IN A WORLD WHERE THE MANY ARE SEEMING TO BE CRUSHED BY THE GREEDY AND HEARTLESS FEW, LOVE WILL ULTIMATELY PREVAIL ...AS IT HAS ALWAYS DONE THROUGHOUT HUMAN HISTORY.

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Chris Hedges' Columns

Acts of Love

Posted on Feb 19, 2012

By Chris Hedges

Love, the deepest human commitment, the force that defies empirical examination and yet is the defining and most glorious element in human life, the love between two people, between children and parents, between friends, between partners, reminds us of why we have been created for our brief sojourns on the planet. Those who cannot love—and I have seen these deformed human beings in the wars and conflicts I covered—are spiritually and emotionally dead. They affirm themselves through destruction, first of others and then, finally, of themselves. Those incapable of love never live.

“Hell,” Dostoevsky wrote, “is the inability to love.”

And yet, so much is written and said about love that at once diminishes its grandeur and trivializes its meaning. Dr. James Luther Adams, my ethics professor at Harvard Divinity School, cautioned all of us about preaching on love, reminding us that any examination of love had to include, as Erich Fromm pointed out in “Selfishness and Self-Love,” the unmasking of pseudo-love.

God is a verb rather than a noun. God is a process rather than an entity. There is some biblical justification for this. God, after all, answered Moses’ request for revelation with the words, “I AM WHO I AM.” This phrase is probably more accurately translated “I WILL BE WHAT I WILL BE.” God seems to be saying to Moses that the reality of the divine is an experience. God comes to us in the profound flashes of insight that cut through the darkness, in the hope that permits human beings to cope with inevitable despair and suffering, in the healing solidarity of kindness, compassion and self-sacrifice, especially when this compassion allows us to reach out to others, and not only others like us, but those defined by our communities as strangers, as outcasts. “I WILL BE WHAT I WILL BE.” This reality, the reality of the eternal, must be grounded in that which we cannot touch, see or define, in mystery, in a kind of faith in the ultimate worth of compassion, even when the reality of the world around us seems to belittle compassion as futile.

“The courage to be is rooted in the God who appears when God has disappeared in the anxiety of doubt,” wrote Paul Tillich.

Aristotle said that only two living entities are capable of solitude and complete separateness: God and beast. The most acute form of human suffering is loneliness. The isolated human individual can never be fully human. And for those cut off from others, for those alienated from the world around them, the false covenants of race, nationalism, the glorious cause, class and gender compete, with great seduction, against the covenant of love. These sham covenants—and we see them dangled before us daily—are based on exclusion and hatred rather than universality. These sham covenants do not call us to humility and compassion, to an acknowledgement of our own imperfections, but to a form of self-exaltation disguised as love. Those most able to defy these sham covenants are those who are grounded in love, those who find their meaning and worth in intimate relationships that cut through the loneliness and isolation of the human condition.

There are few sanctuaries in war. Couples in love provide one. And it was to such couples that I consistently retreated. These couples repeatedly acted to save those branded as the enemy—Muslims trapped in Serb enclaves in Bosnia or dissidents hunted by the death squads in El Salvador. These rescuers did not act as individuals. Nechama Tec documented this peculiar reality when she studied Polish rescuers of Jews during World War II. Tec did not find any particular character traits or histories that led people to risk their lives for others, often for people they did not know, but she did find they almost always acted because their relationship explained to them the world around them. Love kept them grounded. These couples were not able to halt the destruction and violence around them. They were powerless. They could and often did themselves become victims. But it was with them, seated in a concrete hovel in a refugee camp in Gaza or around a wood stove on a winter night in the hills outside Sarajevo, that I found sanity and peace, that I was reminded of what it means to be human. It seemed it was only in such homes that I ever truly slept during war.

Love, when it is deep and sustained by two individuals, includes self-giving—often tremendous self-sacrifice—as well as desire. For the covenant of love recognizes both the fragility and sanctity of all human beings. It recognizes itself in the other. And it alone can save us, especially from ourselves.

Sigmund Freud divided the forces in human nature between the Eros instinct, the impulse within us that propels us to become close to others, to preserve and conserve, and the Thanatos, or death instinct, the impulse that works toward the annihilation of all living things, including ourselves. For Freud these forces were in eternal conflict. All human history, he argued, is a tug of war between these two instincts.

“The meaning of the evolution of civilization is no longer obscure to us,” Freud wrote in “Civilization and Its Discontents.” “It must present the struggle between Eros and Death, between the instinct of life and instinct of destruction, as it works itself out in the human species. This struggle is what all life essentially consists of.”

