Why Are Intellectuals Divorced from Working People?

By Carlos Garrido

Republished in modified form from the Midwestern Marx Institute for Marxist Theory and Political Analysis.

The question we are exploring today — the divorce of intellectuals from the working class — is fundamental for assessing the crisis we face in the subjective conditions for revolution [1]. The first thing to interrogate is what is presupposed in formulating the problem in such a manner. When we say that there has been a split, a schism, between intellectuals and the working class, there is a specific type of intellectual we have in mind.

The grand majority of intellectuals, especially within the capitalist mode of life, have their lots tied to the dominant social system. They function as a necessary component of the dominant order, those who take the ideals of the bourgeoisie — the class enemy of most of humanity — and embellish them in language which opens the narrow interests of the ruling class to the consenting approval of their class enemies. In the same manner Karl Marx described the bourgeoisie as the personified agents of capital, the intellectuals have been the personified agents of capitalist ideology. They are tasked, as Antonio Gramsci taught us, with making these dispersed and unpopular bourgeois assumptions into a coherent and appealing outlook — one people are socialized into accepting as reality itself. Intellectuals have always, in a certain sense, been those who light the fire and move the statues which the slaves in the cave see as cave shadows embodying reality itself.

But these intellectuals — the traditional intellectuals — are not the ones we have in mind when we speak of a schism between intellectuals and workers. We are speaking, instead, of those who have been historically able to see the movement of history, to make slits within bourgeois worldviews, and who have subsequently thrown their lot in with the proletariat and popular classes — those forces which present the kernel for the next, more human and democratic, mode of life. Marx and Friedrich Engels noted that there is always a section of “bourgeois ideologists” who raise “themselves to the level of comprehending theoretically the historical movement as a whole” and “cut [themselves] adrift [to] join the revolutionary class, the class that holds the future in its hands.” We are talking about the W. E. B. Du Boises, the Herbert Apthekers, the Juan Marinellos, the Michael Parentis, and others who, while coming out of the institutions of the bourgeois academy, aligned their interests with working and oppressed peoples. They would become the theoreticians, historians, and poets which gave the working-class movement various forms of clarity in their struggle for power. 

What has happened to this section of intellectuals and its relationship with working people? Have they lost their thirst for freedom? Has their capacity for trembling with indignation at the injustices waged on working and oppressed people dissipated? 

It is important to note that any attempt to answer this question in this short timespan will always, by necessity, omit important aspects of the conversation. I would love here to speak at length about the campaigns of the Congress for Cultural Freedom, the formation of a fake anti-communist left, and the role imperialist state departments, bourgeois foundations, and other such outfits had in creating a left intelligentsia divorced from the real movements of working people, both within the imperial core and in the periphery [2]. I know my colleagues here will be paying due attention to such monumental components of answering the question we have before us. 

However, I’d like to instead focus on the practice of intellectuals; on the expectations and requirements set by the academy itself, which have already baked into its very structure the divorce of radical intellectuals from the struggles and movements of working and oppressed peoples. The first thing that must be noted is the following: We cannot simply treat this problem as one rooted in the intellectuals as a class, nor as one rooted in the subjective deficiencies of particular intellectuals. The Marxist worldview requires us to examine the system, the social totality, that produces such a split.

We are tasked with exploring the political economy of knowledge production, if you will, which structures the relations of its mental workers through forms which insularize them to the structures and needs of the academy. As Gabriel Rockhill would say, it is a political economy of knowledge that systematically reproduces radical recuperators, compatible Lefts, and pseudo-radical purity fetish outlooks that play an indispensable role in the reproduction of our moribund capitalist-imperialist system.

From the moment prospective radical scholars enter graduate school, they are integrated into this system. Their lofty hopes of being active participants as intellectuals in a class struggle are castrated by the demands the academy makes upon them qua scholars. They’re told that their writing should take a distinctively academic tone, that popular vernacular is frowned upon, that hyper-referentiality, the practice of citing all the intellectual gods in the cosmos who have commented on a topic, is a sign of good work, of proper scholarship.  

Truth and the struggle for human freedom are at best given a backseat, and that’s if they’re in the vehicle at all. Young scholars in the incubators of their careers are already indoctrinated in the aristocratic dogmas of writing for a select group of elite scholars, worshiping journal impact factors, and condescendingly dismissing those who use their intellectual capacities to work for the people, to actually, in proper Socratic fashion, engage in the radical quest for truth – those who seek to properly understand the world in order to work with the masses of humanity to change it.

Young scholars, burdened by tens of thousands of dollars accumulated in undergraduate studies debt, are told that — even with a PhD — they will have an extremely difficult time finding a job – at least one suitable for continued academic work that pays sufficiently enough to pay back the accumulated debt. They are told — specifically those with radical sensibilities — that they should focus on joining academic associations, network with people in their fields, familiarize themselves with the work published in leading journals so that they too, one day, can join the publication hamster wheel aimed at advancing these slaves through the tenure ladder. They are told they mustn’t waste their time writing for popular audiences, that doing broadcasts and media work — that reaches infinitely more people than the readers of ridiculously paywalled journals or university editorial books — is a waste of time. Every attempt at rooting their scholarship in the people, in the real movements of our day, is shot down. 

The gurus mediating their initiation into the academic capitalist cult ask:

“Do you know how this sort of work on your resume would look to hiring committees?”

“Do you think the scholars in charge of your tenure advancement will appreciate your popular articles for Countercurrents, your books from Monthly Review, your articles in low impact factor, or impact factor-less, journals?” 

At every turn, your attempts to commit yourself to the Socratic pursuit of truth, to playing a role in changing the world, is condemned as sinful to the gods of resume evaluations.

“Do you not want to finish your degree with the potential of obtaining gainful employment?”

“Do you want to be condemned to adjunct professorship, to teaching seven classes for half the pay of full professors who teach three?”

“Do you want to condemn your family to debt slavery for decades to come simply because you did not want to join our very special and elite hamster wheel? After all, who wouldn’t want to spend months writing an article to send it in to a journal that will reply in a year telling you, if you’re amongst the lucky ones, that it has been accepted with revisions rooted in the specific biases of the arbitrary reviewers? Doesn’t that sound fun? Isn’t this what philosophy, and the humanities in general, is all about?”

Eventually, material pressures themselves break the spirit of young visionary scholars. Re-proletarianized and unable to survive on teaching assistantships, they resign themselves to the hamster wheel, with hopes of one day living the comfortable lives of their professors. 

Their radical sensibilities, however, are still there. They need an outlet. They look around and find that the academic hamster wheel has a pocket of “radicals” writing edgy things for decently rated journals. They quickly find their kin, those who reduce radical politics to social transgressiveness, those who are concerned more with dissecting concepts like epistemic violence than with the violence of imperialism. 

Here it is!, the young scholar thinks. A place where I can pad my resume and absolve myself of the guilt weighing down on my shoulders — a guilt rooted in the recognition, deep down, that one has betrayed the struggles of humanity, that one has become an agent of the forces they originally sought to combat. 

Their existence, their lives, will always be rooted in what Jean-Paul Sartre called “bad faith.” Self-deception becomes their norm. They are now the radical ones, the ones enlightened in issues of language. The working class becomes a backward rabble they must educate — and that’s if they come near them at all. What hope could there ever be in the deplorables?

Sure, American capitalism could be criticized, but at least we’re enlightened, woke to LGBT and other issues. Those Russians, Chinese, Venezuelans, Iranians, etc., aren’t they backward? What are their thoughts on trans issues? Should we not, in the interests of our enlightened civilization, support our government’s efforts to civilize them? Let’s go deliver them some of our valued democracy and human rights. I’m sure their people will appreciate it very much. 

I have presented the stories which are all too familiar to those of us still working in the academy. It is evident, in my view at least, that the divorce of radical intellectuals from working-class people and their movements has been an institutionalized effort of the capitalist elite. This division is embedded, it is implied, in the process of intellectuals becoming what the system requires of them for their survival. The relations they occupy in the process of knowledge production presupposes their split with working people. 

