New Discourses
Politics • Spirituality/Belief • Writing
The Theft of American Education
September 12, 2022
Guest contributors: ConceptualJames
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"Learning loss" refers to educational attainment we can expect would have happened if it weren’t for something disrupting the educational process and preventing it from occurring. These days, we most often hear about it—when we’re allowed to hear about it—in the context of the disruptions imposed upon our lives and our children in the name of the Covid-19 pandemic. Learning loss is learning that should have occurred but for failures in educational policy and practice.

Substantial and unnecessary as the pandemic response learning loss has proved, there’s a far greater learning loss occurring in America today, which has American schoolchildren achieving grade-level mastery in key subjects roughly one third of the time. This learning loss is done in the name of “equity” and “social justice,” and instead of teaching our children to be competent in mathematics, reading, writing, history, and science, it’s teaching them to view the world through the Woke Marxist lens and to be activists on behalf of its social and political agendas. Somewhat in contrast to learning loss caused by bad policy prescriptions that failed to mitigate the spread and impact of SARS-CoV-2, however, the learning loss that follows from a “critical” education into "social and emotional learning" represents nothing short of an intentional theft of education from our children and our society.

How have the radicals on the Dialectical Left—specifically, Woke Marxists—stolen education from our children? The answer is called “critical pedagogy,” which was developed on the back of the great Marxist religious revivalist Paulo Freire. Critical pedagogy uses Freire’s ideas to solve what mid-century Marxists referred to as “the problem of reproduction,” which is the idea that societies tend to reproduce themselves and especially that education can only be designed within an existing system to reproduce the system that produces it. Marxists through the second half of the twentieth century believed the problem of reproduction might prove fatal to their ambitions.

Two Marxists of the period, Paulo Freire and the Critical Theorist Herbert Marcuse, were more hopeful. In fact, they were optimistic about a utopian vision and laid out various programs through which they believed it could be achieved. They offered a partial solution to the problem of reproduction, and this in turn offered a renewal of enthusiasm for the (neo)-Marxist faith. Not only did Freire succeed in creating a utopian revival in the religion of Marxism, though, he also laid down the tools to steal education right out from under our noses. Starting in the mid 1980s, thanks to the tireless efforts of a Marxist educator named Henry Giroux, American colleges of education started taking on Freire’s methods whole-hog and developing them into the radicalizing academic failures installed throughout our schools today. Social-Emotional Learning (SEL), which steals our kids’ education in favor of “social and emotional competencies,” is the latest development in this long trend.

Freire’s toolkit for the theft of education really only contains two simple elements that, when combined, pull a two-step shuffle that robs education of its learning content and replaces it with political radicalization. A true education, you see, for Freire, is a political education, and the academic contents of education are, as he often described them, mere mediators to political knowledge. Of course, by “political knowledge,” Freire means Marxist radicalization. There’s a reason his most famous book was titled Pedagogy of the Oppressed. Its goal is to use the facts of poverty, bigotry, and exclusion to teach people to see the world from the standpoint of the oppressed, which means the way a person with a Marxist consciousness would see the injustices of the world.

The nuts and bolts of Freire’s approach to education are actually few and rather easy to understand, and, like a magic trick that’s been explained to you, once you understand the parts, you can see how the critical magicians are robbing your kids and our future society blind by stealing education and transforming it into a form of radical brainwashing.

The Pregame

Most magic tricks, con jobs, and hustles require a little bit of setting up, often in the form of getting some kind of information from the marks and making them comfortable and familiar with the person who is about to fool or rob them. While this might require preparing a gimmick or stacking a deck, it also involves some amount of connecting with the audience—or the mark. A professional magician wants you to have some rapport with him and to trust him. So do con artists and hustlers. They, especially the latter, usually need to know certain information about you that will make you easier to fool.

Paulo Freire’s approach to education is no different. In fact, it’s designed around a con that steals education, and to make that con work, there’s some connecting to do. In the case of Freire’s approach to education, he recommends a whole new approach to classroom management and educational engagement: the “democratic classroom” that operates on a “dialogical model.” This approach enables the con.

In a democratic classroom, everyone is roughly equal. Teachers and students are replaced by educators and learners who learn together. The educator becomes a facilitator and something like a friend and advisor to the students, who are called “learners.” Older peers further along the journey help facilitate younger and newer learners. Everyone, teachers and students of all levels are learning together, as equals. It sounds good. It is also ideal for engaging in dialogue rather than instruction or lectures, and dialogue between educators and learners “as equals” is considered the backbone of Freire’s dialogical approach.

Just like conversing with a con man, however, the dialogical facilitator doesn’t necessarily tell the learners that he’s actually mining them for useful information he can use to his purposes later. For Freire, the beginning of the educational encounter, done in dialogue, is meant to discover something he called “generative themes,” specifically seventeen of them. (Freire doesn’t explain why 17 generative themes are to be used except to say that they found in Brazil and Chile that it was enough of them to do the job.)

The Setup

Generative themes, to Freire, are concepts sought out by the facilitating educator that are somehow important in the learners’ lives in particular ways. Specifically, they are supposed to be indicative of the “concrete conditions” of the learners’ experiences in life, their so-called “lived experience.” Crucially, generative themes are supposed to be emotionally engaging and politically relevant. In other words, they are “themes” in the learners’ lives that are potentially radicalizing. For what it’s worth, the presence of the drag queen in “drag queen story hour” is supposed to be “generative,” in their own words. It’s supposed to provoke and generate further dialogue about “living queerly” and the conceptual solidity of topics in sex, gender, and sexuality. In general, in the contemporary lingo, we call generative themes “culturally relevant” education.

Once extracted, generative themes are to be packaged up by the educator in a way that makes them appear abstract and academic. The goal is not to trigger the students immediately but to generate further dialogue that can be used to radicalize them. Like a magician preparing a phony card in a deck that lets him do his trick, the educator is supposed to take the generative themes and portray them in some abstract form as part of their lesson planning. When done well, the students and their parents, along with honest administrators, will never be the wiser that the lesson plan was set up to do a radicalizing magic trick on the students that swaps out real learning for “political literacy.”

Paulo Freire referred to these abstract representations of the generative themes as “codifications.” That is, he was literally saying that they were the generative themes being presented to the learners in coded form so that they don’t appear to be anything but an educational program. The goal of the critical educator is to find these generative themes, package them up in “codified form,” and then to begin a “decodification” that decodes them for the students.

The sales pitch for the method is found in their saying that by engaging in the “culturally relevant” themes in the learners’ lives, they will be very engaged in the learning process. They will see the image in the codified theme and be ready to connect it to a reading, math, or history lesson that will interest them, driving them to want to learn more. They will want to decodify not only the theme in front of them but also the academic subject that allows them to learn more about it. Just like in any good magic trick, though, there is something happening that no one notices. There are two decodifications passing as one.

The Heist

The decodification process as Freire called it is where the actual heist of education happens. Finding the generative themes merely sets up the steal, and the decodification does it. In magic, this is where the tricky sleight of hand takes place that switches out the chosen card for the decoy prepared in advance, for example. The way it happens is that while Paulo Freire describes a single decodification as a unified process, there are two of them occurring at once, one academic and one political. The political decodification steals the academic one and prevents it from ever occurring. Whether the academic decodification would have worked to teach the subject or not, or if it would do so better than some other method, is irrelevant because it almost never happens!