We are tempted, indeed in a consumer culture encouraged, to reduce life to a simple search for happiness. Happiness, however, withers if there is no meaning. The other temptation is to disavow the search for happiness in order to be faithful to that which provides meaning. But to live only for meaning—indifferent to all happiness—makes us fanatic, self-righteous and cold. It leaves us cut off from our own humanity and the humanity of others. We must hope for grace, for our lives to be sustained by moments of meaning and happiness, both equally worthy of human communion. And it is this grace, this love, which in our darkest moments allows us to endure.

Viktor Frankl in “Man’s Search for Meaning” grappled with Eros and Thanatos in the Auschwitz death camp. He recalled being on a work detail, freezing in the blast of the Polish winter, when he began to think about his wife, who had already been gassed by the Nazis although he did not know it at the time.

“A thought transfixed me,” he wrote, “for the first time in my life I saw the truth as it is set down by so many poets, proclaimed as the final wisdom by so many thinkers. The truth—that love is the ultimate and the highest goal to which man can aspire. Then I grasped the meaning of the greatest secret that human poetry and human thought and belief have to impart. The salvation of man is through love and in love.”

Love is an action, a difference we try to make in the world.

“We love our enemy when we love his or her ultimate meaning,” professor Adams told us. “We may have to struggle against what the enemy stands for; we may not feel a personal affinity or passion for him. Yet we are commanded for this person’s sake and for our own and for the sake of the destiny of creation, to love that which should unite us.”

To love that which should unite us requires us to believe there is something that connects us all, to know that at some level all of us love and want to be loved, to base all our actions on the sacred covenant of love, to know that love is an act of will, to refuse to exclude others because of personal difference or race or language or ethnicity or religion. It is easier to be indifferent. It is tempting to hate. Hate propels us to the lust for power, for control, to the Hobbesian nightmare of an eye for an eye and a tooth for a tooth. Hate is what people do when they are distressed, as many Americans are now, by uncertainty and fear. If you hate others they will soon hate or fear you. They will reject you. Your behavior assures it. And through hate you become sucked into the sham covenants of the nation, the tribe, and you begin to speak in the language of violence, the language of death.

Love is not selflessness. It is the giving of one’s best self, giving one’s highest self unto the world. It is finding true selfhood. Selflessness is martyrdom, dying for a cause. Selfhood is living for a cause. It is choosing to create good in the world. To love another as one loves oneself is to love the universal self that unites us all. If our body dies, it is the love that we have lived that will remain—what the religious understand as the soul—as the irreducible essence of life. It is the small, inconspicuous things we do that reveal the pity and beauty and ultimate power and mystery of human existence.

Vasily Grossman wrote in his masterpiece “Life and Fate”:

My faith has been tempered in Hell. My faith has emerged from the flames of the crematoria, from the concrete of the gas chamber. I have seen that it is not man who is impotent in the struggle against evil, but the power of evil that is impotent in the struggle against man. The powerlessness of kindness, of senseless kindness, is the secret of its immortality. It can never be conquered. The more stupid, the more senseless, the more helpless it may seem, the vaster it is. Evil is impotent before it. The prophets, religious leaders, reformers, social and political leaders are impotent before it. This dumb, blind love is man’s meaning. Human history is not the battle of good struggling to overcome evil. It is a battle fought by a great evil struggling to crush a small kernel of human kindness. But if what is human in human beings has not been destroyed even now, then evil will never conquer.

To survive as a human being is possible only through love. And, when Thanatos is ascendant, the instinct must be to reach out to those we love, to see in them all the divinity, pity and pathos of the human. And to recognize love in the lives of others, even those with whom we are in conflict—love that is like our own. It does not mean we will avoid suffering or death. It does not mean that we as distinct individuals will survive. But love, in its mystery, has its own power. It alone gives us meaning that endures. It alone allows us to embrace and cherish life. Love has the power both to resist in our nature what we know we must resist and to affirm what we know we must affirm.

FUKUSHIMA-ING THE U.S. EDUCATIONAL SYSTEM

Blogger's Note: This is a "MUST READ" for all of you who fondly remember the many K-12 teachers who taught us to understand the world around us, think for ourselves, and thereby develop our own moral compass. What will it be like for our grandchildren?