This rigidity of academic life has intensified over the last century. Yes, we do have plenty of past cases of radical academics, those who have sided with the people, being kicked to the curb by their academic institutions. But where have they landed and why? A blackballed Du Bois got to teach at the Communist Party’s Jefferson School. Herbert Aptheker, following his expulsion from the academy, became the editor-in-chief of the Communist Party’s theoretical journal Political Affairs. Besides the aforementioned, what other factors make our day different from, say, the 1950s United States? 

The answer is simple: what counter-hegemonic popular institutions we had were destroyed, in part by the efforts of our government, in part by the collapse, or overthrow, of the Soviet bloc. Although some, like ourselves, are currently in the process of attempting to construct them, today we have nowhere near the material and financial conditions we had in the past. The funding and aid the Soviets provided American communists is, unfortunately, not something provided for us by the dominant socialist states of our era.

Ideology does not exist in a transcendental realm. It is embodied materially through people and institutions. Without the institutions that can ensure radical scholars are not forced to toe the line of the bourgeois academy, the material conditions for this split will persist. 

If I may, I would like to end with the following point. It is very easy to condemn the so-called radical academics we find in the bourgeois hamster wheel divorced from the people and their struggles. While condemnation might sometimes be justified, I think pity is the correct reaction. 

They are subjects of a tragedy. As G. W. F. Hegel notes, the essence of a tragedy is found in the contradictions at play between the various roles an individual occupies. Sophocles’ Antigone is perhaps the best example. Here, a sister (Antigone) is torn between the duty she has to bury her brother (Polyneices), and the duty she has as a citizen to follow King Creon’s decry, which considers Polyneices a traitor undeserving of a formal burial. This contradiction is depicted nicely in Hegel, who says that “both are in the wrong because they are one-sided, but both are also in the right.” 

Our so-called radical intelligentsia is, likewise, caught in the contradiction of the two roles they wish to occupy — revolutionary and academic. Within existing institutions, there can be no reconciliation of the duties implied in each role. This is the setup of a classical tragedy, one which takes various forms with each individual scholar. It is also, as Socrates reminds Aristophanes and Agathon at the end of Plato’s Symposium, a comedy, since “the true artist in tragedy is an artist in comedy also.” 

The tragic and simultaneously comedic position occupied by the radical intelligentsia can only be overcome with the development of popular counter-hegemonic institutions, such as parties and educational institutions like the Hampton and Midwestern Marx Institutes, the International Manifesto Group, the Critical Theory Workshop and others. It is only here where scholars can embed themselves in the people. However, scholars are humans living under capitalism. They, just like everyone else, have bills to pay. These institutions, therefore, must work to develop the capacity to financially support both the intellectual traitors to the traditional bourgeois academy, and the organic intellectuals emerging from the working class itself. That is, I think, one of the central tasks facing those attempting to bridge the divide we have examined today. 

Carlos L. Garrido is a Cuban-American philosophy instructor at Southern Illinois University, Carbondale. He is the director of the Midwestern Marx Institute and the author of The Purity Fetish and the Crisis of Western Marxism (2023), Marxism and the Dialectical Materialist Worldview (2022), and the forthcoming Hegel, Marxism, and Dialectics (2024). 

Footnotes

[1] For more on the indispensability of subjective conditions to social revolutions, see the last chapter of the author’s book, The Purity Fetish and the Crisis of Western Marxism.

[2] For more on imperialist efforts to create an inorganic left intelligentsia, see the author’s book, The Purity Fetish and the Crisis of Western Marxism, Frances Stonor Saunders’s The Cultural Cold War, and Gabriel Rockhill’s forthcoming book, The Intellectual World War.

[3] In the last couple of decades, scholars like Anthony Monteiro (fired from Temple University for not toing the bourgeois line of the African American Studies department) and Norman Finklestein (“unceremoniously kicked out” of Hunter College for his pro-Palestine work) have been blackballed from the academy for their anti-establishment views. 

[4] China here is undoubtedly the only one capable of filling the shoes of the Soviet Union. Yet it has failed to meet the Soviet standard of international proletarian solidarity

Late-Stage Capitalism and the Pedagogical Resurgence of Anti-Fascism

By Colin Jenkins

This essay originally appeared in Keywords in Radical Philosophy and Education: Common Concepts for Contemporary Movements (2019, BRILL)

Social unrest is a daily part of American life. Between the alarming regularity of mass killings and school shootings and the violent street clashes between right-wing fascists and left-wing anti-fascists, it seems as though America’s chickens are finally coming home to roost. Despite its uniqueness, the United States is heading down the same path as so many hegemonic empires of the past, quickly approaching its demise through a combination of exhaustive military campaigns abroad and chronic neglect of a majority of its citizenry at home. Mainstream American culture is inadvertently responding to its empire’s demise. Dystopian-based “entertainment” is on the rise again, millennials are abandoning the traditional American lifestyle en masse, virtual lives based in gaming culture and social media have seemingly grabbed a hold of many wishing to escape and withdraw from the drudgery of real life, and political poles are becoming more polarized as extremist centrism intensifies to protect the status quo.

While many recognize that something is wrong, most have difficulties pinpointing what it is, let alone what is causing it. The pronounced social unrest and emergence of mainstream nihilism have sparked a cavalcade of typical, cutesy, click-bait articles online, claiming “millennials are killing [insert here]” and pushing for “minimalist lifestyles” while hawking shipping-container homes, and superficial corporate news analysis which resembles more of tabloid “journalism” than anything approaching substance. Even so-called “progressive” movements that have formed within this climate, such as Black Lives Matter, the Poor People’s Campaign, and the Women’s March, have failed to reach a substantive level of resistance by ignoring the roots of the people’s problems while insisting on operating within the narrow confines of the mainstream political arena.

The good news is that these social phenomena are not mysterious forces rising out of thin air. They have roots. They have causes. And with multiple political forces coming to a head, many are starting to not only search for these causes, but are starting to identify them. The sudden resurgence of socialism in the United States – after laying dormant since the counterinsurgency of the US government during the 1960s, which resulted in violent state repression against radical resistance groups, the subsequent “Reagan revolution” and rise of the neoliberal era, and Francis Fukuyama’s infamous suggestion that “history had ended” — signifies a much-needed counter to capitalist culture. The wave of counter-hegemony that has come with it defies capitalism’s insistence that we are nothing but commodities — laborers and consumers born to serve as conduits to the rapid upward flow of profit — and has begun to construct a wall against the spread of fascism that is inevitable with late-stage capitalism, as well as a battering ram that seeks to bring this system to its knees once and for all.

Capitalism’s Destructive Path

Humanity has been on a collision course with the capitalist system since its inception. While Marx’s famous prediction that capitalists would eventually serve as their own gravediggers has been delayed by a multitude of unforeseen forces, most notably the overwhelming power and adaptability of the imperialist and capitalist state, it is nonetheless charging toward fruition. As the term “late-stage capitalism” has become widely used among the American Left, it is important to understand what it is referring to. This understanding may only come through systemic and historical analysis, and especially that of the basic mechanisms of capitalism, the social and economic conditions that birthed capitalism, and the subsequent stages of capitalism over the past few centuries.

Referring to capitalism as being in a “late stage” is based on the understanding that the system – with all of its internal contradictions, its tendency to concentrate wealth and power into the hands of a few, and its increased reliance on imperialism and domestic control – is nearing an inevitable implosion. However, the implication that capitalism naturally develops on a path toward fascism is both accurate and potentially misleading. On one hand, this idea suggests that capitalism, in its most basic state of operating, does not already possess inherent fascistic qualities. This is incorrect, and it’s important to understand this. Capitalism, in its orthodoxy, is a system that relies on authoritative, controlling, and exploitative relationships, most notably between that of capitalists and workers. The latter, in its need to survive, must submit itself to wage labor. The former, in its wanting to accumulate a constant flow of profit, uses wage labor as a way to steal productivity from the worker in a perpetual cycle that moves wealth upwards into a relatively tiny sector of the population, while simultaneously impoverishing the masses below. Scientific socialists have always known this to be true, and now that the trickery of “trickle-down economics” has been exposed, many others are beginning to realize it.