The academic decodification is supposed to go like this. First, the codified theme is showed to the students, and they have a dialogue about it. That dialogue, by the way, is the political decodification, which we’ll bracket for now. After the students are led to understand the political content and relevance of the codified image they’re presented with, the word describing that scene is shown. Maybe it’s “gender.” Maybe it’s “racism.” Maybe it’s “poverty” or “death.” Maybe it’s “suicide.” Maybe instead, the lesson is a math lesson, and statistics about race and poverty will be calculated in a highly selective way. Maybe it’s a history lesson, or a science lesson. It doesn’t matter. The academic material is “decodified” in the first step by being connected to the codified “culturally relevant” theme.

This decodification is supposed to excite the learners because they recognize themselves and their “lived realities” in the codification. They’ll want to learn more words to better understand that situation, or deeper statistical analysis tools, or more history, or something about science. The educator as facilitator will then usher them into these deeper lessons, and since they want to learn them, education will be enhanced. Not only will it be more effective; it will also cover more ground. It will cover political topics and academic material. Nothing is done “in place of.” It’s all happening “along with.”

Here’s the thing, though. That idyllic learning situation never occurs. Take this analysis from an experiment that introduced Freirean methodology in Nigeria, published in 2007,

Stage Two: The Selection of Words from The Discovered Vocabulary

 

From the discussions of the learners, the Generative Words written by the team of facilitators were: resources, money, abundance, crude oil, stealing, pocket, begging, plenty, poverty, suffering, frustration, crying, hunger, crisis, dying, death.

 

These words were later depicted in pictorial form showing the concrete realities and situations in the lives of the people. The pictorial display provoked an emotional state of pity and anger among the discussants, some of them could not talk, while most of them were moved to tears asking the question: Why! Why! Why! Why!

 

Stage Three: The Actual Process of Literacy Training

 

After the completion of stage two, it came as a great surprise to the facilitators, that the discussants were not willing to participate in the literacy teaching/training process. They were in a state of emotional wreck. They were furious, angry, shouting and restless. They were shouting Change! Change! Change! Cursing furiously those who have, in one way or the other, contributed to the suffering of the people. The bottom-line: acquisition of basic literacy skills did not make any meaning to them and in fact was irrelevant, with some of them asking the facilitators:

 

“What have you people, who are learned, done to change the situation, rather you (have) worsened the situation when you yourself get to the position.’’

It doesn’t work. Why? Because, as you can see, the political decodification actually steals the educational opportunity from the learners by radicalizing them. Radicals aren’t interested in learning. They’re interested in taking action, being “change agents,” transforming the world, and, because misery loves company, creating more radicalized activists.

How It Works

You’re not supposed to explain a magic trick because it takes the magic out of it, but I want the Freirean theft of education demystified. It’s rather obvious how it works. Before the academic decodification of the theme, which is intentionally chosen and framed to be radicalizing, a political decodification takes place that succeeds in radicalizing. As Freire had it, the academic content became a mediator to political “knowledge,” to what he calls “conscientization,” which means having a Marxist critical consciousness. Raising that consciousness is what Freire says is the real point of a true education, not learning disconnected syllables or meaningless sentences, or, one supposes, math, science, history, or any other subject that will lead learners to become successful in the “oppressive” world Freire wants to see rejected and denounced utterly.

It’s pretty clear how political content can be used in this way, but the generative approach isn’t supposed to be too obvious. Freire says that would be propagandizing. It therefore often includes everyday concepts that are transformed into political topics through the Marxist magic trick of “critique.” As an example, in a book Freire published with the title Education for Critical Consciousness, he lists seventeen generative themes for living in a slum. Some of these terms don’t even seem obviously politically relevant, but the codification process frames them that way. Here are a few specific examples of generative themes that don’t seem political and how the “facilitators” should frame them:

RAIN (chuva)
Aspects for discussion: The influence of the environment on human life. The climatic factor in a subsistence economy. Regional climatic imbalances in Brazil.

 

PLOW (arado)
Aspects for discussion: The value of human labor. Men and techniques: the process of transforming nature. Labor and capital. Agrarian reform.

 

AFRO-BRAZILIAN DANCING (batuque)
Aspects for discussion: Popular culture. Folklore. Erudite culture. Cultural alienation.

 

WELL (poço)
Aspects for discussion: Health and endemic diseases. Sanitary education. Water supply.

 

BICYCLE (bicicleta)
Aspects for discussion: Transportation problems. Mass transportation.

In order to teach people to read the word “bicycle,” a dialogue about mass transportation as a solution to transportation problems is needed, and transport by bicycle, presumably, will be characterized as politically problematic in “structural” terms. To learn to read the word for a particular kind of dancing, a discussion about cultural alienation (and cultural appropriation) must take place. You get the idea.

So, once these themes are found and framed for political radicalization, how does the political decodification—the process of conscientization through miseducation—proceed? It goes in three stages. The codified generative theme is first read (politically), then it is problematized (in a Marxist critique), and then it is concretized, or made personal.

Politically “reading” a codified “culturally relevant” theme is learning to see it as a political circumstance. In fact, it’s learning to see it as a part of a system produced by an unjust society. It’s finding the meaning in the facts of one’s life, where “meaning” means political relevance along axes that are potentially radicalizing. For example, it’s learning to read the fact of bicycles as a feature of living in poverty and of being limited in one’s capacity to get around. It’s learning to see the “racism” hidden in the statistics or society. It’s learning to see how “gender” is “imposed” upon people by a system that “assigns” them a sex at birth and then requires them to “perform” that gender to be considered “normal.” It’s connecting with how people in those situations might feel, so it’s made emotionally relevant. It’s coming to learn that these features of life aren’t just the way it is; they’re political decisions made by people with the power to make those political decisions and force everyone else to abide by them.

“Problematizing” is a Marxist critique done on that “reading.” It is explaining that the circumstances just read aren’t just political, but they’re also harmful and unjust. They’re created and maintained as a system by the people who have the power to set the terms of society, maybe racial, maybe cultural, maybe in terms of what counts as “normal.” They’re portrayed as exclusionary, harmful, unjust, and most of all structural or systemic. They’re part of a great societal whole that is unfair to certain people. It’s not just something that happens; it’s something that is being done by people who benefit from it and thus have no interest in changing it, even if they don’t know they’re doing it. It’s an intrinsic feature of a perpetually unjust system that people are forced to live in and be oppressed by, except if they have the privilege of benefiting from it—though that also harms them by making them perpetrators and defenders of evil.

“Concretizing” is making the problematized image personal. It’s taking all those emotions, all that sense of injustice, and that indignant, self-righteous anger, and pointing it back inward. It’s telling the learners that the people in those codified images are them or those they love (or should love). Then, not just the codified theme, which was drawn from the learners in the first place, but all that Marxist interpretive baggage and emotional upset are made into the “concrete reality” of the learner. It’s like the magician did his trick and flipped over the card, but it was the wrong card. Then he tells you to open your wallet, and there’s your card—in place of all your money, which he’s stolen from you.

As demonstrated by the experiments in Nigeria, this radicalization works. It does not, however, create academic engagement. It creates political engagement. The learners truly are more engaged with the subject matter, but not academically. The learners are “emotional wrecks.” They don’t see the point in learning. They do see the need for immediate political action, though. And there are (at least) sixteen more themes to explore before the facilitator is done.