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Chris Hedges' Columns

Why the United States Is Destroying Its Education System

Posted on Apr 10, 2011

Photo illustration by PZS based on an image by Lin Pernille Photography

By Chris Hedges

A nation that destroys its systems of education, degrades its public information, guts its public libraries and turns its airwaves into vehicles for cheap, mindless amusement becomes deaf, dumb and blind. It prizes test scores above critical thinking and literacy. It celebrates rote vocational training and the singular, amoral skill of making money. It churns out stunted human products, lacking the capacity and vocabulary to challenge the assumptions and structures of the corporate state. It funnels them into a caste system of drones and systems managers. It transforms a democratic state into a feudal system of corporate masters and serfs.

Teachers, their unions under attack, are becoming as replaceable as minimum-wage employees at Burger King. We spurn real teachers—those with the capacity to inspire children to think, those who help the young discover their gifts and potential—and replace them with instructors who teach to narrow, standardized tests. These instructors obey. They teach children to obey. And that is the point. The No Child Left Behind program, modeled on the “Texas Miracle,” is a fraud. It worked no better than our deregulated financial system. But when you shut out debate these dead ideas are self-perpetuating.

Passing bubble tests celebrates and rewards a peculiar form of analytical intelligence. This kind of intelligence is prized by money managers and corporations. They don’t want employees to ask uncomfortable questions or examine existing structures and assumptions. They want them to serve the system. These tests produce men and women who are just literate and numerate enough to perform basic functions and service jobs. The tests elevate those with the financial means to prepare for them. They reward those who obey the rules, memorize the formulas and pay deference to authority. Rebels, artists, independent thinkers, eccentrics and iconoclasts—those who march to the beat of their own drum—are weeded out.

“Imagine,” said a public school teacher in New York City, who asked that I not use his name, “going to work each day knowing a great deal of what you are doing is fraudulent, knowing in no way are you preparing your students for life in an ever more brutal world, knowing that if you don’t continue along your scripted test prep course and indeed get better at it you will be out of a job. Up until very recently, the principal of a school was something like the conductor of an orchestra: a person who had deep experience and knowledge of the part and place of every member and every instrument. In the past 10 years we’ve had the emergence of both [Mayor] Mike Bloomberg’s Leadership Academy and Eli Broad’s Superintendents Academy, both created exclusively to produce instant principals and superintendents who model themselves after CEOs. How is this kind of thing even legal? How are such ‘academies’ accredited? What quality of leader needs a ‘leadership academy’? What kind of society would allow such people to run their children’s schools? The high-stakes tests may be worthless as pedagogy but they are a brilliant mechanism for undermining the school systems, instilling fear and creating a rationale for corporate takeover. There is something grotesque about the fact the education reform is being led not by educators but by financers and speculators and billionaires.”

Teachers, under assault from every direction, are fleeing the profession. Even before the “reform” blitzkrieg we were losing half of all teachers within five years after they started work—and these were people who spent years in school and many thousands of dollars to become teachers. How does the country expect to retain dignified, trained professionals under the hostility of current conditions? I suspect that the hedge fund managers behind our charter schools system—whose primary concern is certainly not with education—are delighted to replace real teachers with nonunionized, poorly trained instructors. To truly teach is to instill the values and knowledge which promote the common good and protect a society from the folly of historical amnesia. The utilitarian, corporate ideology embraced by the system of standardized tests and leadership academies has no time for the nuances and moral ambiguities inherent in a liberal arts education. Corporatism is about the cult of the self. It is about personal enrichment and profit as the sole aim of human existence. And those who do not conform are pushed aside.  

“It is extremely dispiriting to realize that you are in effect lying to these kids by insinuating that this diet of corporate reading programs and standardized tests are preparing them for anything,” said this teacher, who feared he would suffer reprisals from school administrators if they knew he was speaking out. “It is even more dispiriting to know that your livelihood depends increasingly on maintaining this lie. You have to ask yourself why are hedge fund managers suddenly so interested in the education of the urban poor? The main purpose of the testing craze is not to grade the students but to grade the teacher.”

“I cannot say for certain—not with the certainty of a Bill Gates or a Mike Bloomberg who pontificate with utter certainty over a field in which they know absolutely nothing—but more and more I suspect that a major goal of the reform campaign is to make the work of a teacher so degrading and insulting that the dignified and the truly educated teachers will simply leave while they still retain a modicum of self-respect,” he added. “In less than a decade we been stripped of autonomy and are increasingly micromanaged. Students have been given the power to fire us by failing their tests. Teachers have been likened to pigs at a trough and blamed for the economic collapse of the United States. In New York, principals have been given every incentive, both financial and in terms of control, to replace experienced teachers with 22-year-old untenured rookies. They cost less. They know nothing. They are malleable and they are vulnerable to termination.”