Capitalism’s authoritative tendencies are far-reaching throughout a society’s development. Because of this, the system has relied upon and reproduced social inequities that fortify its economic woes. Friedrich Engels touched on its effects for the family unit in The Origin of the Family, Private Property and the State, Silvia Federici brilliantly illustrated its reliance on patriarchy in Caliban and the Witch: Women, the Body, and Primitive Accumulation, the emergence of social reproduction theory has provided insight on the layers of exploitation that effect women in the home, and many have written about the cozy relationship between capitalism and white supremacy, most importantly noting that the system’s birth in the Americas relied heavily upon the racialized chattel slave system. In fact, it is impossible to accurately discuss the inherent problems of capitalism without discussing its propensity to drive social oppression in a variety of forms. If oppression can be defined as “the absence of choices,” as bell hooks once said, then our default status as members of the proletariat is oppression. And when compounded with other social constructs such as patriarchy, white supremacy, heteronormativity, and able-bodiedness, this oppression becomes even more pronounced and marginalizing.

The inherent fascism built into capitalism is rooted in wage labor, which is maintained through coercive means. This coercion that drives capitalism comes from the dispossession of the masses of people from not only the means of production, but also from the means to sustenance and land. The Enclosure Acts tell us all we need to know about this foundation. The fact that feudal peasants had to be forced to participate in wage labor through a legislative destruction of the commons, which kicked them off the land and immediately transformed human needs from basic rights to commodities, says a lot about the requisite landscape of a capitalist system. As such, feudal peasants in Europe viewed capitalism as a downgrade. They were consequently prodded into factories and mills like cattle. In many other parts of the world, stripping entire populations of sustenance for the sake of private property was unheard of. Yet capitalism required this mass dispossession in order to proceed on its desired path. Thus, “between 1604 and 1914, over 5,200 individual enclosure acts were passed, covering 6.8 million acres of land,” all designed to systematically erase the idea of common land. (Parliament of UK)

Understanding that capitalism is a system built on a foundation of oppression, and that it operates on natural internal mechanisms of coercion and exploitation, allows us to also understand that its development has not created these qualities, but rather intensified them. Therefore, the idea of “late-stage capitalism” makes sense from an analytical point of view, as it simply refers to an evolutionary path that has brought its nature to the forefront and, most importantly, in doing so, has resulted in severe consequences for the majority of the global population. And whether we’re talking about late-stage capitalism, or monopoly capitalism, or corporate capitalism, or “crony capitalism,” it all refers to the same thing: capitalism’s natural conclusion. A natural conclusion that is a breeding ground for fascism.

Realizing Fascism

“When the bourgeoisie sees that power is slipping out of its hands, it brings up fascism to hold onto its privileges.” - Buenaventura Durruti

There are many definitions and aspects of and to fascism, but perhaps the best way to identify it is as an effect. In terms of capitalism, the development and strengthening of fascistic tendencies are tied directly to the sociopolitical structures that form in its defense. Or as Samir Amin puts it, “Fascism is a particular political response to the challenges with which the management of capitalist society may be confronted in specific circumstances.” (Amin, 2014) But this only describes one of the major aspects of fascism – that being the systemic and structural; or more specifically, the capitalist system and the capitalist state that naturally forms to protect and promote it. There is also a cultural aspect to fascism that forms from within the populace. It is shaped by structural operations, being the main force of culture, and it manifests as an emotional and defensive response from individuals within this system that naturally coerces, exploits, and dispossesses them from their ability to sustain. In other words, the mass insecurity that stems from capitalism naturally produces reactionary responses of misdirected angst from the people it serves, or rather disserves.  

During these late stages of capitalism, “fascism has returned to the West, East, and South; and this return is naturally connected with the spread of the systemic crisis of generalized, financialized, and globalized monopoly capitalism.” (Amin,2014) The reactionary, right-wing response to the capitalist degradation of society is to target the most vulnerable of that society, viewing them as “drains” on public resources without realizing that such resources have been depleted by the pursuit for profit from those above, and most intensely during the era of neoliberalism, which opened the door for rampant greed to extract nearly everything of value from society in the name of privatization. In this structural sense, fascism comes to its complete fruition through a blindness that develops under capitalist culture, whether intentional or subconscious; a blindness that seeks every type of remedy imaginable for the problems created by the system without ever questioning the system itself.

The fascist regimes that surface during these times of crisis “are willing to manage the government and society in such a way as not to call the fundamental principles of capitalism into question, specifically private capitalist property, including that of modern monopoly capitalism.” (Amin, 2014) And that is why fascism intensifies under this pretense of “managing capitalism” and not simply in “political forms that challenge the latter’s legitimacy, even if ‘capitalism’ or ‘plutocracies’ [are] subject to long diatribes in the rhetoric of fascist speeches.” (Amin, 2014) This shows how the fascist tide is fundamentally structural; and the cultural developments that parallel it do so as a byproduct of capitalism’s systemic failures. Because of this, analyses “must focus on these crises.” And any focus on these systemic crises must also focus on the fundamental coercion inherent in the system’s productive mechanisms — that which former slave and American abolitionist Frederick Douglass once referred to as “a slavery of wages only a little less galling and crushing in its effects than chattel slavery,” and “a slavery of wages that must go down with the other.”

The notion of wage slavery has been all but lost over the course of the last century. Once understood among the masses as a common-sense recognition of capitalist coercion, it has given way to the insidious nature of capitalist propaganda, which intensified in a very deliberate way after the cultural revolution of the 1960s, culminating in a neoliberal wave that has dominated since. While the originators of anti-capitalist theory and scientific socialism had exposed this form of slavery inherent in the system – with Marx referring to workers as “mere appendages to machines,” and Bakunin illustrating its ever-shifting nomenclature, from “slavery” to “serfdom” to “wage earners” – there was a brief resurgence of this analysis in the 1960s and 70s, from a variety of leftist radicals. One of the most under-appreciated of these analyses was the one provided by the imprisoned Black Panther, George Jackson, who in his extensive works made reference to the condition of “neo-slavery” that plagued the working-class masses. In a rather lengthy excerpt from Soledad Brother: The Prison Letters of George Jackson, Jackson uncovered the forgotten importance of this coercive element that drives capitalism:

“Slavery is an economic condition. Today’s neo-slavery must be defined in terms of economics… [in the days of chattel slavery], the slaveowner, in order to ‘keep it (the slave) and enjoy all of the benefits that property of this kind can render, he must feed it sometimes, he must clothe it against the elements, he must provide a modicum of shelter.’ The ‘new slavery (capitalism), the modern variety of chattel slavery updated to disguise itself, places the victim in a factory or in the case of most blacks in support roles inside and around the factory system (service trades), working for a wage. However (in contrast to chattel slavery), if work cannot be found in or around the factory complex, today’s neo-slavery does not allow even for a modicum of food and shelter. You are free – to starve.

…The sense and meaning of slavery comes through as a result of our ties to the wage. You must have it, without it you would starve or expose yourself to the elements. One’s entire day centers around the acquisition of the wage. The control of your eight or ten hours on the job is determined by others. You are left with fourteen to sixteen hours. But since you don’t live at the factory you have to subtract at least another hour for transportation. Then you are left with thirteen to fifteen hours to yourself. If you can afford three meals you are left with ten to twelve hours. Rest is also a factor in efficiency so we have to take eight hours away for sleeping, leaving two to four hours. But – one must bathe, comb, clean teeth, shave, dress – there is no point in protracting this. I think it should be generally accepted that if a man or woman works for a wage at a job that they don’t enjoy, and I am convinced that no one could enjoy any type of assembly-line work, or plumbing or hod carrying, or any job in the service trades, then they qualify for this definition of neo-slave.