Wrapping Up

What I’ve just described is the Freirean, or critical, theft of education, and that’s exactly what it is. It is education having been stolen from students and society. What it does is makes it look like education is going to take place by a more engaging and interesting method that involves the students to a greater degree than ever. It promises to be “culturally relevant” to them, or something similar. When it then does is takes advantage of the space opened up by the need for “relevance” to find and present lessons that allow “educators” to “facilitate” political radicalization into a “structural” (Marxist) view of reality, whether the teacher realizes she’s a Marxist or not. In other words, it steals education and replaces it with programming, a kind of thought-reform that leads “learners” to see the world from a particular standpoint, which happens to be Marxist-style critical analysis.

Freirean education has no place in our schools because it is not education. It’s something else. It is conscientization posing as education, and it is able to do what it does—and what it was intended to do—because it steals education from our students and our society by reorganizing its purpose. It is, was, and always will be a con, and we’re all losers so long as it has any marks. It is our right and duty to remove it from our education system at all levels and in every form.

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Liberty Made Ordinary: The Inheritance Post-Liberalism Cannot See
by Mike Burke

Some seventeen million dead. “When you see millions of the mouthless dead … Say not soft things as other men have said,” Charles Sorley wrote, before becoming one of them. He was twenty when he was killed at the Battle of Loos in October 1915. The poem was found afterward in his kit. The dead are mouthless now: we cannot question them, console them or ask what any of it was like. Yet Sorley’s poem is itself part of what they leave behind—not a political instruction, but an act of witness through which one life continues to make a claim upon lives not yet born. This is one way a moral inheritance passes between generations: not only through doctrines and laws, but through stories, images and remembered examples that shape what people notice, what they honour and what they understand themselves to owe. The strand with which this essay is concerned is the knowledge that other lives make claims upon our own, and that a world in which liberty has become ordinary can be preserved only by people willing to answer those claims. Some have answered them at the cost of their lives, although in forms and for reasons no later argument has the right to simplify. Through what they did, what they suffered and what they left behind, the dead speak to us one life at a time. Seventeen million is not an image. It is the point at which images fail.

This essay is not really about the First World War, or about any single crisis. It is about why Sorley can move us when seventeen million cannot; why certain truths enter us as recognition while others, no less true, remain inert; and what that difference might explain about the survival of this thing we call liberal democracy. It will turn to two moments involving three men, separated by decades and borders. None of them needed—and perhaps none would have been able—to reconstruct in philosophical language the moral inheritance upon which he acted. They knew it in its stronger form: as something that had to be done. In what they chose to do, each revealed some part of an inheritance that may still endure among us. Whether it also endures in you is one of the questions their stories will ask. Behind that question lies a plea: to see the extraordinary effort and sacrifice concealed within ordinary liberty, and to recognise the ingratitude of discarding such an inheritance for an order imagined in theory and untested in life.

Naming the political form that inheritance takes is part of the difficulty. Liberal no longer suggests liberty to everyone. To some it means a faction: censorious in the name of tolerance and inclined to treat disagreement not as a necessary condition of a free society but as evidence of moral failure. To others, it names the hypocrisies of societies that proclaimed universal freedom while practising conquest, exclusion and oppression. Neither association is imaginary, but neither encompasses what I mean. If the word obstructs rather than clarifies, cross it out wherever it appears and write constitutional liberty, self-government or simply a free society. The name matters less than the thing.

And the thing is easily missed because it is most often experienced as an absence. It is the knock at the door that does not come. It is the joke told about a politician, and the silence that does not fall afterward. It is the private space in which you may vote no; the freedom to leave a church, a party, a profession or a place; the right to be judged by fellow citizens rather than condemned by decree; the demand that power give an account of itself before it enters your home, confines your body or takes your life. It does not promise that you will be happy, prosperous or wise. It promises something at once more modest and more profound: that your life does not belong to power. It is liberty made ordinary—so ordinary that we have learned to mistake it for the natural condition of mankind.

Ordinary liberty was ordinary to earlier generations too, but many of them understood its meaning more clearly than many people do now. The difference is that its contingency remained close enough to remember. They lived among people who could recall its absence, beneath monuments whose meaning they still understood, and in a Europe divided by an Iron Curtain, beyond which the knock did come and the silence did fall. The freedoms themselves were familiar; so was the knowledge of their fragility. What has faded is less the inheritance itself than the living memory of its absence that once made the inheritance intelligible.

The problem here, then, is not catastrophe itself, nor even the immediate threat of it, but what happens to its memory after both have receded. For those who endured catastrophe, or lived within reach of regimes capable of inflicting it, the fragility of ordinary freedom required little explanation. But how can knowledge born of experiences you never shared be carried across time once the threat has passed and the witnesses have gone? Numbers can establish the scale of a catastrophe, but they cannot give that scale a body. For that, generations have turned to witnesses and artists, who preserve in a single human image what magnitude alone cannot make us feel. The same faculty that allows us to feel something of a war we never saw may also allow us to remember the meaning of a freedom we have never lacked—to understand that a world of ordinary liberty endures only while people are willing to preserve it for one another, sometimes at the cost of their lives.

The First World War left an extraordinary body of such testimony. Wilfred Owen did not write seventeen million. He wrote of one sentry blinded by a shell burst and hurled into the darkness of a dugout: “O sir, my eyes—I’m blind—I’m blind, I’m blind!” Isaac Rosenberg did not write seventeen million either. He wrote of wheels that “lurched over sprawled dead.” Neither image tells us whether the war was necessary, avoidable, just or futile. Neither attempts to. They do something at once simpler and more essential: they make an otherwise incomprehensible quantity of suffering briefly imaginable. The number gives us the magnitude. The particular gives the magnitude somewhere to live.

Through such testimony, the misery and sacrifice of the past pass from the page into the mind’s eye. That power allows a moral inheritance to cross generations. That power can be turned against what it serves. The same faculty that makes one death unbearable can make an entire inheritance disappear—not through falsehood, but through selection. The particular is not inherently truthful: a fragment of reality may reveal the whole, but it may also impersonate it. The most effective propagandist need not invent a fact, forge a photograph or fabricate a grief. Selection is often enough. The suffering may be real, the injustice real, every detail entirely authentic—and yet the picture they compose may be a deception that the fuller reality would never support. The wound is real; the lie consists in presenting it as the whole body. To persuade people that a free society has already failed, one need only make each of its failures vivid and each of its achievements invisible: its failures particular, its inheritance abstract.

Consider Steven Pinker, one of the most prominent defenders of the Enlightenment inheritance. In Enlightenment Now⁠, Pinker places before us a formidable statistical case for the modern world. His data may establish that human beings live longer, suffer less violence, escape poverty more often and possess greater freedom than their ancestors. Yet place beside the graph the photograph of a single child killed in war and we encounter a truth the graph cannot contain. Because the photograph makes its truth present in a way the graph cannot, it can be offered as a refutation of Pinker’s account—and felt as one—even though it does not by itself contradict his data. The child is not an anecdote to be averaged away; neither is she evidence that the average is wrong. The two forms of truth answer different questions. The graph can tell us what has happened to humanity. It cannot tell us what this child means. A corresponding moral argument encounters the same limit: however sound it may be, it reaches the listener as an argument, and arguments are not what people cry over. That is not a failure of reason. It is a failure to recognise that one kind of truth cannot do another kind’s work.

And yet the photograph’s power has a limit of its own. Those moved by it return to lives structured by freedoms they scarcely notice, seldom considering the extraordinary effort and sacrifice through which those freedoms were secured, defended and made ordinary. Indeed, they may exercise those very freedoms in making the suffering visible. They publish without permission, accuse the powerful, appeal to the consciences of strangers and do so without fearing that the accusation will bring a knock at the door. None of this makes the child less dead or the accusation less just. It means only that the moral instinct behind the accusation—that a distant life matters, that power must answer for suffering, that no death should disappear into a number—remains part of the older inheritance carried within liberal society. A free society can stand accused by a conscience it has not extinguished.

