C. S. Lewis the abolition of man
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C. S. Lewis, The Abolition of Man Central Themes in Chapter One: Men Without Chests Theme #1: Miseducation. The problems of The Green Book and Orbilius is that school children do not learn their lessons in literature that these books are intended to teach (?Another little portion of the human heritage has been quietly taken from them before they were old enough to understand,? 25). Instead they are taught lessons in philosophy in which ethics, theology, and politics are all at stake. At the same time, the children have their souls cut out. How so? 1. By virtue of instruction in ?emotivism,? or the view that all sentences expressing values (?The waterfall is sublime?) are about the emotional state of the speaker, and not about anything objective in the waterfall (or anything else for that matter). 2. That all such statements are unimportant, that all values are subjective, relative, and trivial (?All emotions aroused by local associations are n themselves contrary to reason and contemptible,? 23). 3. These are not theories put directly into the child?s mind, but are assumptions which ten years later, their origin forgotten and their presence unconscious, will condition him to take one side in a controversy which he has never recognized as a controversy at all. 4. These teachers have cut out the soul of the school child, longer before he is old enough to choose the possibility of having certain experiences which thinkers of more authority than they (Gaius and Titius) have held to be generous, fruitful, and humane. Theme #2: Uncultivated souls. While it is hard to say exactly what Gaius and Titius sought as their purpose, it may be that they intentionally sought to produce what Lewis calls ?trousered apes? and ?urban blockheads.? That is, people who have been shorn clean of traditional values and noble sentiments, giving them a new set of sentiments and values altogether. Theme #3: Rationale. Lewis gives three reasons why he thinks that Gaius and Titius do what they do in their book. One, literary criticism is hard, and it?s easier to do what they did do, namely debunk traditional values and ordinate emotion. Two, they falsely think young people are given to emotional excess, and thus need to be fortified against emotion by reason. Three, they reject the doctrine of objective moral value, but this is contrary to the Western and, indeed, worldwide embrace of such a doctrine, a doctrine Lewis calls by the Chinese name, TAO. Regarding the second of the above three points, Lewis makes two points in response. First, most students suffer from a lack of emotion (?cold vulgarity?), not an excess. Two, the best cure for false emotions is to inculcate proper ones. Hence, ?THE TASK OF THE MODERN EDUCATOR IS NOT TO CUT DOWN JUNGLES (of false emotions and sentimentality), BUT TO IRRIGATE DESERTS (water proper sentiments and emotions). Theme #4: Objective moral values. Lewis offers a survey of representatives from Western and world sources who advocate the objective, universal, timeless principles and truths, or what Lewis calls the TAO (Chinese for ?the way?). His examples are the following: Shelley?s Aeolian Harp Traherne?s notion of prizing things according to their value St. Augustine?s ordo amoris Aristotle?s educational dictum that the aim of education in to make the pupil love what he ought. Plato?s educating future guardians and philosopher -kings to have the right responses based on music and poetic education. Hinduism?s Rta Chinese Tao
Jewish law ?It is the doctrine of objective value, the belief that certain attitudes are really true, and others really false, to the kind of thing the universe is, and the kind of things we are.? 31 ?And because our approvals and disapprovals are thus recognitions of objective value or responses to objective order, therefore emotional states can be in harmony with reason, or out of harmony with reason. . . . No emotion is, in itself, a judgment; in that sense all emotions and sentiments are alogical. But they can be reasonable or unreasonable as they conform to Reason or fail to conform. The heart never takes the place of the head, but it can and should obey it.? 31 Theme #5: Education inside or outside the Tao. As Lewis points out, it makes all the difference in the world if education proceeds inside or outside the Tao. The difference is between ?initiation? into the universal human heritage of objective values or ?conditioning? to a new , subjective set of practical values by which people are manipulated pawns. For those within, the task is to train in the student the responses which are right, regardless of how many don?t make such responses, and in learning to make the right responses their true humanity consists. ?It is but old birds (teachers) teaching young birds (students) how to fly.? It means transmitting humanity, humanhood, to young men and women. For those outside, all sentiments and affections are non-rational, and so they must either be removed (cut down the jungle), or they must be given new sentiments which have nothing to do with truth, objectivity, or justness. But here teaching is a form of manipulation, just as a poultry keeper deals with young birds for the market. Example of a Roman father teaching his son that it is a sweet and seemly thing to die for his country. Lewis evaluates this inside and outside the Tao. Theme #6: Trained emotions. Without the aid of trained emotions, the intellect or mind which knows what to do is powerless against the animal organism. While the mind knows right and wrong almost instinctively, if there is not a corresponding desire in the heart, the right affections, the right love or disposition to DO what is right, then no amount of good reasoning will lead to doing the right thing. It is better (that is, less risky) to play cards with a ?gentleman? who feels there are some things that a ?gentleman? simply does not do, than to play with a philosopher trained by Gaius and Titius! The head (which knows right and wrong) rules the belly (animal appetites) through the chest (ordinate emotions and just affections)! That is, only as the chest, the seat of emotions and sentiments, is rightly trained to respond in accordance with objective moral values, will it be able to control the baser appetites of the belly.