…The man who owns the [business] runs your life; you are dependent on this owner. He organizes your work, the work upon which your whole life source and style depends. He indirectly determines your whole day, in organizing you for work. If you don’t make any more in wages than you need to live (or even enough to live for that matter), you are a neo-slave.” And most of us who find ourselves in this precarious position as a working-class person under capitalism have no mobility, whether in a literal or figurative sense. We are “held in one spot on this earth because of our economic status, it is just the same as being held in one spot because you are the owner’s property.” (Jackson, 1994)

The era of neoliberalism, with its insistence of re-imagining laissez-faire economics, has revved up the authoritarian and oppressive underpinnings of the capitalist system by loosening historical constraints stemming from the age-old social contract — the idea that bourgeois governments had a minimal degree of responsibility for the well-being of their citizenries. In the United States, this has amounted to private entities (individuals, corporations, conglomerates) accumulating unprecedented amounts of wealth and power over the course of a few decades, while the majority of people have been thrown to the wolves. During this process, the structural basis of fascism – the merger of corporate and governmental power – has been fully realized, buoyed by the internal coercion of the capitalist system.

The Pedagogical Resurgence of Anti-Fascism

As capitalism’s internal contradictions continue to drive us deeper into a fascist reality, counter-hegemonic movements have aptly pivoted into anti-fascist forces. The most visible of these forces has been the anarchist-led “antifa,” which cracked into the mainstream-US consciousness during its numerous street clashes with reactionary groups during and after Donald Trump’s electoral rise. By heeding to a strategic tactic known as “no-platforming,” these black-clad resistance fighters deploy offensive attacks against both fascist speakers/leaders and marches to prevent them from gaining a public platform and, thus, legitimacy and momentum.

In a 2017 piece for In These Times, Natasha Lennard explained the philosophy behind no-platforming, how it extends from an all-encompassing radical abolitionist movement, and how it differs from liberalism:

“While I don’t believe we can or should establish an unbendable set of rules, I submit that a best practice is to deny fascist, racist speech a platform. It should not be recognized as a legitimate strand of public discourse, to be heard, spread and gain traction. And we must recognize that when the far Right speaks, the stage becomes an organizing platform, where followers meet and multiply. For this, we should have no tolerance.

No-platforming is only useful if it is contextualized in a broader abolitionist struggle, which recognizes that white supremacy will not do away with itself by virtue of being ‘wrong.’ Surely by now liberals have realized the folly in assuming justice is delivered by ‘speaking truth to power’? Power knows the truth, and determines what gets to be the regime of truth. The ‘truth’ of racial justice will not be discovered, proved or argued into lived actuality, but fought for and established.” (Lennard, 2017)

The physical tactics carried out under “no-platforming” are only a small part of a broader movement. While anti-fascists continue to confront fascists in the streets, a pedagogical resurgence of anti-fascism must continue to guide the movement as a whole by providing an intellectual, philosophical, and strategic battle plan. This plan must include: (1) a deep understanding of systemic forces generating from capitalism, imperialism, and white supremacy; (2) an understanding of power dynamics and the need to form and deploy power effectively; (3) an understanding of the two major fronts of the anti-fascist war, which include the systemic and upward-focused class war and the anti-reactionary, horizontally-focused culture war; (4)an understanding of anti-capitalist ideology, including but not limited to Marxism, socialism, and anarchism; and, most importantly, (5) a mass push for class consciousness.

Class Consciousness

Building class consciousness is the most crucial task of our time, being citizens within the capitalist and imperialist empire that is the United States, facing down the impending fascist tide, and attempting to confront and defeat this tide along with the capitalist and imperialist systems as a whole. Recalibrating a working class that has been deliberately detached from its role is imperative. Regardless of how one prefers carrying out this task, whether through the formation of a vanguard of trained cadre or a direct engagement toward mass consciousness, it must be carried out within the proletariat itself, where much of capitalist and reactionary culture has become blindingly influential. This must be done not by rejecting theory and deeming it “too elite and alien for the masses,” but rather by embracing the organic intellectualism that is inherent within the masses and serving as facilitators to awaken this abundance of untapped potential. This must be done by realizing the working class is more than capable of thinking, understanding, and comprehending our position in society, if only given the chance to do so, free from the capitalist propaganda that drowns and consumes us.

In creating a working-class culture that not only embraces its inherent intellectualism, but does so in a way that explicitly challenges the dominant intellectual orthodoxy that fortifies capitalist relations, we may look to Gramsci, the Italian Marxist who provided a clear and convincing relationship between counter-hegemony and working-class, or organic, intellectualism that is rooted in “spontaneous philosophy”:

“It is essential to destroy the widespread prejudice that philosophy is a strange and difficult thing just because it is the specific intellectual activity of a particular category of specialists or of professional and systematic philosophers. It must first be shown that all [people] are ‘philosophers,’ by defining the limits and characteristics of the ‘spontaneous philosophy’ which is proper to everybody. This philosophy is contained in:  (1) language itself, which is a totality of determined notions and concepts and not just of words grammatically devoid of content; (2) ‘common sense’ and ‘good sense’; and (3) popular religion and, therefore, also in the entire system of beliefs, superstitions, opinions, ways of seeing things and of acting, which are collectively bundled together under the name of ‘folklore.’” (Gramsci, 1971)

The formation of class consciousness, therefore, rests on this notion, sprouts from the lived experience of proletarian life in the capitalist system, and may essentially replace Gramsci’s already-existing third parameter of “popular religion,” by simply substituting “folklore” with a materialist perspective. This process reminds us of Fred Hampton’s insistence that we proceed in “plain, proletarian English,” which is not to say that revolutionaries must “dumb down” their message in order to appeal to the masses, but rather return revolutionary theory to where it belongs: within working-class culture. Prior to Gramsci and Hampton, Marx had already gone through this process of realizing the existence of organic intellectualism. This process, the subsequent views that developed within Marxist circles throughout the 20th century, and the sometimes-regressive ideology that formed from such is effectively illustrated by Raya Dunayevskaya’s critique of Jean-Paul Sartre in her book, Philosophy and Revolution: From Hegel to Sartre, and from Marx to Mao:

“Methodologically, Sartre’s organic petty-bourgeois inability to understand what it is that Marx meant by praxis has nothing whatever to do with the Ego, much less with not being able ‘to read’ Marx. It has everything to do with his isolation from the proletariat.

The very point at which Sartre thinks that Marx, because he had to turn to ‘clarifying’ practice, stopped developing theory is when Marx broke with the bourgeois concept of theory and created his most original concept of theory out of ‘history and its process,’ not only in the class struggles outside the factory but in it, at the very point of production, faced with the ‘automation’ which was dominating the worker transforming him into a mere ‘appendage.’ Marx’s whole point what that the worker was thinking his own thoughts, expressing his total opposition to the mode of labor instinctually and by creating new forms of struggle and new human relations with his fellow workers. Where, in Marx, history comes alive because the masses have been prepared by the daily struggle at the point of production to burst out spontaneously, ‘to storm the heavens’ creatively as they had done in the Paris Commune, in Sartre practice appears as inert practicality bereft of all historic sense and any consciousness of consequences. Where, in Marx, Individuality itself arises through history, in Sartre History means subordination of individual to group-in-fusion who alone know where the action is. Sartre the Existentialist rightly used to laugh at Communists for thinking man was born on his first payday; Sartre ‘the Marxist’ sees even as world-shaking an event as the Russian Revolution, not at its self-emancipatory moment of birth with its creation of totally new forms of workers’ rule – soviets – but rather at the moment when it was transformed into its opposite with Stalin’s victory, the totalitarian initiation of the Five-Year Plans with the Moscow Frame-Up Trials and forced-labor camps.” (Dunayevskaya, 2003)