The demonizing of teachers is another public relations feint, a way for corporations to deflect attention from the theft of some $17 billion in wages, savings and earnings among American workers and a landscape where one in six workers is without employment. The speculators on Wall Street looted the U.S. Treasury. They stymied any kind of regulation. They have avoided criminal charges. They are stripping basic social services. And now they are demanding to run our schools and universities.

“Not only have the reformers removed poverty as a factor, they’ve removed students’ aptitude and motivation as factors,” said this teacher, who is in a teachers union. “They seem to believe that students are something like plants where you just add water and place them in the sun of your teaching and everything blooms. This is a fantasy that insults both student and teacher. The reformers have come up with a variety of insidious schemes pushed as steps to professionalize the profession of teaching. As they are all businessmen who know nothing of the field, it goes without saying that you do not do this by giving teachers autonomy and respect. They use merit pay in which teachers whose students do well on bubble tests will receive more money and teachers whose students do not do so well on bubble tests will receive less money. Of course, the only way this could conceivably be fair is to have an identical group of students in each class—an impossibility. The real purposes of merit pay are to divide teachers against themselves as they scramble for the brighter and more motivated students and to further institutionalize the idiot notion of standardized tests. There is a certain diabolical intelligence at work in both of these.”

“If the Bloomberg administration can be said to have succeeded in anything,” he said, “they have succeeded in turning schools into stress factories where teachers are running around wondering if it’s possible to please their principals and if their school will be open a year from now, if their union will still be there to offer some kind of protection, if they will still have jobs next year. This is not how you run a school system. It’s how you destroy one. The reformers and their friends in the media have created a Manichean world of bad teachers and effective teachers. In this alternative universe there are no other factors. Or, all other factors—poverty, depraved parents, mental illness and malnutrition—are all excuses of the Bad Teacher that can be overcome by hard work and the Effective Teacher.”

The truly educated become conscious. They become self-aware. They do not lie to themselves. They do not pretend that fraud is moral or that corporate greed is good. They do not claim that the demands of the marketplace can morally justify the hunger of children or denial of medical care to the sick. They do not throw 6 million families from their homes as the cost of doing business. Thought is a dialogue with one’s inner self. Those who think ask questions, questions those in authority do not want asked. They remember who we are, where we come from and where we should go. They remain eternally skeptical and distrustful of power. And they know that this moral independence is the only protection from the radical evil that results from collective unconsciousness. The capacity to think is the only bulwark against any centralized authority that seeks to impose mindless obedience. There is a huge difference, as Socrates understood, between teaching people what to think and teaching them how to think. Those who are endowed with a moral conscience refuse to commit crimes, even those sanctioned by the corporate state, because they do not in the end want to live with criminals—themselves.

“It is better to be at odds with the whole world than, being one, to be at odds with myself,” Socrates said.

Those who can ask the right questions are armed with the capacity to make a moral choice, to defend the good in the face of outside pressure. And this is why the philosopher Immanuel Kant puts the duties we have to ourselves before the duties we have to others. The standard for Kant is not the biblical idea of self-love—love thy neighbor as thyself, do unto others as you would have them do unto you—but self-respect. What brings us meaning and worth as human beings is our ability to stand up and pit ourselves against injustice and the vast, moral indifference of the universe. Once justice perishes, as Kant knew, life loses all meaning. Those who meekly obey laws and rules imposed from the outside—including religious laws—are not moral human beings. The fulfillment of an imposed law is morally neutral. The truly educated make their own wills serve the higher call of justice, empathy and reason. Socrates made the same argument when he said it is better to suffer wrong than to do wrong.

“The greatest evil perpetrated,” Hannah Arendt wrote, “is the evil committed by nobodies, that is, by human beings who refuse to be persons.”

As Arendt pointed out, we must trust only those who have this self-awareness. This self-awareness comes only through consciousness. It comes with the ability to look at a crime being committed and say “I can’t.” We must fear, Arendt warned, those whose moral system is built around the flimsy structure of blind obedience. We must fear those who cannot think. Unconscious civilizations become totalitarian wastelands.

“The greatest evildoers are those who don’t remember because they have never given thought to the matter, and, without remembrance, nothing can hold them back,” Arendt writes. “For human beings, thinking of past matters means moving in the dimension of depth, striking roots and thus stabilizing themselves, so as not to be swept away by whatever may occur—the Zeitgeist or History or simple temptation. The greatest evil is not radical, it has no roots, and because it has no roots it has no limitations, it can go to unthinkable extremes and sweep over the whole world.”

Click here to check out Pulitzer Prize winner Chris Hedges’ new Truthdig book, “The World As It Is: Dispatches On the Myth of Human Progress.”

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