Neither form of truth is sovereign. A story may disclose what the graph has failed to count, reveal a category badly drawn or give moral weight to suffering concealed inside an improving average. But it cannot establish a general rule merely through the force with which it moves us. The graph asks whether the story is representative; the story asks whether the graph has measured what matters. The graph prevents an exceptional case from impersonating the rule; the story prevents the rule from erasing the person. Each corrects the temptation of the other.

Conscience alone, however, cannot preserve a political order. If the case for liberal democracy is to reach those whom the graph and argument cannot, its defenders need human beings in whom its principles become visible: men and women whose choices reveal what the inheritance asks of us and what its loss would mean. We commonly imagine the state as machinery—or, in its more philosophically respectable form, as the artificial power Hobbes called Leviathan⁠. Fear can explain why people submit to authority, and security why they tolerate it. Neither explains why generations become devoted to a political inheritance or, in extremity, choose to die for it.

People rarely love the machinery of government. They love a country through stories and symbols, buildings and rituals, remembered sacrifices and the names of the dead. The American republic made its abstractions visible in this way: a date—1776; a place—Independence Hall; words children could learn; and human beings in whose lives its promises and betrayals could be seen. Washington, Lincoln and King came to embody parts of the republic’s unfinished claim about what a person is owed. At their best, its monuments remind Americans that their inheritance is also a promise not yet kept. Abolitionists⁠, suffragists⁠ and civil-rights marchers⁠ accused America in the language of America.

Warning what would happen if liberal democracy were dismantled explains why we should hesitate, but not why we would grieve. An inheritance is more like an old, tarnished locket containing a faded photograph. To a stranger it may be almost nothing; to its inheritor it contains attachments accumulated across generations, none visible in the object itself. Political institutions are not heirlooms, and age alone makes nothing just. But liberal democracy shares this quality with the locket: its meaning resides not only in what its institutions do, but in the lives lived under them, the sacrifices made for them and the memories entrusted to them. Without those lives and memories, we may understand what the institutions do while losing any sense of what they mean. Severed from the inheritance that animates them, they become bureaucratic necessities, like a water utility or an electricity company: vital, largely unnoticed and visible chiefly when they fail. People may depend upon such machinery, but they will not understand themselves as custodians of the world it sustains. We have become remarkably good at explaining liberal democracy’s machinery, and remarkably bad at remembering the human meaning stored inside it. When a society loses the capacity to see the human lives stored inside its own institutions, it suffers a form of historical amnesia—a loss of context that contemporary critics have weaponized into a theory of liberalism's inevitable collapse.

An inheritance this difficult to see is easily declared dead. The most serious obituary for liberal democracy is now being written by the post-liberal right. Its argument is not merely that liberal societies have become divided, lonely or morally uncertain. Those conditions are symptoms of a deeper failure. Liberalism, it claims, was poisoned at conception: founded upon an idea of the autonomous individual that would inevitably dissolve the families, faiths, communities and national traditions upon which every durable political order depends. Its centuries of prosperity were not a refutation of the diagnosis, but the long interval during which it consumed an inheritance it could neither acknowledge nor replenish. What appears to be crisis is therefore collapse; what appears to be exhaustion is the final stage of an illness present from the beginning.

The obituary has been written before. Its authors might remember Mark Twain—although not quite the version usually repeated. After a false report of his death circulated in 1897, Twain wrote: “The report of my death was an exaggeration⁠.” Liberal democracy has been prematurely buried by obituarists who appeared to possess better evidence than those writing today. German victory in the First World War would have left much of liberal Europe subordinated to an authoritarian empire. Fascism destroyed democratic institutions wherever it took power and came close to mastering Europe. Soviet communism confronted liberal democracy with an empire capable of ending civilisation in an afternoon. Fascist⁠ and communist⁠ theorists did not rely upon force alone: they explained at length why liberal democracy was decadent, exhausted or condemned by history—why its failure followed inevitably from what it was. The liberal democracies helped defeat fascism and outlasted the Soviet Union anyway.

These adversaries were not equivalent, and past survival guarantees nothing. But history places a burden upon today’s obituary writers: they must explain why the present will prove more fatal than military catastrophe, fascist conquest, communist empire and nuclear terror. Liberal democracy can die. The point is that reports of its death have repeatedly mistaken crisis for collapse. That case is not sentiment. It is history.

None of this proves that liberal democracy is the best political arrangement imaginable, or that age can sanctify injustice. It establishes something more modest: an inherited order under which generations have lived through extraordinary gains in security, prosperity and freedom is entitled to the benefit of the doubt. The record Pinker describes does not prove that liberal democracy caused every improvement, still less that no alternative could have produced something better. It does prevent the history of liberal society from being described as simple failure. Those who would displace the settlement therefore bear the burden of showing why their untried design deserves precedence over accumulated experience.

Yet the historical argument has an obvious limit. A civilisation that survives armies, empires and nuclear confrontation may still decay from within. The post-liberal claim is that this is precisely what happened: liberal democracy survived its external enemies only to dissolve the moral inheritance upon which its survival depended. Verdun, Hitler and the Soviet Union cannot answer that charge. It must be tested elsewhere—in the people who live inside liberal societies now, and in what they still understand themselves to owe one another.

Among the most influential advocates of the post-liberal case is Yoram Hazony. In The Virtue of Nationalism⁠ and Conservatism: A Rediscovery⁠, he presents Enlightenment liberalism not as an inheritance but as a rationalist attempt to construct political order from universal abstractions, severed from the loyalties—family, faith, history and nation—that make collective life durable. His strongest insight is one with which this essay agrees: no civilisation can live indefinitely as a proposition.

The disagreement concerns not whether inheritance matters, but whether Hazony can recognise one he dislikes. He writes as a steward of Edmund Burke, who opposed the revolutionary conceit that society could be reconstructed from abstract principles, as though a nation were a blank page rather than a living trust among the dead, the living and those yet to be born⁠. Burkean conservatism begins with the authority of an evolved settlement. It reforms that settlement through its own institutions and traditions; it does not first require the inheritance to justify itself before the tribunal of a theory—even one offered in its defence.

Hazony nevertheless denies precisely this deference to the liberal dimensions of the constitutional order actual Western peoples have inherited. He treats centuries in which parliaments, courts, liberties, customs and political expectations became interwoven as though the resulting settlement could be divided cleanly between an authentic conservative inheritance and the corruption introduced by a false philosophical premise. He then appeals to a recovered theory of conservative democracy through which its liberal character might be displaced. This is not preservation through improvement. It reproduces the central conceit of the radicals Burke opposed: an existing society is measured against an intellectual scheme, pronounced illegitimate and summoned to reconstruct itself upon supposedly purer foundations. Hazony’s preferred principles are older and his intended destination different, but the revolutionary grammar is the same. His quarrel may be less with rationalism itself than with the rationalists who won.

That inversion of Burke rests upon a further error: mistaking the philosophical articulation of a civilisation for its creation. The philosophers of liberalism did not create the civilisation they described any more than legislators created the moral intuitions they placed into law. More importantly, the order Hazony reduces to their propositions was built, inhabited and amended by generations who never read them. Ordinary men and women carried it in custom and expectation. Philosophers gave that inheritance a language; they did not summon it into existence. Liberty became durable by becoming ordinary. Locke did not cause a people to awaken to their individual moral standing because they had read the Second Treatise⁠. He articulated and accelerated a change that no book could have manufactured alone. In a free society, durable political change usually follows changes in what ordinary people regard as legitimate, shameful or unthinkable. The law becomes secure not merely when a statute forbids arbitrary arrest, but when a population confronted by it instinctively asks: By what right?