Organic Intellectualism and Political Consciousness

The process of tapping organic intellectualism is perhaps best described by Paulo Freire in his crucial text, Pedagogy of the Oppressed. To Freire, revolutionary class consciousness can only be realized through an embrace of radicalism, or as Angela Davis once phrased it, “simply grasping things at the root.” Applying our intellectualism and relating it to our lived experiences is only a partial awakening on the revolutionary path. To complete the transition, understanding the roots, or systems, that represent the foundational causes of our problems is crucial, not only for identifying the magnitude of the ultimate solution, and thus avoiding spending time and energy on inconsequential activities, but also for understanding that there is a solution. “The more radical the person is, the more fully he or she enters into reality so that, knowing it better, he or she can transform it,” Freire tells us. “This individual is not afraid to confront, to listen, to see the world unveiled. This person is not afraid to meet the people or to enter into a dialogue with them. This person does not consider himself or herself the proprietor of history or of all people, or the liberator of the oppressed; but he or she does commit himself or herself, within history, to fight at their side.” (Freire, 2014)

With this realization in mind, we can better understand the four levels of consciousness and identify the pedagogical route, or remedies, that can be applied to ourselves and others. From the “magical consciousness,” where political impotence is maintained by inconceivable forces like gods and mythology, through the “naive consciousness,” where the material world becomes realized, and our interactions with others, with nature, within society, begin to take on some semblance of control, to “critical consciousness,” which introduces four distinct qualities that may be applied to this material reality: power awareness, or knowing and recognizing the existence of power and who possesses power in society; critical literacy, which leads to the development of analysis, writing, thinking, reading, discussing, and understanding deeper meaning; de-socialization, which allows one to recognize and challenge forms of power; and self-organization/self-education, which amounts to taking initiative to overcome the anti-intellectualism and indoctrination of capitalist “education.” (Wheeler, 2016; Daily Struggles, 2018) And, finally, the realization of a “political consciousness,” or class consciousness, which brings us to the understanding of a shared reality with most others, as well as the need for collective struggle to break our interlocking chains of oppression.

Ultimately, the path through these levels of consciousness are about power; moving from an impotent position to a powerful position — a powerful position that can only be forged through the realization of collective struggle. Freire describes this transition as a break from the “banking concept of education” that is designed to perpetuate ignorance to a critical pedagogy that is designed to empower the oppressed; a pedagogical process that, again, can only be carried out in a proletarian environment:

“In their political activity, the dominant elites utilize the banking concept to encourage passivity in the oppressed, corresponding with the latter's ‘submerged’ state of consciousness, and take advantage of that passivity to ‘fill’ that consciousness with slogans which create even more fear of freedom. This practice is incompatible with a truly liberating course of action, which, by presenting the oppressors slogans as a problem, helps the oppressed to ‘eject’ those slogans from within themselves. After all, the task of the humanists is surely not that of pitting their slogans against the slogans of the oppressors, with the oppressed as the testing ground, ‘housing’ the slogans of first one group and then the other. On the contrary, the task of the humanists is to see that the oppressed become aware of the fact that as dual beings, ‘housing’ the oppressors within themselves, they cannot be truly human.

This task implies that revolutionary leaders do not go to the people in order to bring them a message of ‘salvation,’ but in order to come to know through dialogue with them both their objective situation and their awareness of that situation—the various levels of perception of themselves and of the world in which and with which they exist. One cannot expect positive results from an educational or political action program which fails to respect the particular view of the world held by the people. Such a program constitutes cultural invasion, good intentions notwithstanding.” (Freire, 2014)

And this task must be done in a collective manner, with the clear intention of not only challenging power, but creating our own collective, working-class power that has the potential to destroy the existing power structure emanating from authoritative systems like capitalism, imperialism, white supremacy, and patriarchy. After all, “freedom is acquired by conquest, not by gift,” and “nobody liberates themselves alone; human beings liberate themselves in communion.” (Freire, 2014)

Understanding Collective Power, Separating Radical from Liberal, and Exposing Centrist Extremism and Horseshoe Theory

“There is a whole apparatus that controls the presidency that is absolutely resistant to change. Which isn’t to excuse Obama from taking bolder steps. I think there are steps that he could have taken had he insisted. But if one looks at the history of struggles against racism in the US, no change has ever happened simply because the president chose to move in a more progressive direction. Every change that has happened has come as a result of mass movements – from the era of slavery, the Civil War, and the involvement of Black people in the Civil War, which really determined the outcome. Many people are under the impression that it was Abraham Lincoln who played the major role, and he did as a matter of fact help to accelerate the move toward abolition, but it was the decision on the part of slaves to emancipate themselves and to join the Union Army – both women and men – that was primarily responsible for the victory over slavery. It was the slaves themselves and of course the abolitionist movement that led to the dismantling of slavery. When one looks at the civil rights era, it was those mass movements – anchored by women, incidentally – that pushed the government to bring about change.” (Davis, 2016)

This excerpt is from an interview with Angela Davis, where she shares some knowledge on how to deal with power. Davis’s point is that people create and force change, collectively and from the bottom. This is an inherently radical perspective that comes from a development of political consciousness and the realization that representative democracy, in all of its supposed glory, is a reactionary system that has rarely if ever carried through on its “democratic” advertisement. It is a radical perspective that comes from a place of understanding why and how the founding fathers, in all of their land-owning, slave-owning elitism, chose this system of governing: “to protect,” as James Madison put it, “the opulent of the minority against the majority.” (Madison, 1787)

Davis’s point is reiterated by Noam Chomsky, in his peculiar declaration that Richard Nixon was “the last liberal President” of the United States — a statement that also comes from a radical perspective which realizes the systemic influence of capitalism and, more specifically, of the intensified capitalist period known as neoliberalism. And it comes from an understanding that Nixon the man, cantankerously racist and temperamentally conservative, did not create the Environmental Protection Agency (EPA) and the Occupational Safety and Health Administration (OSHA), set employment quotas on affirmative action programs, propose employer-funded healthcare, sign the Fair Labor Standards Act, and approve a series of regulations on big business because he personally championed these causes, or even believed in them. (Conetta, 2014; Fund, 2013) Rather, he was pressured from below, in the same way that Reagan, the Bushs, Clinton, and Obama have been pressured from above to enact and maintain the corporate stranglehold on politics ever since.

Systemic pressure always supplants personal philosophies, beliefs, ideologies, and preferences; and our systemic default, which is predetermined by the capitalist order, will always prevail over electoral and representative politics. Political consciousness exposes this fact, separating radical from liberal. The cases of Lincoln and Nixon, while signifying how pressure from below can force change, are outliers. They were chinks in the system. And since Nixon, these chinks have seemingly been fortified by the “whole apparatus that controls the presidency that is absolutely resistant to change.” The legislation passed by Nixon, as well as the legislation that came about through the New Deal era, the “Great Society,” and Civil Rights movement of the 1960s, have all been tamed by this apparatus. Our environmental crisis has intensified, white-supremacist terror remains prevalent in American streets, economic inequality has reached unprecedented levels, and our racialized prison industrial complex has grown by a rate of over 600 percent since the Civil Rights movement – all realities suggesting that “progressive” legislation is ultimately toothless. Thus, any reforms that develop through the electoral system, as a result of pressure from the bottom, are ultimately curtailed and circumvented by capitalism’s economic base, which always seeks to undermine a common good in the pursuit of never-ending growth and profit. The so-called “liberal reforms” that occurred during the Nixon years were largely rendered useless during the proceeding neoliberal era, which represents a deliberate plan to unleash the capitalist system.

This fact does not render grassroots power useless; it merely suggests that it needs to be redirected. Returning to Davis’s comments, the case of Abraham Lincoln is perhaps one of the best examples of the impotence built into the political system. Lincoln the individual had vacillated on his stance regarding slavery, expressing personal “dislike” for the institution and even displaying empathy for slaves (Lincoln, 1855) during a time when such empathy was often lost on many Americans. At the same time, Lincoln the president recognized his duty to protect the rights of slaveowners as the executive administrator of the United States and its constitution, and ultimately admitted that his institutional duty, which was to “save the Union” and maintain the power structures as created by the founders, even if it meant that slavery would stay intact, far outweighed any personal misgivings he may have had toward slavery. The same logic, when coming from cogs within the power structure, can be applied to capitalism and imperialism, and has been for centuries.

