I like YouTube. I like it more than television. Sometimes more than reading. It has plenty of strange alcoves and diverse pickings, from “weird YouTube” with its singing manikins and smashed together YouTube poop to the comedy skits of Mega64 and others. And this just scratches the surface.
I’ve noticed an interesting figure in some of these places. I call it the YouTube Intellectual. An ever-growing spattering of YouTube channels center on intellectual topics or deal with popular topics, like video games, in intellectual ways.
I know I said I was taking a hiatus, but if you haven’t noticed, a few posts have been creeping up on the blog. I guess I’ve been looking for an outlet lately, and blogging provides an easy one. So while my clothes are in the wash, and I take a break from grading, I might as well post what’s on my mind.
I haven’t given much thought to the role of philosophy on this blog. I think my most extensive treatment was in this post, where I consider the paradox of “diseases of civilization” or here, where I reblog a cartoon about questions. But last week’s video from Oly at Philosophy Tube gave me pause.
Here’s the video:
I agree with Oly. If one wants to define philosophy as a critical enterprise, composed of rigorous thought, engaged discourse, and reasonable (generally logical) standards of judgement, philosophy has relevence. So does the philosophy of Seneca, Epicurus, and others that challenges assumptions and habits to live a happier, more meaningful life.
The only “philosophies” that may require skepticism are the “new age” assertions that often creep into philosophy sections at bookstores and the glib retorts that people may palaver while sipping a beer or answering a question on television.
I say these deserve skepticism because they generally do not police themselves. As Kant said, “I have set the bounds for reason to make room for faith.” Just so: we should see where reason ends and where faith begins. Faith, too, can be meaningful, but it is different from most “philosophy,” even the Eastern type, which has standards, self-criticism, and limitations.
I have little to add to Oly’s own thoughts–and little time to add anything–but I think two things are particularly important regarding even the most mundane and rudimentary philosophical thinking.
I found this recording of the famous post-modern novelist, cultural critic, essayist, and educator David Foster Wallace delivering a commencement speech at Kenyon College. The words are all the more haunting knowing that Wallace hanged himself Sept. 12, 2008 after a lifelong struggle with depression. The main focus of the speech is the “human value” of a liberal arts education. For Wallace, an ideal education provides “awareness” of our world and our way of processing the world.
With this in mind, two passages in particular struck me. The first deals with the potential dangers of the mind. As Wallace says:
Twenty years after my own graduation, I have come gradually to understand that the liberal arts cliché about teaching you how to think is actually shorthand for a much deeper, more serious idea: learning how to think really means learning how to exercise some control over how and what you think. It means being conscious and aware enough to choose what you pay attention to and to choose how you construct meaning from experience. Because if you cannot exercise this kind of choice in adult life, you will be totally hosed. Think of the old cliché about ‘the mind being an excellent servant but a terrible master.’
As someone who suffered from depression, Wallace clearly understood the tyranny of a mind mastering reality, the way it warps and weaves impressions into a gloomy, self-destructive haze, leaving one alone in a world of friends.
But equally destructive is the closed-minded comfort that creates destructive prejudices or what Wallace calls our “default setting”: the self-focused way we narrate, judge, and arrange our life. In itself, this is innocuous, but when we start to think our reality is the norm or the “right” way of doing things, a process called “normative hubris,” we can become destructive.
As the blog and book You Are Not So Smart argues, our “rational” or “informed” opinions are often biased rationalizations. Some of these biases may be cultural or biological, but many are self-created, or at the very least, they can be self-controlled.
This, argues Wallace, is the goal of the liberal arts education: the ability to recognize this hubris and ignorance and do our best, if possible, to keep it in check. It grants us the ability to recognize the most basic thing, the way we explain reality.
Wallace is not the only person to say this. It rings with the self-conscious ignorance of Socrates and echoes Albert Camus’ dictum from his notebooks: “An intellectual is someone whose mind watches itself.” Its view of education also mirrors what astronomer Carl Sagan said in his final interview about science: “Science is more than a body of knowledge: It’s a way of thinking.”
Wallace’s unique addition is the painful awareness he has over his own limitations and the poignant, almost Zen-like awareness that the simplest, most pervasive things are the most hidden. Wallace opens the speech with a didactic story about two young fish swimming. Coming the opposite direction, an older fish swims by them saying, “Morning boys, how’s the water?” The two younger fish keep going, and eventually one of the fish turns to the other and asks, “What the hell is water?” The very fabric of their existence is far from obvious.
This parable returns toward the speech’s conclusion in a pointed restatement of the theme:
[T]he real value of a real education [has] almost nothing to do with knowledge, and everything to do with simple awareness; awareness of what is so real and essential, so hidden in plain sight all around us, all the time, that we have to keep reminding ourselves over and over:
‘This is water.’
‘This is water.’
It is unimaginably hard to do this, to stay conscious and alive in the adult world day in and day out. Which means yet another grand cliché turns out to be true: your education really IS the job of a lifetime.
As someone who works as a T.A. for a freshman composition class and in a writing center that aids students with the composition process, I’ve come to reach a similar point of view–I hesitate to call it a conclusion. Now on the other side of the desk, where I’m supposed to provide “knowledge” or “guidance” to new students, I painfully recognize the subjectivity of it all, the hubris of trying to “teach” someone how I see the world.
Instead, I just want to make them aware–aware of the world around them, with its conversations and conventions, and how they fit into it. What their own voice has to say. Or what their own voice has misidentified, misunderstood, or overgeneralized. But I often feel torn between the immediate goals of polishing up their arguments, correcting their grammar, or getting them a good grade and this much more idealistic, long-term longing. Moreover, I often struggle with normative hubris or unaware auto pilot in myself.
Most of the time, I’m not the older fish who sees the water. Most of the time, I’m simply the younger one, asking, “What the hell?”