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pomoHow We Reached the Point Where We Can’t Hear Each Other” is a article on Counterpunch by Joseph Natoli.  I’ve excerpted some of the beginning bits for context, but the best is when he focuses on what is happening in Education and how people are taught to think these days.  I’m also a fan of his borrowing of radical feminist methodology that focuses on the the material reality of the situation and the naming of the problem.  I heartily recommend you read the full article, as it suggests reasons why we are becoming less social despite ‘social’ media and the corrosive effect that identity politics, one of the crown jewels of post-modern theory, is having on our society.

[…]

“The intent of a past analog world to put us all on the same page so we could all direct ourselves in common to our common, societal problems is something now disseminated into an infinitude of self-designed enclaves. We have connectivity between the like-minded, or opinionated, but not conjunction which Bifo Berardi defines “as a way of becoming other.” (And: Phenomenology of the End, 2015)

If you want to reflect beyond the entrapment of your own personal experiences and the personal opinions derived from such, you are desiring something that has been superseded.

If you want not to be the blind man who feels the tail of an elephant and pronounces the elephant to be shaped like a snake, you are hoping for a door that leads out of the room of your own limited experience.

Unfortunately, there is no longer any need to leave that room because cyberspace has designed the whole world to be your room. You can blog, tweet, text. Video, emoji your reflections online without any intent to augment social knowledge or understanding or to encounter a counter-punch that will cause you to adjust your views.”

[…]

“We exist now within narratives, not impeccable logics and sound proofs, air-tight arguments or binding adjudications. For reasons too elaborate to condense, we have accepted Nietzsche’s view of reason as a pawn of power and have retreated to our own personal reasoning.

This retreat to personal arbitration of all matters is expressed in the politics of identity, a politics concerned with the full emancipation of the individual not as defined within any cultural, religious, historical, or anthropological notion of the individual, but defined by each and every variety of individual. It is as if the individual is a knowledge within itself.”

[…]

Education is also in a special dilemma considering the mission here is get a student to put his or her personal opinions and preferences and different experiences out of sight and attend to a rationally validated collective representation of a subject.

Nathan Heller points out that elite colleges find that the cultivation of the individual is not an easy matter when students will not leave their personal “experiential authority” at the door. (“The Big Easy,” The New Yorker May 30, 2016) One is not reading to extract eternal verities, the Enlightenment dream, or to deconstruct the pretenses of those same verities. In the climate that Heller describes, no content can be permitted to transgress the personally defined identity of the reader or listener.

An Oberlin student who Heller describes as “a trans man …educated in Mexico, walks with crutches, and suffers from A.D.H.D. and bipolar disorder …lately on suicide watch” objected to a discussion of Antigone without a trigger warning, i.e., characters in the play committed suicide. Identity-based oppression is responded to with a theory of intersectionality, which contends, “who knows what it means to live at an intersection better than the person there?” Thus, personal experiential authority now contends with a pedagogic tradition of minimizing the effects of personal experiential authority on objective, rational reflection.

Education attempts to respect individual arrangements of the results of critical thinking but not allow those arrangements to taint the process of critical thinking. This long standing agreement is no longer in effect. We have reached the point where we cannot engage in any way what may “trigger” our personal dislike or what may upset a private space we have self-designed.  Long standing notions of both education and society are dissolving.

We now listen to our own voices and our clones in “social” media, a pathological condition that undermines much needed social and political communication and interrelationships. The way out, as with all pathologies, is to first recognize the condition, observe the point we have reached and reorient our compass.”

Teaching critical thinking in public education has always been a revolutionary activity, as this article confirms, it looks like it shall continue to be in the revolutionary category for quite some time.

 

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