Both Nixon’s and Lincoln’s yield to external pressure illustrates two important points: (1) the personality, ideological leanings, and personal beliefs of a politician, even if the most powerful politician, have no real consequence within the US political system; and (2) the foundation of US politics and government, as arranged by the founders of the country, will never allow for genuine democratic elements to materialize. The first point often represents the most telling demarcation between radical and liberal, with the former realizing this fact, and the latter unable to realize and thus placing focus on individual identity. Because of the liberal’s inability to understand this systemic reality, damaging electoral strategies such as “lesser-evilism” have established a firm place in the American political arena, inevitably causing a gradual deterioration toward more reactionary political platforms designed to protect the decaying capitalist system, which in modern times translates to a very real fascistic slide. Hence, we now have modern Democratic Party politicians that resemble 1970s/80s conservatives, and Republicans that continue to push the envelope of fascism.

Since Nixon, the flock of modern presidents who have bent the knee to multinational corporate and banking power further illustrate the utter insignificance of identity; ironically, during a political era where “marketing personalities” is usually the only determinate for “success.” This contradiction cannot be understated, and it is an accurate barometer that can be used to measure class/political consciousness in the United States, or the lack thereof. Ironically, the fact that voter turnout throughout the country has maintained such low levels during the tail-end of the neoliberal era and late-stage capitalism is a sign that class and political consciousness are actually rising. For when the working class realizes en masse that there is no change coming through electoral politics, and thus have shed the capitalist elite’s “banking concept,” we know that revolutionary change is on the horizon. And any such period must include mass education and a mass movement toward political consciousness – an understanding once echoed by Lucy Parsons: “[radicals] know that a long period of education must precede any great fundamental change in society, hence they do not believe in vote begging, nor political campaigns, but rather in the development of self-thinking individuals.” (Lewis, 2017) Self-thinking, in this case, simply means realizing our inherent political consciousness that is based in our material position in the socioeconomic system beyond the construction and obstruction of capitalist ideology and culture.

As we collectively separate ourselves from a mainstream political arena that has been established to ensure our continued demise as working-class people, we also must be wary of blowback from the system. The most common response to a delegitimizing of the power structure is an appeal to authority, safety, and stability. This defensive posture forms from within the power structure, with corporate-political unity between both major political parties, in an attempt to construct an extremist center. At this stage, the extremist center has one task at hand — to protect the status quo at all costs. In the US, this means keeping the white-supremacist capitalist/imperialist system intact, as well as the bourgeois class that both maintains these systems and benefits from them. To do so, this extremist center exploits the fear of instability in order to build mass support, labels both fascist and anti-fascist ground movements as enemies of the state (although does not necessarily respond to them in the same ways), indecipherable from one another in their mutual “extremism,” and proceeds with an all-out attack on civil liberties in order to suppress popular movements that may challenge the embedded systems.

We have seen this response materialize over the past decade. In the aftermath of 9/11, civil liberties have been systematically removed from members of both political parties. During the street clashes between white nationalists and anti-fascists, we witnessed politicians from both parties as well as media denounce “both sides” as extremists, creating a convenient false dichotomy that completely ignores the most common-sense discussion – what the two sides actually believe in or are trying to accomplish.  And we have seen “horseshoe theory” enter into the mainstream arena as “philosophical justification” for this false dichotomy.  “In the current state of things, the electoral successes of the extreme right stem from contemporary capitalism itself. These successes allow the media to throw together, with the same opprobrium, the ‘populists of the extreme right and those of the extreme left,’ obscuring the fact that the former are pro-capitalist (as the term ‘extreme right’ demonstrates) and thus possible allies for capital, while the latter are the only potentially dangerous opponents of capital’s system of power.” (Amin, 2014) The result of this has been a strengthening of the system as we know it, a virtual circling of the wagons around our reality of corporate politics, inequality, joblessness, homelessness, racism, misogyny, and all of the oppressive social phobias that accompany them.  Still, the resistance looms, it is radical in nature, and it is growing.

Conclusion

The current state of the world — socially, politically, economically, and environmentally — indicates that we have entered the late stages of the global capitalist system. In the heart of the capitalist empire, the United States, social unrest has become the norm. Capitalism’s systemic contradictions, as well as its coercive and authoritarian core, have become increasingly uncontrollable for the country’s capitalist political parties. Social inequities are becoming more pronounced, the political arena is showing irregularities like never before, and an overtly fascist tide is starting to rear its ugly head.

The American working class has responded in various ways. On one side, reactionary mentalities have intensified among hordes of newly-dispossessed whites, thus leading them into the arms of the state’s fascist slide. On another side, a mass awakening has developed among many who have decided instead to tap into our organic intellectualism, turn to radical analysis, and return to anti-capitalist, anti-imperialist, and anti-racist class politics. In response to the fascist tide, a formidable wave of anti-fascist action has sprung to life. To bolster this, a pedagogical resurgence of anti-fascism has formed both organically and through the forging of this new collective political and class consciousness. Rosa Luxemburg’s 1916 ultimatum has suddenly reached the ears of many within the American working class – will we transition away from capitalism and toward socialism, or will we regress further into barbarism?

Capitalism, imperialism, and white supremacy know where they stand. Politicians from both capitalist parties have regrouped to form and extreme center. Corporate executives, bankers, bosses, business owners, arms manufacturers, hedge-fund operators, landlords, military officials, police, and the prison industry have all placed their bets on barbarism. The ball is now in our court. The time is ripe for the people to seize power, but the process of a political awakening, anchored by a mass shaping of class consciousness, must gear up. And, most importantly, our army must be built from the ground-up, from within the proletariat, with the understanding that we are all leaders in this struggle.

A war for consciousness must continue, and must be won, while we proceed in building mass political power. And this must be done with an all-out rejection of capitalist culture and the conditioned mentality that comes with it, because the people’s struggle is doomed to fail if it does not develop “a consciousness of the insidious promotion of capitalist individualism.” In doing so, “it is essential to resist the depiction of history as the work of heroic individuals in order for people today to recognize our potential agency as a part of an ever-expanding community of struggle.” (Barat, 2014) We are on the precipice. The world and its future literally rest on our collective shoulders.

All power to the people.

Bibliography

Amin, Samir (2014) The Return of Fascism in Contemporary Capitalism, Monthly Review, September 1, 2014. Accessed at https://monthlyreview.org/2014/09/01/the-return-of-fascism-in-contemporary-capitalism/

Barat, Frank (2014) Progressive Struggles against Insidious Capitalist Individualism: An Interview with Angela Davis, Hampton Institute. Accessed at http://www.hamptoninstitution.org/angela-davis-interview.html

Conetta, Christine (2014) Noam Chomsky: Richard Nixon Was Last Liberal President, Huffington Post, 2/21/14. Accessed at https://www.huffingtonpost.com/2014/02/21/noam-chomsky-richard-nixon_n_4832847.html

Daily Struggles Blog (2018) Paulo Freire and the Role of Critical Pedagogy. Accessed at http://daily-struggles.tumblr.com/post/18785753110/paulo-freire-and-the-role-of-critical-pedagogy

Davis, Angela (2016) Freedom is a Constant Struggle (Haymarket Books)

Dunayevskaya, Daya (2003) Philosophy and Revolution: From Hegel to Sartre, and from Marx to Mao (Lexington Books)

Freire, Paulo (2014) Pedagogy of the Oppressed: 30th Anniversary edition (Bloomsbury)

Fund, John (2013) Nixon at 100: Was He America’s Last Liberal? (National Review online, January 11, 2013) Accessed at https://www.nationalreview.com/2013/01/nixon-100-was-he-americas-last-liberal-john-fund/

Gramsci, Antonio (1971) Selections from the Prison Notebooks of Antonio Gramsci (International Publishers)

Hampton, Fred (1968) Speech at Northern Illinois Unversity. Accessed at http://www.lfks.net/en/content/fred-hampton-its-class-struggle-goddammit-november-1969

Jackson, George (1994) Soledad Brothers: The Prison Letters of George Jackson (Chicago Review Press)