Hazony cannot escape this history merely by giving his theory the name of tradition. If his recovered conservative order first takes root in the habits and convictions of ordinary people, then it will emerge through the same gradual process of persuasion, adaptation and inherited practice by which liberal democracy became durable. If it does not, the formal order must be changed before the people themselves have changed. A political elite would then have to construct the society described by the theory and require ordinary people to become what its authors believe they ought to be. Hazony must therefore choose between accepting the slow authority of public consciousness and reproducing the rationalist imposition he condemns.

That second course is authoritarian in structure. A ruler, party or committee transforms the formal order and demands that the people transform themselves accordingly. The speed looks like strength; more often it reveals how little of the new order exists outside the commands of those enforcing it. Command changes behaviour faster than conscience, which is why such regimes return so readily to censorship, surveillance, denunciation and terror. From Bolshevik Russia⁠ through Mao’s Great Leap Forward⁠ to the Khmer Rouge’s Cambodia⁠, attempts to force a society to become an idea have repeatedly ended in catastrophe.

Patrick Deneen, in Why Liberalism Failed⁠, makes the more sweeping claim that liberalism “has failed because it has succeeded.” Writing in an era marked by deep economic dislocation, institutional decay, and a pervasive sense of social atomisation, Deneen offers a diagnosis that feels urgently compelling to many: that liberal democracy’s pursuit of autonomy was destined to dissolve the relationships and customs upon which flourishing depends, leaving the individual subject to the market and the state. Liberalism was broken, in this account, by the unfolding of its own first principles.

The indictment identifies something real. Liberal societies can consume moral resources they do not know how to replenish. Freedom can become detachment; autonomy can decay into isolation; markets and bureaucracies can intrude where families and communities once stood. But the thesis has a convenient shape: any surviving solidarity can always be explained away as residue, spending down a capital it no longer replenishes. A claim immune to counter-evidence in principle can only be tested against evidence in practice. The question is not whether atomisation exists, but whether it is complete—whether the moral inheritance beneath liberal democracy has actually died, or only appears to have died to a diagnosis built so that no answer could count against it.

The strongest form of the post-liberal indictment depends upon this claim of necessary severance. Liberal democracy did not invent the older moral inheritance, but neither philosophical liberalism nor life under liberal institutions has proved incompatible with its continued transmission among ordinary people. If that is true, the central critique fails in its deterministic form. This does not prove that the inheritance is inexhaustible, or that liberal democracy is superior to every other political arrangement. Nor need it. It refutes the claim that liberalism has already consumed the inheritance upon which it depends, and denies post-liberals the right to present its eventual destruction as a conclusion contained within liberalism’s first principles. What remains may be a serious empirical warning about cultural depletion. It is no longer a philosophical verdict.

The claim of severance cannot be settled by a philosopher’s genealogy of ideas. It must also be tested in the people who inhabit liberal societies now: in what they recognise, what they honour and what, when another life suddenly depends upon them, they understand themselves to owe. The two stories that follow are not offered as a verdict upon liberal society. Their purpose is narrower: to make visible an older moral inheritance as it passes into action, and to ask whether the society surrounding that action still understands what it means.

The first two men were strangers to one another⁠ when, just after midnight on 24 April 2021, they encountered a woman struggling in the Thames near London Bridge. Folajimi Olubunmi-Adewole, known to his friends as Jimi, was a twenty-year-old restaurant worker on his way home after his shift. He heard the woman screaming from the darkness and called the emergency services, but was adamant that he could not simply wait. His friend Bernard Kosia later remembered⁠: “The whole time Jimi was saying, ‘I have got to save her.’ He was very adamant about it. He was taking off his clothes saying, ‘I have to save her, she is not dying.’” Joaquín García had independently seen the woman in difficulty and joined them at the water’s edge. He and Jimi removed some of their clothes, counted to three and entered the cold, dark water. García reached the woman and kept her afloat until emergency services rescued them. Jimi began struggling almost as soon as he entered the river and disappeared beneath it. His body was found at six o’clock that morning, almost six hours after he entered the water.

There was time enough to choose, but not enough to construct a theory. People on the bank urged the men not to enter. There was no opportunity to calculate the current, the effects of cold water or the probability that attempting one rescue would leave two more people needing to be saved. What governed Jimi and García was not calculation but recognition. A woman was going to die; therefore they had to try to save her. To call this a reflex would make it sound automatic, mechanical, somehow beneath choice. It was not beneath choice. It was what choice becomes when a moral conviction has entered so deeply into a person that he perceives the obligation before he can articulate it. Jimi did not first establish that the woman belonged to some category of people whose lives mattered. He heard a stranger crying out and understood that her life made a claim upon his own.

What followed matters too. Nearly 150,000 people⁠ who had never met Jimi signed a petition asking that his courage be commemorated. The call to honour him received support from political and civic figures across London, and a plaque bearing his name was eventually installed⁠ beside the river near the place from which he entered it. None of this proves that those who honoured Jimi would have done what he did. It establishes something more modest but still important: they knew what his act meant. They did not need to be persuaded that a young man who died attempting to save a stranger had placed his society in his debt. They were recognising something, not concluding it.

That recognition has a history. Centuries before liberal democracy had a name, the book of Leviticus commanded⁠: lo ta’amod al dam re’echa—do not stand idly by your neighbour’s blood. Jewish tradition understood the command in strikingly literal terms⁠: one who sees another drowning and is able to intervene is not permitted simply to watch. The law of England and Wales does not generally impose an equivalent duty to rescue⁠. Whatever moved Jimi and García, it demanded more of them than the law of the country in which they stood.

The same chapter of Leviticus commands its hearers to love the stranger as themselves.⁠ The Christian tradition carried that moral claim forward through the story of the Good Samaritan⁠. When a lawyer asked Jesus who counted as his neighbour, Jesus answered not with a definition but with a human scene. A man lies wounded beside a road. A priest passes him; then a Levite. The man who stops is a Samaritan, someone divided from the wounded man by inherited hostility, who nevertheless binds his wounds and pays for his care. Jesus ends by reversing the lawyer’s question. He does not define the class of people whom the lawyer must recognise as neighbours. He asks which man chose to become one.

Neither Leviticus nor the parable of the Samaritan is itself liberal democracy. That is not an objection to their place in this story; it is the point. Liberal democracy did not spring fully formed from an argument made in the eighteenth century. It inherited a moral world built across millennia⁠, and these texts stand close to its foundations. Through their long afterlives in Jewish and Christian thought, they helped form a civilisation in which the worth of a human life could come to be understood as prior to rank, tribe, nationality and power.

But universal moral worth, personal duty to the stranger and equal standing before public power are not identical claims. The ancient commandment says that the stranger is not beyond my concern; the Samaritan shows that inherited division does not release me from the obligation to become his neighbour. Liberal constitutionalism adds a distinct political demand: the stranger need not become my neighbour before the state owes her justice. Her life makes a claim upon the law before anyone knows her name.

