It seems to me that the regulative idea that we—we...liberals, we heirs of the enlightenment, we Socratists—most frequently use to criticize the conduct of various conversational partners is that of “needing education in order to outgrow their primitive fear, hatreds, and superstitions.” This is the concept the victorious Allied armies used when they set about re-educating the citizens of occupied Germany and Japan. It is also the one which was used by American schoolteachers who had read Dewey and were concerned to get students to think ‘scientifically’ and ‘rationally’ about such matters as the origin of the species and sexual behavor [sic] It is a concept which I, like most Americans who teach humanities or social science in colleges and universities, invoke when we try to arrange things so that students who enter as bigoted, homophobic, religious fundamentalists will leave college with views more like our own.
What is the relation of this idea to the regulative idea of ‘reason’ which Putnam believes to be transcendent and which Habermas believes to be discoverable within the grammar of concepts ineliminable from our description of the making of assertions? The answer to that question depends upon how much the re-education of Nazis and fundamentalists has to do with merging interpretive horizons and how much with replacing such horizons. The fundamentalist parents of our fundamentalist students think that the entire “American liberal establishment” is engaged in a conspiracy. Had they read Habermas, these people would say that the typical communication situation in American college classrooms is no more herrschaftsfrei [domination free] than that in the Hitler Youth camps.
These parents have a point. Their point is that we liberal teachers no more feel in a symmetrical communication situation when we talk with bigots than do kindergarten teachers talking with their students....When we American college teachers encounter religious fundamentalists, we do not consider the possibility of reformulating our own practices of justification so as to give more weight to the authority of the Christian scriptures. Instead, we do our best to convince these students of the benefits of secularization. We assign first-person accounts of growing up homosexual to our homophobic [sic] students for the same reasons that German schoolteachers in the postwar period assigned The Diary of Anne Frank.
Putnam and Habermas can rejoin that we teachers do our best to be Socratic, to get our job of re-education, secularization, and liberalization done by conversational exchange. That is true up to a point, but what about assigning books like Black Boy, The Diary of Anne Frank, and Becoming a Man? The Racist or fundamentalist parents of our students say that in a truly democratic society the students should not be forced to read books by such people—black people, Jewish people, homosexual people. They will protest that these books are being jammed down their children’s throats.
I cannot see how to reply to this charge without saying something like “There are credentials for admission to our democratic society, credentials which we liberals have been making more stringent by doing our best to excommunicate racists, male chauvinists, homophobes, and the like. You have to be educated in order to be a citizen of our society, a participant in our conversation, someone with whom we can envisage merging our horizons. So we are going to go right on trying to discredit you in the eyes of your children, trying to strip your fundamentalist religious community of dignity, trying to make your views seem silly rather than discussable. We are not so inclusivist as to tolerate intolerance such as yours.”
I have no trouble offering this reply, since I do not claim to make the distinction between education and conversation on the basis of anything except my loyalty to a particular community, a community whose interests required re-educating the Hitler Youth in 1945 and required re-educating the bigoted students of Virginia in 1993. I don’t see anything herrschaftsfrei about my handling of my fundamentalist students. Rather, I think those students are lucky to find themselves under the benevolent Herrschaft of people like me, and to have escaped the grip of their frightening, vicious, dangerous parents. It seems to me that I am just as provincial and contextualist as the Nazi teachers who made their students read Der Stürmer; the only difference is that I serve a better cause. I come from a better province.
H/t John C Wright, who makes this comment: The word Socratist -- this is the word whose misuse calls for blood. How dare he! I almost admire his insolence. This self-confessed inheritor of the Nazi tradition, declaring the mission goal of modern education is to wipe out the faith and truth of religion, he calls himself a Socratist, an heir to Socrates? Him, not us?
I could fisk this nonsense, but really, what is the point of engaging in dialogue with someone who takes Hitler as their model? As he will not deign to engage in dialogue with me, I have no interest in dialogue with him. And besides, the more he rants like this, the more a liability he is for those whose views he claims to represent, and why would I want to deprive them of a liability?