liaison
? officer between cerebral, thinking man and visceral, sensate man. Only as the ?chest? or ?heart? is trained in the proper sentiments, that is, its desert is properly irrigated, will it be able to control the lower desires. But modern education, Gaius and Titius and company are producing ?men without chests,? that is, without the formation of the proper middle element by which a person is a person, a man a man or a woman a woman. It is the defect of fertile and generous emotion. It is what Gaius and Titius themselves lack. They are themselves men without chests.
?We remove the organ and demand the function.? ?We castrate and bid the geldings be fruitful.? Summary: Gaius and Titius debunk ordinate emotions and proper sentiments based on objective values and thereby destroy humanity, and in the process set the culture on the road to ethical, religious, and political disaster where the poison of subjectivism reigns.
Central Themes in Chapter Two: The Way
wrong rationally. Theme #2: Serious contradictions in Gaius and Titius philosophy. While Gaius and Titius espouse moral subjectivism, they simultaneously promote certain objective values. While they overtly promote relativism, they subtly embrace their own version of absolutism. Their philosophy is ?self-defeating? or ?self-referentially incoherent? as philosophers say. What are the explicit contradictions? They write to produce certain states of mind in young people (conditioning them) because they think that such states of mind will be the means to a better society than the one we have now. The Green Book has a clear, specific end that it is seeking to promote, and end that has absolute value in the authors? eyes. Even if they call their end by a euphemism such as ?necessary,? ?progressive,? or ?efficient,? they still have a certain, indisputable goal for their work. They believe it to be ?good for its own sake,? and in some way think it ?valid or correct.? They hold to a complete system of values with an ?uncritical dogmatism,? especially a system of values prominent between WWI and WWII. There is no subjectivism here!
your country or your friend if it is not, indeed, a right and good and truly noble thing to do? Lewis says that two platforms are possible, but neither succeed: Utilitarianism: do it because it works! It saves society! Some must die for the benefit of others. It helps, it works. But just because this helps or works is no basis for ME laying down MY life for country or friend! If it is not a right thing to do, why should I do it and not someone else? Let others sacrifice for me rather than me for others! Is/ought fallacy: If this martyrdom is practiced, and it is by some, then it will work and it will preserve society. Therefore it ought to be done. But Lewis says that just because something helps or works or is done is no rational justification or basis that it ought to be done, must be done, has to be done. Something truly absolute like ?society ought to be preserved? as a rational foundation for action is necessary to move people to such self-sacrifice, not just that it works and helps. Hence, if Gaius and Titius proposal lacks a solid foundation in Reason, then what alternative foundation is left to them to establish their new program of ethics. Lewis says it must be the doctrine of instinct. Theme #4: The failure of INSTINCT as a grounds for the new morality. If the new morality cannot be grounded in reason, for it is the basis of the old morality, and if utilitarianism fails as a basis as well, then what other option remains? Lewis proposes INSTINCT as the last resort: following an unreflective or spontaneous impulse widely felt by members of a specie as the basis for values. But Lewis offers several critiques of instinct as a basis for values: 1. If instinct is a natural, inescapable impulse that is naturally obeyed, why write books like the Green Book exhorting us to obey instinct? Why praise those who have submitted to that which they cannot avoid? 2. To assert that if people obey instinct, they will be happy and satisfied. But in the case of dying for country or friends as instinctual, such happiness and satisfaction is achieved only when we are dead, and hence is no satisfaction or happiness at all. 3. If instinct OUGHT to be obeyed, why? What is the basis for obeying instinct? Another instinct? Why obey that instinct? There is no final foundation for obeying instinct. 4. Some instincts ought to be resisted, not obeyed. In fact, there are many instincts, like people, telling us what to do. They are at war. How do we choose which ones to obey and not obey? There is a need for a criterion or a basis for determining which instincts to obey and which not to obey. Something outside instinct is needed in order to determine which instincts to obey and which to suppress. 5. Finally, regarding the test case of dying for country or friends, there seems to be no such instinct at all. Lewis has no such impulse. Most only have an instinct or impulse to sacrifice for one?s own children or grandchildren, not posterity and not for future generations. You need another law outside of instinct to encourage us to such action. 