What matters here is continuity. Neither law nor political philosophy required Jimi and García to enter the Thames. In the darkness beside London Bridge, with no bond to the woman except the fact that she was going to die, they acted upon the older recognition that her life made a claim upon their own. Whether either consciously thought of Leviticus or the Samaritan is beside the point. The moral world expressed in those texts had not survived merely as doctrine, but as a habit of perception. An inheritance is deepest not when its words are repeated, but when its meaning has become instinct. Their actions show something narrow but decisive: the liberal society they inhabited had not cut them off from an inheritance older than liberal democracy itself.

Fourteen years earlier, beneath the streets of New York, Wesley Autrey had been given much the same choice. Shortly before one in the afternoon on 2 January 2007, Autrey, a fifty-year-old construction worker and Navy veteran⁠, was waiting for a train at the 137th Street–City College station in Manhattan with his two young daughters. Nearby, twenty-year-old film student Cameron Hollopeter suffered a seizure and stumbled from the platform onto the tracks. The lights of an oncoming train were already visible. Autrey had seconds in which to act, and two daughters standing close enough to need him too. He jumped anyway. He tried repeatedly to lift Hollopeter back onto the platform⁠; when he realised there was no longer time, he pushed him into the drainage trough between the rails and lay on top of him. The train passed overhead, close enough to leave grease on Autrey’s cap. Both men survived. “I don’t feel like I did something spectacular; I just saw someone who needed help. I did what I felt was right⁠,” Autrey said afterward.

The press reached almost immediately for a name the tradition already had waiting: the “Subway Samaritan⁠.” Autrey had re-enacted the parable’s moral structure without needing to quote a word of it. Hollopeter was bound to him by neither blood nor friendship nor any prior obligation. He was simply the man lying helpless in Autrey’s path. Asked where the instinct to help had come from, Autrey gave an answer more intimate than any political theory: “My mom brought us all up like that⁠.” Here was inheritance in its most literal form—a moral understanding passed from one generation into another until, in the moment it was needed, it appeared as action. This was not merely moral capital lingering after its source had disappeared. It was an inheritance still being transmitted within a liberal society.

The country recognised it. Autrey was honoured by the city, offered gifts and scholarship money for his daughters⁠, and invited three weeks later to attend the State of the Union⁠. From the gallery, he received a standing ovation from Congress. President George W. Bush quoted Autrey’s own explanation of what the act meant: “We got guys and girls overseas dying for us to have our freedoms. We have got to show each other some love⁠.” In a single sentence, Autrey joined sacrifice, freedom and obligation to the stranger—the inheritance this essay has been trying to name. What his mother had transmitted within a family, the country now reinforced in public by holding his conduct up as exemplary.

Congress rose⁠ because Autrey had made an inherited moral premise visible. An unknown man’s life mattered; freedom carried obligations as well as rights; and an ordinary citizen could become, without office or command, the human embodiment of both. Autrey was not a hero because America applauded him. America’s applause mattered because it showed that the country could still recognise what heroism was.

Jimi, García and Autrey do not prove the merits of a civilisation. They were never being asked to. Their evidence is narrower and bears three different weights. The rescuers show that the inheritance survives in individuals. Autrey’s account of his mother shows that it can still pass from one generation to another. The petition, memorial and ovation show that it survives as a shared moral language: extraordinary men can appear under any regime, but the ordinary people around these men still knew what they had seen.

Their stories give the survival of that inheritance a human form. On the bank of the Thames in London and a subway platform in New York, separated by an ocean and fourteen years, three men encountered strangers whose lives had suddenly become dependent upon theirs, and acted before any argument was needed to tell them why. For a few terrifying seconds, an inheritance older than liberalism inhabited people living within liberal societies.

The post-liberal account sees that liberal society has weakened certain inherited bonds, but mistakes their weakening for the extinction of obligation itself. These men possessed no prior bond with the strangers they tried to save, yet none behaved as though the absence of such a bond meant the absence of duty.

The moral inheritance beneath liberal democracy has not died. Many of the people who carry it could not tell you where it came from, and few would think to describe it as a philosophical inheritance. They possess it less as doctrine than as a habit of moral perception: the stranger’s life matters; power must answer for itself; another person can never be reduced entirely to an obstacle, an instrument or a number. They enact it without ceremony, and when they encounter it in someone else, they recognise it before anyone supplies the name. The inheritance has not vanished. It has become ordinary.

Perhaps this is the point at which we can return to the three dead poets through whom this essay began. Sorley, Owen and Rosenberg did not die for a graph, and it would be dishonest to tidy their complicated reasons for fighting into a posthumous declaration of faith in liberal democracy. Rosenberg explicitly denied that patriotism had brought him into the Army: “Nothing can justify war⁠,” he wrote. “I suppose we must all fight to get the trouble over.” Sorley distrusted patriotic sentimentality and retained a deep affection for the country Britain was fighting⁠. Owen chose to return to active service in France after learning enough about the trenches to know what returning might cost him. “I shall be better able to cry my outcry⁠,” he wrote, “playing my part.” He believed that part included speaking for the men whose suffering he had made it his task to reveal. None of these reasons is simple; none permits the poet to be turned into something he was not. By the time death found them, private judgment, loyalty and obligation had become entangled beyond any possibility of separating one cleanly from another. What they shared was not a political verdict. It was the recognition that the self was not the final boundary of obligation.

That recognition is not sufficient by itself to distinguish liberal democracy. Tyrannies, too, demand that human beings sacrifice themselves, and many have taught them to disappear into a race, a class, a nation or a leader. The difference may be understood as one of direction. Authoritarian power attempts to manufacture obligation from above: it assigns the individual a place within a collective and commands the duties he owes both to it and to those around him. A post-liberal state attempting to reconstruct lost bonds by command would move in the same direction, however different its ends. When carried as a living inheritance, the older traditions beneath liberal democracy work differently. Leviticus speaks in the language of command, but its civilisational force lies in its capacity to form conscience until another person’s need is experienced not merely as an instruction to obey, but as a claim that draws us towards him. Political power can compel the outward forms of solidarity; a living moral inheritance pulls people towards one another.

The inheritance carried within liberal societies asks us to recognise obligations beyond ourselves without treating the individual as material to be consumed by the collective. The stranger matters, but so does the man who enters the water for her; the soldiers beside Owen matter, but so does Owen, whose voice no nation was entitled to erase. The rescuers and the poets did not perform equivalent acts, and they need not have understood their obligations in equivalent terms. What joins them is something deeper than doctrine: the knowledge that other lives make claims upon our own, and that a life may find part of its meaning in answering them. This knowledge is older than liberal democracy. The stories beside the Thames and beneath the streets of New York show that it remains present within liberal societies.

Some seventeen million dead. They remain as mouthless now as Sorley knew they would, and nothing written here can question them, console them or make them speak a creed they may never have held. We need not pretend that they died with the words liberal democracy upon their lips. It is enough to ask what passed through the catastrophe that killed them and remained alive on the other side. The answer is not only a set of institutions, indispensable though those institutions are. It is a moral inheritance made ordinary: the conviction that the stranger’s life matters, that power must answer for itself, that disagreement is not treason, and that no person or cause is entitled to unquestioning obedience. Those who endured before us were not another species of human being. They were frightened, divided and often no more capable than we are of naming the thing they had inherited. They discovered what it meant when history made the question unavoidable.

If liberal democracy endures, it will not be because it cannot die, or because a graph has made its survival inevitable. It will endure because enough people still recognise what they owe one another, and because, when that recognition is demanded of them, some will act upon it. To inherit is not merely to receive. It is to accept custody. The report of liberal democracy’s death remains an exaggeration; the inheritance is still here, waiting for us to recognise what we carry before history asks us to prove it. And if the words I have to save her require no explanation from you—if you felt their claim before any argument was supplied—then the inheritance is present.

