Campuses are complicated spaces, because they aren’t just one kind of space: There’s the classroom, the dorm, the public space that is the campus. Then there’s what we could call clubs, support centers—identity based or based on social categories or political interests. It’s a terrible mistake to confuse all of these and imagine that the classroom or the public space of the campus is the same as your home. …
Academic freedom needs to be appreciated as a collective right of the faculty to be free of interference in determining what we research and teach. We’re accountable to our disciplines, our peers. We can’t just do anything and have it called quality scholarship or teaching. But the idea of academic freedom is that we are free of external interference. Free speech is different. It’s an individual right for the civic and public sphere. It’s not about research and teaching. It’s not even about the classroom. It’s what you can say in public without infringement by others or the state. ….
[I]f we just focus on this generation’s political style—and we have to remember youth style always aggravates the elders—we ignore their rage at the world they’ve inherited, and their desperation for a more livable and just one, and their critique of our complacency. That is part of what is going on in the streets and on our campuses. But that remains different from educating that rage and helping young people learn not just the deep histories but even the contemporary practices that will make them more powerful thinkers and actors in this world. If they’re right about our complacency, what we still have to offer is knowledge and instruction and some space in a classroom to think.—Wendy Brown, interviewed in “Why Critics of Angry Woke College Kids Are Missing the Point,” New York Times Magazine, May 1, 2022
Tag: campus protests
How Should We Then and Now: Eps. 9-10 (The Age of Personal Peace & Affluence, and Final Choices)
This is the long-delayed final installment of a series of posts as I rewatch a 1977 documentary film called How Should We Then Live? If you are new to the series, it’s best to read the posts in order, starting with the introduction, which explains its significance and provides crucial historical context. Today’s episodes are Episodes IX and X, “The Age of Personal Peace & Affluence” and “Final Choices.”
After spending this summer on Francis Schaeffer’s film series How Should We Then Live, I ran out of time to write the final post before my autumn semester started. But there’s another reason I am concluding this rewatch series only now, after a hiatus of almost four months: I have been reluctant to face these last two episodes.
“The Age of Personal Peace & Affluence” and “Final Choices” are not historical discussions. They are responses to twenty years of current events, beginning with the failed Hungarian anti-Soviet uprising of 1956, which had made a deep impression on Francis Schaeffer when it happened. Much of the run time of these episodes, indeed, is dedicated to speculating about the future.
When Schaeffer mapped out these final episodes before production began, he designed them as a trilogy that would describe how drug use, affluence, and apathy had created a crisis: “Just as in ancient Rome,” western people in 1977 faced an imminent wave of authoritarianism without the spiritual tools to defeat it.
I’ve been reluctant to review these episodes, or even rewatch them, because I haven’t been sure I could do it without simply writing about contemporary evangelical politics in the United States.
Throughout this series, I have tried to keep my focus on Schaeffer’s historical claims about western civilization, or else on historical context that would be useful for understanding where those claims came from. These final episodes were sure to strain that commitment.
Moreover, all the fundamental elements of the argument presented in these episodes, as far as I could tell in advance, were already included in previous installments of How Should We Then Live. After all, I have been describing Schaeffer’s argument about a choice between “biblical” Christianity and political destruction since I wrote about the first episode. What more could I say about it now?
Concluding this series today, my solution to that problem is to turn How Should We Then Live inside-out. I plan to ask how its account of western society in the 1970s might shape views of that era today, now that we can treat the 1970s as a moment in history.Continue reading “How Should We Then and Now: Eps. 9-10 (The Age of Personal Peace & Affluence, and Final Choices)”
“What Will the Class of 1971 Do?”
Almost half a century ago, an apparent graduating senior at La Salle College in Philadelphia, who had been there for seven years, wrote an unsigned editorial for La Salle’s 1971 yearbook, the Explorer. The text is now in the public domain. I wish I could figure out who wrote it. (It’s not clear whether the photograph is his portrait.)
Here’s the whole thing:
Maybe the ivy has grown a bit more dense and the bricks slightly more weatherbeaten. There might be a little more grass in McCarthy Stadium, and there’s a lot less room to park in the morning. The hamburgers still taste raunchy, and the steaks are still more gristle than meat. But have the students changed from 1964 when I started here?
The graduates of the class of 1964 put on their Ivy suits, went for job interviews and were hired, and happily led meaningful existences ever after selling insurance, cars, and real estate. Some went to war and were killed; some went to graduate and professional schools. Most got married and had children. Some joined the alumni association, and some go to the meetings.
What will the graduates of the class of 1971 do? Many will shave their beards, cut their hair, put on brand new 1971 suits and be interviewed for 1971 jobs to put 1971 dollars into their 1971 pockets, and will happily lead 1971 existences ever after selling 1971 insurance, 1971 cars, or 1971 real estate. Some will go into the service to protect the 1971 country from the 1971 menace, and some will go to professional schools. Some will join the alumni association, and some will go to the meetings to spice them with 1971 things.
Where is the difference? People spoke against the president way back in 1964, but not as frequently (but then, Richard Nixon wasn’t president in 1964). There was organized protest in 1964, but organized protest wasn’t “in” back in ’64 as it is today. In 1964 drivers snarled at you when they cut you out on the road; today, they give you the Peace Sign while they still cut you out.
Which of the 1971 graduates will protest against sins against the ecology when these same people now work for the very companies polluting the air and streams, and dollars spent for ecology will mean less profit-sharing or perhaps the loss of a job?
Will the graduates of the class of 1971 grumble against intellectuals causing unrest when today’s graduates are running the country? Are the graduates of the class of 1971 a bunch of phonies who wear long hair and beards because this signifies a cause which they believe in, or because it’s “hip”? Will the graduates of the class of 1971 follow the example of their predecessors and lead meaningless existences in a dehumanizing society, or will they remember some of the causes they led protests for, remember that they are members of the Love Generation and the Woodstock Nation, and be genuine, feeling people, or will their humanity and sincerity sink into the corporate image?
Until now, no class graduating from La Salle has been different. The class of 1971 has yet been untested, but from all indication it will follow the way of the others, but damn, I hope not.
I almost don’t want to spoil that with my own commentary. But let me add some context.