6. CONCLUSION: Neither utilitarianism or instinct is an adequate basis for the new morality! But it is found already in the TAO itself. Theme #5: The unavoidable supremacy of the TAO as the basis for all moral values. What the Innovator is looking for as a justification for his/her new morality is already found in the TAO itself. It is the foundational, axiomatic, self-evident set of first principles for all morality, not the outcome of moral arguments but the basis for all moral arguments. Also: Any attack on the Tao presupposes the Tao. There is no way to remove oneself from the Tao or to select certain things from it and reject the rest. If accept parts, must accept whole; if reject parts, must reject the whole, but this cannot be done! The Tao therefore is the basis of all value systems. If it is rejected, all value is rejected. If any value is retained, it is retained. No new value system can be erected except on the basis of the Tao. All such efforts will merely be fragments from the Tao itself. Rebellion against the Tao is a rebellion of the branches against the tree or its trunk (see epigram at the beginning of this chapter). There are no new primary colors, or a new sun or sky in which it may move. Theme #6: Developments within the Tao. Can human understanding of the Tao be improved? Or is it a moral code set in stone? Can it be obeyed? Aren?t the various articulations of it East and West, Christian and non-Christian contradictory? Lewis thinks that our understanding of the Tao can be improved, requiring criticism, removal of contradictions, and real development in perception. But there are two ways to go about this: from without and from within the Tao: It is parallel to the way a theoretician and poet treat language. The former as detached critic, surgically if you will, and the latter as a genuine lover, in a kind of organic way. There are genuine advances within the Tao illustrated in Jesus? notion of the golden rule (a positive formulation) over Confucius? (a negative formulation). On the other hand, Nietzsche?s ethic is an innovation, that is, an attempt at something totally new where traditional morality is rejected along with the foundation for any value whatsoever. A genuine advance is like one who loves fresh vegetables and decides to grow his own rather than purchase them at the store. An innovation would mean rejecting vegetables totally and trying to eat bricks and centipedes. Only those sympathetic to the Tao, who love it and seek to obey it, can really make an advance within it according to its genuine spirit and direction (so Confucius, Aristotle, and the Bible in John 7: 49; 11: 51). ?An open mind, in questions that are not ultimate, is useful. But an open mind about ultimate foundations either of Theoretical or of Practical Reason is idiocy!? Lewis admits that the matter of making advances within the Tao are difficult, but the one thing that cannot be done is to reject it in hopes of making an advance on it: ?You must not hold a pistol to the head of the Tao? and expect to have any basis for morality! A disclaimer: Lewis admits he is a Christian theist, but also is not attempting an argument for theism, Christian or otherwise here. Rather, he is seeking to show that if humankind is to have any values at all, then we must accept the validity of the Tao. Whether or not it must have a theological basis is another topic for another day. Theme #7: Conquest of the Tao. But a critic might say: if the Tao is simply a part of nature, why not conquer it like we have all other parts of nature? Science has conquered everything else, and can conquer this most recalcitrant aspect of nature as well! Humankind can do what it pleases with nothing to please except itself. Let us remake life and let us remake man according to our own specifications. Let us master the environment and now ourselves and choose our own teleology or purpose. But what will happen when we reject values all together? What will our future be? See the next lecture! C. S. Lewis, The Abolition of Man Central Themes in Chapter Three: The Abolition of Man
wants to relate it to the overall theme of the book: the moral law, the Tao. Hence his goal in this chapter is to clarify EXACTLY what all is implied, what is the true moral significance of the idea that man is the possessor of increasing power over nature. Theme #2: Man?s power over nature is really the power of some people over others using nature as an instrument to wield that power. CSL offers three examples of how the development of scientific technology in radios, airplanes, and contraceptive devices is really the power of some people over others. We are not powerful ourselves just because we use these conveniences. Why? First, you first have to be able to PAY for the use of these things. If you don?t have the money, you don?t have the power these things provide. ?Any or all of these three things I have mentioned can be withheld by some men over other men--by those who sell, or those who allow the sale, or those who owned the sources of production, or those who make the goods.? 