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The Third Rail and the Fifth Column
by James Lindsay

During the Spanish Civil War in the late 1930s, Nationalist Generalissimo Francisco Franco advanced on Madrid with the intention of taking it with four columns of soldiers. In the midst of the advance, another Nationalist general, Emilio Mola, was asked on a radio broadcast which of the columns would succeed in taking over the city and finalizing the Nationalist coup. Mola replied that it would be the hidden “fifth column” of supporters and sympathizers within Madrid who would prove decisive by rising up and sabotaging the Republican defense from within.

Ultimately, General Mola was wrong. No “fifth column” arose from within the city, and the Republicans held Madrid. Nevertheless, the phrase immediately caught on. A fifth column to this day refers to a group of people who undermine a larger group, institution, movement, or nation from within.

The Woke Right is a Woke fifth column working internally against America, MAGA, the (American) Republican Party, and the American conservative movement, which is the last anchor tethering our country to the Constitution, common sense, and reality. Whatever might be its primary sources of intention and energy—be those foreign influence, “Deep State,” Democrat, or an organic and opportunistic paleoconservative revolt, or some combination—being a fifth column in the Woke assault against American and the West is the role it certainly plays.

The question is how it has been so successful at recruiting and gaining momentum, given that many of its views are wildly out of step with American values and the traditional perspectives of conservatives in America. Their nativism, isolationism, (genuine) racism, hostility toward Jews and Israel, racial minorities, women, sexual minorities, and legal immigrants, and undeniable antisemitism, not to mention their skepticism of free-market economies, the Constitution, religious liberty, conservatism itself, and a minimalistic state, do not reflect the values of generations of American conservatives or America overall.

Many reasons can be given for their meteoric and bewildering sudden rise. Among them, broad distrust in established institutions and favoring “trusted voices” within the movement who appear to be leading them astray is perhaps at the front. Frustration with the difficulty in pushing back against the Woke Left and its infiltration into our institutions is surely another significant component. Multiplying and tapping the alienation of our young men is definitely another. The outright force of money and the apparently sudden shift of so many voices all at once just in the last year, taking the movement by sudden surprise, must also contribute.

Both within and beyond these reasons, however there is a motivating factor that demands our attention: recruitment upon the “third rail.” The third rail, unlike the fifth column, is a metaphor. It literally refers to the electrified “third” rail subway trains use to power themselves. The idea is that if you were to fall down into the tracks, touching either of the first or second rails, where the wheels of the trains run, would result in nothing particular, but stepping on the electrified third rail would result in your electrocution and destruction.

The “third rail” metaphor therefore describes locations in political discourse that, if touched, will blow up your (professional) life. To the politically naive, these opinions appear to be benign, perhaps even statements of fact, but they work like a political tripwire, causing a huge reaction when they’re aired. A classic American example is attempting to explain the cultural significance of Confederate symbols to many (especially Southern) Americans. No matter how accurate, nuanced, or careful the speaker might be, it will likely be taken as a defense of slavery and sedition, and damage someone’s reputation or career (especially a political career).

Here’s the problem. A population can be pushed to the point where it will regard as bogus and evil the destruction an honest person can expect to receive for stepping on a third rail. For example, someone who earnestly defends the meaning he and many others hold for Confederate symbols might get blown up for “defending slavery,” even though he didn’t. If that happens enough, in unfair enough ways, for long enough, the public might revolt against the injustice of the political third rail.

That’s where we find ourselves with many issues all at once now as the lies of the extended Woke Left collapse around us, and the Woke Right fifth column is recruiting precisely by taking advantage of that situation.

There are two particular dynamics that have played a crucial role with regard to what we might call the Politics of the Third Rail that has enabled the rise of the Woke Right as a fifth column.

First, there’s the uncomfortable fact that many points that reside on the third rail are at least partially true but remain completely politically incorrect. This mismatch is a political powder keg; a bomb waiting to go off. When people aren’t allowed to say true things for undeniably political reasoning, the taboo is regarded not as politeness but censorship of potentially important or meaningful views. A reaction that embraces these views is more or less eventual in such a circumstance, and chances are, it won’t be nuanced when it arrives.

In fact, it usually will not be nuanced at all. The nuanced, careful, accurate voices will already have been shouted down, punished, or destroyed by the time the backlash arrives. The only voices left will not only be less careful by definition but will also be angry enough to assert more than the full truth of the issue. With regard to the issue of the Confederacy, they will not stop at the idea of revering a “heritage” of sovereignty and not being told what to do by a meddling federal government or outside power. They may start explaining why, in their view, slaves were better off than black freemen later, up to and including today.

Because these brash voices look brave and honest compared to the effete political correctness they’re shattering, they’re attractive. They will recruit followings. These followings will, by their intrinsic dynamics, go too far. Worse, by then, even if more reasonable voices step into the fraught space, they’ll sound timid, rather than brave, for their measured approach to the controversial issues, and they’ll fail to stem the tide as it flows toward radicalism and insanity

Second, there’s the fact that the “politically correct” Woke Left has created more, and more obviously bogus, political third rail space than any polite society ever could dream of—or that one will tolerate indefinitely. Undeniably true things like that it is perfectly acceptable to mention the completely banned “n-word” without using it—say by quoting Huckleberry Finn, or explaining the historical use of the term itself, or quoting a popular hip-hop song that says it every second line, or explaining that certain words in Mandarin and Korean sound similar but aren’t it and saying those—are rendered completely verboten, and seemingly arbitrarily. One will notice, for example, that “black people are allowed to say it,” and that many do, enthusiastically, casually, and even viciously, but that a racial double-standard has to be maintained for what appears to be “Woke” reasoning.

The result of this Wokification of discourse is that there’s an incredible and intolerable amount of patently ridiculous discursive and political “third rail” space that makes a great deal of honest discourse and real, necessary problem-solving impossible. As problems mount, the maintenance of the political third-rail space rightly begins to be identified as a big part of the festering problems, and it will be rebelled against. As this political and discursive pendulum swings back, as described above, it will not do so gently.

This isn’t a matter of mere perception, petulance, or, especially, latent bigotry, as the Woke Left and too many in polite society might assert. It is actually the case that the Woke Left has over the last two or three decades succeeded in turning an incredible number of legitimate political and cultural concerns into third-rail space that can hamper communication, prevent finding solutions to genuine problems, chill speech, and unjustly ruin lives. It is as though the Woke Left turned the first and second rails into electrified rails, preventing the train from being able to run and making its very carriages pose a real danger of electrocution.

It is both in and upon this greatly expanded third-rail space in political discourse that the fifth-column Woke Right has succeeded in doing most of its recruiting. Both in the name of and by “boldly” stepping onto the first and second rails, which are unjustifiably electrified, they have occupied both bogus and real third-rail political space and stand inside it as defiant rebels, unafraid of the shocks and calling people to join them. What it represents is freedom, fun, and liberation from an oppressive political, professional, and discursive regime that took advantage of the fundamentals of polite political taboos in order to steal and abuse power. It is therefore a successful recruiting methodology for a radical reactionary movement that rejects not only the bogus political correctness of Woke Left cultural mores but also the genuine guardrails of polite society in favor of a new form of liberation.

The fifth columnists in the Woke Right are using this dynamic to recruit and to drive wedges that undermine their political targets, particularly the United States itself and its conservative movement and institutions therein.

