As someone who avoided holiday travel by air, I have to say that this whole TSA thing is really another example of bureaucratic mental lockdown which will only result in more and more ridiculous rules which we will all learn to love and cherish eventually. Trust me, I was born and raised in the Soviet Union.
And now to something completely different. I asked the students to write a small reflection paper on a rather banal but, if attended to, potentially thought-provoking theme (for any smart undergraduate): is our sense of right and wrong innate or acquired? Not surprisingly, they mostly wrote that it is acquired and went on to argue how family, culture, education and environment are all essential elements and so on. However, on almost every paper that made a big deal of education and family I found myself writing something like “Good point, but who educates the educators?” I’m looking forward to asking this question in class tomorrow, but I’m fairly sure it’ll be one of those “Hmmm, I don’t know – their educators?” conversations in which I am trying to explain the paradoxical nature of the claim and the students give me looks like I’m insane, because I make this pretty commonsensical view (“we learn our values from our family/society”) into a problematic one (“this is the whole problem with you, philosophy-types – you take our established beliefs and you attempt to destroy them”).
All of this lead me this week to Marx’s Third Thesis on Feuerbach:
The materialist doctrine that men are products of circumstances and upbringing, and that, therefore, changed men are products of changed circumstances and changed upbringing, forgets that it is men who change circumstances and that the educator must himself be educated. Hence this doctrine is bound to divide society into two parts, one of which is superior to society. The coincidence of the changing of circumstances and of human activity or self-change [Selbstveränderung] can be conceived and rationally understood only as revolutionary practice.
It is a rather cryptic note and I’m sure some scholar dedicated a good book to it already, and I’d like to read it.
How does one approach this problem – educators need to be educated – without avoiding a kind of infinite regress? Does it mean that this “revolutionary practice” in a sense destroy the very traditional notion of education?