66 Second, even if you can pay for them, these things are really more powerful than you: if I pay you to carry me, you have power over me as the one who carries me! Third, these three forms of technology can be used against you: airplanes bomb, radios propagandize, contraceptives deny existence or produce selective breeding. Hence, man?s power over nature is the power of some over others in these three ways. Theme #3: The total remaking of humanity by some human beings is what is really meant by the phrase ?Man?s power over Nature.? CSL is careful to clarify that what he is talking about is not just the abuse or corruption of science and technology its correction by the application of the moral law. Rather, by looking ahead in time to future generations, it means ?the power of earlier generations over later ones.? Thinking in terms of TIME is the key. CSL anticipates ?one dominant age,? and a ?master generation,? which like all ages and generations, will modify the power of the previous age and generation and the one to follow. He seems especially concerned about that generation equipped with the power of EUGENICS AND SCIENTIFIC EDUCATION: In reality, of course, if any one age really attains by eugenics and scientific education, the power to make its descendants what it pleases, all men who live after it are the patients of that power. They are weaker, not stronger: for though we may have put wonderful machines in their hands we have preordained who they are to use them. And if, as is almost certain, the [master] age which had thus attained maximum power over posterity were also the age most emancipated from tradition [Tao], it would be engaged in reducing the power of its predecessors almost as drastically as that of its successors [that is, it has power over the past as well as the present]. 68
exercise least power upon the future.? 69 Here is how CSL sums up the situation in his prophetic best of ONE DOMINANT AGE AND ONE MASTER GENERATION, one set of SCIENTIFIC PLANNERS that will remake humankind: ?The real picture is that of one dominant age, let us suppose the hundredth century A.D.- which resists all previous ages most successfully [tosses out the Tao, etc.] and dominates all subsequent ages most irresistibly, and thus is the real master of the human species. But even within this master generation (itself an infinitesimal minority of the species) the power will be exercised by a minority smaller still. Man?s conquest over Nature, if the dreams of some scientific planners are realized, means the rule of a few hundreds of men over billions upon billions of men. There neither is nor can be any simple increase of power on Man?s side. Each new power won by man is a power over man as well. Each advance leaves him weaker as well as stronger. In every victory, besides there being the general who triumphs, he is also the prisoner who follows the triumphal car.? 69 Theme #4: The final stage in Man?s conquest of Nature, that is, of Man?s remaking of Man by EUGENICS, is likely not far off. The final stage is come when Man by eugenics, by pre-natal conditioning, and by an education and propaganda based on a perfect applied psychology, has obtained full control over himself. Human nature will be the last part of Nature to surrender to Man. The battle will then be won. We shall have ?taken the thread of life out of the hand of Clotho? AND BE HENCEFORTH FREE TO MAKE OUR SPECIES WHATEVER WE WISH IT TO BE. The battle will, indeed, be won. But who, precisely, will have won it? . . . For the power of Man to make himself what he pleases means, as we have seen, the power of some men to make other men what they please. 70 Theme #5: The twofold uniqueness of this coming generation of power. While this power has always been exercised by one generation over another in some way shape or form, this particular situation of the coming dominant age, master generation, and set of scientific planners will be unique in two ways: One, they will be supported by the powers of an omni-competent state and an irresistible scientific technique. Being undergirded by this unique political and scientific power, this set of ?man-moulders? and ?race of conditioners? can make future generations into whatever they want, that is, ?cut out all posterity in what shape they please.? 71 Two, they will have rejected the TAO completely and will be totally free to do to humankind whatever they want physiologically and morally: they will even remake the TAO itself into whatever they want: ?In the older systems both the kind of man the teachers wished to produce and their motives for producing him were prescribed by the Tao?a norm to which the teachers themselves were subject and from which they claimed no liberty to depart. They did not cut men to some pattern they had chosen. They handed on what they had received: they initiated the young neophyte into the mystery of humanity which overarched him [student] and them [teachers] alike. It was but old birds teaching young birds to fly. Yüklə 240,5 Kb. Dostları ilə paylaş:
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