Lennard, Natasha (2017) Don’t Give Fascism An Inch, In These Times, August 23, 2017. Accessed at http://inthesetimes.com/article/20449/no-platform-milo-free-speech-charlottesville-white-supremacy

Lewis, Jone Johnson (2017) Lucy Parsons: Labor Radical and Anarchist, IWW Founder (ThoughtCo. Online) Accessed at https://www.thoughtco.com/lucy-parsons-biography-3530417

Lincoln, Abraham (1855) Letter to Joshua Speed (Abraham Lincoln Online) Accessed at http://www.abrahamlincolnonline.org/lincoln/speeches/speed.htm

Luxemburg, Rosa (1915) The Junius Pamphlet. Accessed at https://www.marxists.org/archive/luxemburg/1915/junius/ch01.htm

Madison, James (1787) Federalist Papers, No. 10 (The Avalon Project) Accessed at http://avalon.law.yale.edu/18th_century/fed10.asp

Parliament of UK. Managing and owning the landscape. https://www.parliament.uk/about/living-heritage/transformingsociety/towncountry/landscape/overview/enclosingland/

Wheeler, Lauren (2016) Freire’s Three Levels of Consciousness, Participatory Performance Practices. Accessed at https://laurenppp.wordpress.com/2016/01/25/freires-3-levels-of-consciousness-25-1-16/

Against Zombie Intellectualism: On the Chronic Impotency of Public Intellectuals

By Derek R. Ford

I've just read yet another think piece decrying the sad state of affairs in the U.S. and ascribing it to a depoliticized, docile, stupid populous that is "easily seduced." It came out on June 24, and I read it on June 25, as people took to the streets across the country for Pride (to celebrate it and to push back against pinkwashing). This is just a few days after people across the country took to the streets to protest the acquittal of the cop who murdered Philando Castile. What to explain this disconnect?

The piece I'm referring to is " Manufactured illiteracy and miseducation: A long process of decline led to President Donald Trump ," by cultural critic and public intellectual Henry Giroux. It's one of many articles of its kind, and is exemplary in its general representation of a certain brand of politics. In it, the distinguished professor Giroux mourns for a long-lost "civic culture," "public life," for the "foundations of democracy," and a time before "the corruption of both the truth and politics." The Trump administration, he admonishes, has "turned its back on education as a public good." Even more so than formal institutions of school however, we have a wider cultural pedagogy that manufactures ignorance and illiteracy-our inability to see or read the truth:

"Cultural apparatuses that extend from the mainstream media and the diverse platforms of screen culture now function as neoliberal modes of public pedagogy parading as entertainment or truthful news reporting."

This isn't just a bias against intellectuals and academics. It's more: "It is a willful practice and goal used to actively depoliticize people and make them complicit with the political and economic forces that impose misery and suffering upon their lives."

What we - progressives and the left - need to do is to understand that education can empower people, it can give the people tools to critically understand their lives so that they can overcome their ignorance and complicity, hold power accountable, and transform the world. With the election of Trump, we can't wait. We need to foster the "ideological and subjective conditions that make individual and collective agency possible." Once, apparently, this was just "an option," but now it is "a necessity."

The people, not intellectuals, make history

What this piece ultimately does is whitewash the long history that has led to this climate. It rests on a triumphalist account of American democracy that is only now under attack. It denies any historical and existing agency that the people have. And it offers no real solutions. I call it "zombie intellectualism" because it feeds off of existing political struggles but serves only to demotivate and demoralize them. We're all guilty of it from time to time, but the fact that it has become a niche in its own right should be alarming to those of us on the left.

Giroux is right that Trump has been a long time coming. But the decline didn't begin with Fox News or Facebook. It began in 1492. It began with the genocide of the Indigenous peoples. It accelerated with the Slave trade and the formal institutionalization of white supremacy and slavery. It intensified during each war of colonial and imperial conquest-from the war against the Philippines in the late 19th century to the ongoing war against Syria. The conditions that allowed for the rise of Trump didn't originate with the neoliberal attack on the public sector in the early 1980s. They are inscribed in the foundations of American democracy .

And yet this history of oppression has equally been a history of resistance. The legacies and fruits of this resistance are what we should be remembering, celebrating, and fighting to strengthen. And resistance is what we have seen since the election of Trump.

I don't exactly know why radical academics often fail to bring this into the narrative. It may be because of their general disconnection from political struggles and protest movements. But it may also be because academics have had little to do with this narrative. Distinguished professors have never made history strictly through their work as public intellectuals. History has been made by the masses: by organizers, by activists, by everyday people. Sometimes, these people have held professorships, but that has always been incidental.

This is not to brush off the ways that academics with radical politics have been attacked by the right wing, as some bloggers have done . They must be defended. (But it is interesting to note that the ones who are attacked are not propagating liberal myths of American democracy).

This is also not to say that spontaneous resistance is enough, or that there is no role for theory. On the contrary, theory is absolutely crucial. But theory doesn't come from the universities; it comes from the social movements themselves. Anyone who has helped organize in any way even the smallest of protests or political actions knows that there is no lack of theoretical debate that take place in our movements.

There has never been a time when the truth or politics have been uncorrupted, or pure. And truth has never corresponded with politics in any straightforward manner. If anything, politics is the struggle to produce new truths, new realities, and this is ultimately a struggle over and for power. That's what we need to focus on building right now: power.

Giroux comes close to admitting this, writing that truth and politics are now corrupted because "much of the American public has become habituated to overstimulation and lives in an ever-accelerating overflow of information and images." Jodi Dean has dubbed our current era that of "communicative capitalism ," a merging of capitalism, networked technologies, and democracy that traps us in a reflexive circuit of information and critique. The answer, then, is not more information and more critique. The answer is to organize, to build, to multiply, and to intensify.

Don't mourn or just write, organize!

I share Giroux's wish that there was more resistance. But I can't erase the incredibly hard work of the grassroots organizers and resisters in the U.S. I know the discipline they have and the incredible sacrifices they make. Their labor should be honored, supported, and highlighted.

One current example of this is an initiative called " The People's Congress of Resistance ." It's a campaign uniting radical activists and organizers from a range of struggles, and it will convene at Howard University in Washington, D.C. on September 16-17. The initial conveners are from organizations like the American Indian Movement, the Full Rights for Immigrants Coalition, the Muslim American Alliance, and the Party for Socialism and Liberation. There are people organizing for all 50 states.

Exposing the U.S. congress as the congress of millionaires and billionaires, it is building an alternative congress of the people, a true form of counter-power. If radical academics want to see the organic intellectuals they have read about in theory books, then they should be there. And if anyone wants to not just witness the beauty of the people in motion, but be a part of it, then you should be there.

It will be yet another manifestation of the collective agency of the people.

Education as Pedagogy of Possibility: Shedding Dogma Through Reciprocal Learning

By Colin Jenkins and David Fields

Like a snake that sheds its skin periodically throughout its lifecycle, the human mind must develop and shed itself of intellectual skin. Its evolution is characterized by cyclical bouts of learning, reflecting and reconsidering; however, unlike the snake, which is genetically inclined to molting, the mind may not mature and regenerate without being subjected to antagonistic curiosity. This may only be accomplished through frequent and consistent mental cultivation, whereas knowledge is acquired, ideas are processed, and intellectual fruit is born. This process is cyclical in its need for reflection, but most importantly, it is evolutionary in its wanting to refine itself; and it is this constant pursuit of knowledge and validation that drives the mind to absorb substantial information and secrete insignificant data.

Human intellectualism is inherently anti-dogmatic in its need for constant reflection. This is not to say that substantive beliefs can't stand the test of time, but only that they cannot do so without being incessantly validated along the way. In spite of this, and throughout the course of history, humans have shown a tendency to submit to the crude nature of indoctrination in order to appease their subconscious desire for simplicity. And herein lies the fundamental paradox of the human race: intellectualism is naturally fluid, yet human nature is innately simplistic. We are all blessed with a mind that is essentially limitless, yet we are at the same time limited by our instinctive nature to simplify matters of complexity. And without adequate motivation, the means to confront complex issues become nothing more than a tragedy of unrealized potential.

