Standard’s anniversary review of the book.

…While I continue to learn much from Bloom, over the years I have arrived at three main judgments about the book’s relevance, its prescience, and its failings. First, Bloom was right to be concerned about the specter of relativism—though perhaps even he didn’t realize how bad it would get, particularly when one considers the reaction to his book compared to its likely reception were it published today. Second, his alarm over the threat of “multiculturalism” was misplaced and constituted a bad misreading of the zeitgeist, in which he mistook the left’s tactical use of identity politics for the rise of a new kind of communalist and even traditionalist tribalism. And, lastly, most of his readers—even today—remain incorrect in considering him to be a representative of “conservatism,” a label that he eschewed and a worldview he rejected…

[….]

What should most astonish any reader of Bloom’s Closing after 25 years is the fact that this erudite treatise about the crisis of higher education not only sat atop the bestseller list for many weeks but was at the center of an intense, lengthy, and ferocious debate during the late 1980s over education, youth, culture, and politics. In many ways, it became the most visible and weightiest salvo in what came to be known as “the culture wars,” and people of a certain generation still hold strong opinions about Bloom and his remarkable, unlikely bestseller.

Today there are many books about the crisis of higher education—while the nature of the crisis may change, higher education never seems to be out of the woods—but none before or since Bloom’s book achieved its prominence or made its author as rich and famous as a rock star. It was a book that many people bought but few read, at least not beyond a few titillating passages condemning rock-and-roll and feminism. Yet it was a book about which almost everyone with some engagement in higher education held an opinion—indeed, it was obligatory to have considered views on Bloom’s book, whether one had read it or not.

Bloom’s book was at the center of a debate—one that had been percolating well before its publication in 1987—over the nature and content of a university education. That debate intensified with the growing numbers of “diverse” populations seeking recognition on college campuses—concomitant with the rise of departments of Women’s Studies, African-American Studies, and a host of other “Studies” studies—leading to demands that the curriculum increasingly reflect contributions by non-male, non-white, non-European and even non-dead authors.

The Closing of the American Mind spawned hundreds, perhaps even thousands of responses—most of them critiques—including an article entitled “The Philosopher Despot” in Harper’s by political theorist Benjamin Barber, and the inevitably titled The Opening of the American Mind by Lawrence Levine. Partly spurred by the firestorm initiated by Bloom’s book, perennial presidential candidate Jesse Jackson led a march through the campus of Stanford University shouting through a bullhorn, “Hey hey, ho ho, Western Civ has got to go!” Passions for campus reform ran high, and an avalanche of words, articles, denunciations, and ad hominem attacks greeted Bloom’s defense of the Western canon.

Yet the nuances of Bloom’s qualified defense of the Western canon were rarely appreciated by critics or supporters alike. While Bloom was often lumped together with E.D. Hirsch—whose Cultural Literacy was published the same year and rose to number two on the New York Times bestseller list, just behind Closing—Bloom’s argument was fundamentally different and far more philosophically challenging than Hirsch’s more mundane, if nevertheless accurate, point that educated people increasingly did not have knowledge about their own culture. Hirsch’s book spoke to anxiety about the loss of a shared literary and cultural inheritance, which today has been largely supplanted by references to a few popular television shows and sports televised on ESPN.

Bloom made an altogether different argument: American youth were increasingly raised to believe that nothing was True, that every belief was merely the expression of an opinion or preference. Americans were raised to be “cultural relativists,” with a default attitude of non-judgmentalism. Not only all other traditions but even one’s own (whatever that might be) were simply views that happened to be held by some people and could not be judged inferior or superior to any other. He bemoaned particularly the decline of household and community religious upbringing in which the worldviews of children were shaped by a comprehensive vision of the good and the true. In one arresting passage, he waxed nostalgic for the days when people cared: “It was not necessarily the best of times in America when Catholic and Protestants were suspicious of and hated one another; but at least they were taking their beliefs seriously…”

He lamented the decline of such true belief not because he personally held any religious or cultural tradition to be true—while Bloom was raised as a Jew, he was at least a skeptic, if not a committed atheist—but because he believed that such inherited belief was the source from which a deeper and more profound philosophic longing arose. It wasn’t “cultural literacy” he wanted, but rather the possibility of that liberating excitement among college-age youth that can come from realizing that one’s own inherited tradition might not be true. From that harrowing of belief can come the ultimate philosophic quest—the effort to replace mere prejudice with the quest for knowledge of the True.

Near the beginning of Closing, Bloom relates one telling story of a debate with a psychology professor during his time teaching at Cornell. Bloom’s adversary claimed, “it was his function to get rid of prejudices in his students.” Bloom compared that function to the activity of an older sibling who informs the kids that there is no Santa Claus—disillusionment and disappointment. Rather than inspiring students to replace “prejudice” with a curiosity for Truth, the mere shattering of illusion would simply leave students “passive, disconsolate, indifferent, and subject to authorities like himself.”

Bloom relates that “I found myself responding to the professor of psychology that I personally tried to teach my students prejudices, since nowadays—with the general success of his method—they had learned to doubt beliefs even before they believed in anything … One has to have the experience of really believing before one can have the thrill of liberation.” Bloom’s preferred original title—before being overruled by Simon and Schuster—was Souls Without Longing. He was above all concerned that students, in being deprived of the experience of living in their own version of Plato’s cave, would never know or experience the opportunity of philosophic ascent.

[….]

Today we live in a different age, one that so worried Bloom—an age of indifference. Institutions of higher learning have almost completely abandoned even a residual belief that there are some books and authors that an educated person should encounter. A rousing defense of a curriculum in which female, African-American, Latino, and other authors should be represented has given way to a nearly thoroughgoing indifference to the content of our students’ curricula. Academia is committed to teaching “critical thinking” and willing to allow nearly any avenue in the training of that amorphous activity, but eschews any belief that the content of what is taught will or ought to influence how a person lives.

Thus, not only is academia indifferent to whether our students become virtuous human beings (to use a word seldom to be found on today’s campuses), but it holds itself to be unconnected to their vices—thus there remains no self-examination over higher education’s role in producing the kinds of graduates who helped turn Wall Street into a high-stakes casino and our nation’s budget into a giant credit card. Today, in the name of choice, non-judgmentalism, and toleration, institutions prefer to offer the greatest possible expanse of options, in the implicit belief that every 18- to 22-year-old can responsibly fashion his or her own character unaided.

Bloom was so correct about the predictable rise of a society defined by indifference that one is entitled to conclude that were Closing published today, it would barely cause a ripple. This is not because most of academia would be inclined to agree with his arguments any more than they did in 1987. Rather, it is simply the case that hardly anyone in academe any longer thinks that curricula are worth fighting over….

[….]

Today’s academic leaders don’t believe the content of those choices has any fundamental influence on the souls of our students, most likely because it would be unfashionable to believe that they have souls. As long as everyone is tolerant of everyone else’s choices, no one can get hurt. What is today called “tolerance,” Bloom rightly understood to be more deeply a form of indifference, the extreme absence of care, leading to a society composed not only of “souls without longing” but humans treated as utilitarian bodies that are increasingly incapable of love.

(3-Part Interview)