When we see commentators like Tucker Carlson “just asking questions,” what he is doing is stepping into third-rail space and recruiting, including many people who know better but are also now too pissed-off to care. When we see agitators like Nick Fuentes transgressively violating taboo after taboo (with what amounts to Right-wing Queer Theory), what he is doing is standing directly on the third rail and laughing as he redirects the bolts back at his enemies. When we see hordes of “Dark MAGA” influencers follow suit, they’re leading an army of mostly disaffected young men to fill the vacuum created by altogether too much third-rail space in contemporary cultural and political discourse, much—but importantly not all—of it artificial, odious, and purposefully malicious in the first place.

Thus, a fifth column that seeks to destroy America through its conservative movement has been able to recruit an angry army that has become shameless in the process of shedding false causes for shame. The are the fifth column standing on the third rail, and they threaten to undermine our shining city on the hill from within as our enemies advance upon us from without.

How can they be dealt with? One way only exists to us. We must steal their thunder (pun intended

We have to be honest. We have to occupy third-rail space ourselves with honesty, integrity, and nuance. We must be unafraid to tackle well these touchy issues that the Woke Right fifth-columners are tackling badly, and we must create a new civic norm of championing, not attacking, those who enter those spaces honestly and in good faith in order to deal earnestly with what partial—or sometimes full—truths reside there.

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Reciprocal Tolerance
by James Lindsay

In a footnote in his famous (or infamous) The Open Society and Its Enemies, Karl Popper relates a famous (and famously misunderstood) idea called the Paradox of Tolerance. It is, as it turns out, one of the most important concepts that any free society much reckon with—and solve.

Popper only devotes a single paragraph to this fundamental paradox of freedom, which can be summarized as “being tolerant of intolerance eventually results in an intolerant society, but being intolerant of intolerance is already a feature of an intolerant society.” In that paragraph, he outlines a solution, though he’s thin on the details. Here’s how he phrases it, in full:

Less well known [than other paradoxes] is the paradox of tolerance: Unlimited tolerance must lead to the disappearance of tolerance. If we extend unlimited tolerance even to those who are intolerant, if we are not prepared to defend a tolerant society against the onslaught of the intolerant, then the tolerant will be destroyed, and tolerance with them. In this formulation, I do not imply, for instance, that we should always suppress the utterance of intolerant philosophies; as long as we can counter them by rational argument and keep them in check by public opinion, suppression would certainly be most unwise. But we should claim the right to suppress them if necessary even by force; for it may easily turn out that they are not prepared to meet us on the level of rational argument, but begin by denouncing all argument; they may forbid their followers to listen to rational argument, because it is deceptive, and teach them to answer arguments by the use of their fists or pistols. We should therefore claim, in the name of tolerance, the right not to tolerate the intolerant. We should claim that any movement preaching intolerance places itself outside the law and we should consider incitement to intolerance and persecution as criminal, in the same way as we should consider incitement to murder, or to kidnapping, or to the revival of the slave trade, as criminal.

Radicals on both the Left and the Right have run with this famous paradox of free societies in various ways. For example, it is popular on the Left to present only Popper’s conclusion about claiming the right to suppress intolerance without expressing his rather strict criteria for that suppression. On the (radical) Right, on the other hand, this formulation has been criticized (e.g., by R.R. Reno in Return of the Strong Gods) as planting a dialectical seed that turns tolerance into totalitarian intolerance over time

In these analyses, the Left is dishonest, and the Right is simply wrong, as is their wont in each case. The Left desires, like their Nazi pseudo-nemesis Carl Schmitt, to have the power to declare the intolerant enemy and have him destroyed without acknowledging how seriously Popper takes the conditions of such action. The Right simply fails to recognize that the devil is in the details for working with such a situation in reality. Of course, by way of its error, the Right also desires, like their Nazi semi-hero Carl Schmitt, to have the power to declare the enemy and have him destroyed.

Though Popper doesn’t develop the idea further, and though the devil will remain in the details, he does lay out criteria by which intolerance of the intolerant might be acted on wisely, as opposed to unwisely, to borrow from his own phrasing. This is where the rubber meets the road for the Paradox of Tolerance, to quote the relevant section again

…for it may easily turn out that they are not prepared to meet us on the level of rational argument, but begin by denouncing all argument; they may forbid their followers to listen to rational argument, because it is deceptive, and teach them to answer arguments by the use of their fists or pistols.

What Popper is proposing here, though thin on the details, is a theory of tolerance in free society. He is saying we must retain the right to suppress intolerance that might answer our tolerance with a combination of irrationalism, intolerance, and violence. He clearly states we should regard such militant and subversive intolerance as a kind of incitement and refuse to protect it as free expression.

In practice, this is trickier than can be contained in a footnote. It is not sufficient to invoke legal intolerance against views that are merely irrational, anti-rational, that denounce argument, or that forbid followers from listening to rational arguments because they are allegedly deceptive. The law already has some mechanisms for dealing with intolerance that looks to answer arguments with fists and pistols, imperfect as those might be. Further, these are not the central part of the problem of overreaching tolerance.

Popper seems to miss the most essential characteristic for finding a strong solution to his paradox. This essential characteristic is located in the fact of the paradox itself: the intolerant will not reciprocate tolerance, given the opportunity. In essence, what he is looking for, but does not find, is a Golden Rule for the issue of tolerance.

We might call such a strong solution Reciprocal Tolerance. In short, Reciprocal Tolerance would be a doctrine like: we, the people of a free society, should extend tolerance only to any who, given power over us, would also extend tolerance to us in return. That is, we will treat others as we can reasonably expect they would treat us, as determined from their own words, deeds, charters, relationships, and organizational principles.

This principle of Reciprocal Tolerance is not reversible like through some postmodernist trick or psychopathic “DARVO” because it is applied from a free society. In full generality, it is that free societies are perfectly free to be intolerant of any politically intolerant political organization.

This principle is also not a principle regarding speech. People are free to say whatever intolerant, hateful, or bigoted thing they want, even in their group settings. It would apply to any political group and its members or leadership that organize a faction with the expressed intention of acquiring political power at least in part in order to revoke tolerance from others who, absent the case of such intolerance, would not revoke tolerance from them.

Free societies live or eventually die based on their solution to the Paradox of Tolerance. Tolerance cannot be unlimited or it will be exploited and taken advantage of, but it also must be broad enough to keep society free

The solution is toleration in the bounds of good-faith, Reciprocal Tolerance. We are under no obligation socially to tolerate subversives who operate in bad faith, nor are we under any obligation legally to tolerate any demand for tolerance that would not be reciprocated if the people making the demand themselves got their hands on the levers of power. While the first of these may only be a social convention unless people are illegally deceived and defrauded, the latter certainly falls within the range of legally actionable responses to intolerance we could enforce well within the boundaries of the Constitution, which we are seeking to protect and preserve.

Once either of these fouls against a free society is detected and verified, some generally acceptable and legally narrow mechanism of intolerance against them must be able to be employed. Practically speaking, at a minimum, there is no reason to extend tax-exempt status to nonprofit organizations that explicitly espouse agendas to amass power to abolish the existing tolerant political order in favor of intolerant ones that would, if successful, revoke tolerance of those who allowed their growth. Further, entities that espouse or articulate such beliefs that receive funding from foreign sources should not be tolerated.

A principle of Reciprocal Tolerance could therefore serve as a solid basis for both social norms and legal activity to better navigate the Paradox of Tolerance that lies at the heart of every society that wants to be free. Organized intolerance ought not to be tolerated for precisely the reason that it would withdraw tolerance from those it seeks to rule.

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