The process of learning, whether in a formal setting or through private exploration of curiosities, is a key motivator and major catalyst in the development of intellectualism.

Critical Pedagogy and Collaborative Inquiry

Society is an immensely complex entity, the broad functioning of which cannot be captured by obscure models of positive and normative simplification. As such, it is pertinent to recognize that the art of teaching should informed by Aristotle's conviction humans, by nature, have a desire to have a complex canonical knowledge of the social world. In this sense, the social practice of education is to both encourage and equip learners with the requisite tools to express and satisfy this desire. Although this desire to know is innate, it is more-or-less shaped by social structure, which suggests that satisfying it cannot happen in isolation. With this in mind, the classroom should be a place of collaborative inquiry requiring the full participation of both students and the instructor.

The intention is to construct pedagogy of possibility, a philosophy of praxis that that attempts to build the social conditions for a reconstruction and reconstitution of social imagination. This requires an approach to teaching that does not incorporate a 'knowledge from above' perspective, which establishes a pernicious division between 'expert' and 'novice". Rather, through what C. Wright Mills defined as the sociological imagination (i.e. the linking of individual biographies to great historical events) it is necessary to instill a critical macro-structural historical orientation such that students are enabled to question what is take for granted in society, so that underlying barriers which stifle human potential are broken down.

How is this to be accomplished? Cognition requires a shift in perception such that the understanding of a concept moves beyond initial appearances. In order to concretize what might initially appear as vague and indistinct, it is quite crucial to place classroom inquiry on a foundational basis that is infused with shared understandings, wherein the "teacher" learns a bit about the background of the student body, but also brings them to the same point of entry. In this sense, any real and perceived social relations of domination and inferiority between the teacher and student, which oftentimes undermine the capacity for knowledge absorption, is systematically negated. It can be said that ideas are learned when students have rescued it from a haze of abstraction and made it concretely his or her own.

In this process of taking ownership of not only the product of knowledge, but also the process of learning, the student's former subservient state is transformed into a partnership with the instructor. "In this way," explains Paulo Freire, "the problem-posing educator constantly re-forms his reflections in the reflection of the students. The students - no longer docile listeners - are now critical co-investigators in dialogue with the teacher. The teacher presents the material to the students for their consideration, and re-considers her earlier considerations as the students express their own." [1] This reciprocal process is the essence of critical pedagogy.

Rejecting Authoritative Learning and Standardization

It is contended that the simplicity of relative assessments. e.g. testing, does not allow for the opportunity to learn what a student does or does not know, but, in the final instance, fosters rankism, which inevitably undermines the positive social welfare outcomes of collective learning. It is of much greater significance, thus, to enable students to own ideas with which they become familiar, such that they are encouraged to collectively share their thoughts in a way that intellectual conversation and critical examination is encouraged and maximized; this is the process by which new ideas and discoveries about the social world are engineered. Hence, the objective is to assure that misunderstandings are revealed and thus resolved, which otherwise would not be possible in a traditional classroom where collective student participation is neither promoted nor embraced. This approach is vital because it helps students develop the social consciousness necessary to understand and effectively participate in what we often colloquially define as the "real world", despite the consequences of inequality derived from the social locations of class, race, gender, etc.

The purpose of education is to strive to resolve the inherent problem of the relationship between abstract phenomena and concrete realization, not via a top-down general form of logic, but through a dialectical mechanism of motion and contradiction that elucidates the philosophical, metaphysical, epistemological, ephemeral, and ontological qualities that altogether condition the human lived experience. What is necessary is pedagogy of possibility that inculcates into the minds of students the necessary methodological lens and working concepts needed to construct critical assessments and arguments with respect to subject matter, which may, in the end, ideally, provide the effective solutions that challenge the nature of current world dynamics. The strategic goal is to transform the classroom into an arena that delves deep beneath surface meaning and received wisdom, such that percipience of the conditions that shape manifest social phenomena is holistically cultivated.

This pedagogical approach "enables teachers and students to become Subjects of the educational process by overcoming authoritarianism and an alienating intellectualism; it also enables people to overcome their false perception of reality." "No longer something to be described with deceptive words," the world "becomes the object of that transforming action by men and women which results in their humanization." [2]

Cultivating Ideas and Unlocking Potential

Even with a predisposition that governs mental potency, human intellectualism has spawned many wondrous ideas in an effort to broaden the scope of existentialism, societal living and human interaction. Throughout history, these ideas have been pushed and prodded in every direction, constantly changing and evolving through a series of metaphysical connections that flawlessly pass from one generation to the next. Those who are bold enough to push the envelope of ideology beyond accepted norms are the ultimate drivers of human civilization; for regardless of how such ideas may be embraced by the dominant culture, they are at the very least invaluable catalysts for the constant development of the human mind. And while these ideas may be abused or misinterpreted at times, they are ultimately defined by their transcendent immortality - always readily available and accessible for reconsideration through an ongoing process of learning.

The suppleness that creates such durability also leads to a vulnerability that is characterized by our subjective nature, which is limiting in its penchant for simplifying complex matters. Since the human mind is built for the fundamental purpose of troubleshooting problems that, in the most basic sense, threaten our survival, analytical skills often become secondary to the primary function of simplification. The brain confronts matters in the most efficient manner possible; so much so that it often becomes counterintuitive to undergo analysis which extends beyond the simplest explanation, even if that explanation is suspect. It is in this inherent method where dogma is born. However, the process of edification has the power to overcome innate tendencies towards reductionism. If we are to present education as a "humanist and liberating praxis" which "posits as fundamental that the people subjected to domination must fight for their emancipation," then this predisposition towards apathy - which is intensified through systems of coercive, disconnected, and hierarchical instruction - must be challenged with pedagogy that is cooperative, critical, and collaborative. The shedding of dogma is a key development in this application.

John Dewey once warned that, "Any movement that acts in terms of an 'ism becomes so involved in reaction against other 'isms that it is unwittingly controlled by them." The result of this hyper-focus on opposing views creates ideas that are formed in reaction to other 'isms "instead of by a comprehensive, constructive survey of actual needs, problems and possibilities." Our "banking" system of education which focuses on the memorization of narratives and which "achieves neither true knowledge nor true culture," consequently shapes minds that are susceptible to such reactionary thought. Because of this, the broad stigmatization of "Socratic questioning" that stems from our utilitarian nature has made the simple act of thinking quasi-revolutionary in itself.

The most obvious deterioration is related to an abandonment of critical thinking. Ironically, the arrival of a technologically-advanced, information-based society has paralleled a pedagogical culture that is enamored with the mundane nature and meaningless pursuit of encyclopedic knowledge. This corollary development is the result of a neoliberalized trifecta of corporate education models, standardization, and a total reliance on the narrative/lecture-based "banking" approach to schooling. Freire tells us:

"A careful analysis of the teacher-student relationship at any level, inside or outside the school, reveals its fundamentally narrative character. This relationship involves a narrating Subject (the teacher) and patient listening objects (the students). The contents, whether values or empirical dimensions of reality, tend in the process of being narrated to become lifeless and petrified. Education is suffering from narration sickness." [3]

In a corporate-dominated society where human beings are only valuable in a dehumanized state (as workers and consumers), intellectualism has given way to task-mastering. Responsible thought has been replaced by a demand for quick and unrelenting decision-making. Critical thinking and thorough analysis are relegated as a sign of weakness in a society that rewards those who develop speedy conclusions, regardless of accuracy, truth or consequences. The state of our education system -increased privatization, the implementation of standardization and "common core" models, and a gradual rejection of humanities - reflects this. If education is to realize its fundamental role as "pedagogy of possibility," we must not only redirect our current path, but also steer it towards an increasingly critical and collaborative nature which empowers students through reciprocal interactions and ownership of the learning process.

Work Cited

[1] Paulo Freire. Pedagogy of the Oppressed. New York: Continuum Books, 1993. Accessed on http://www2.webster.edu/~corbetre/philosophy/education/freire/freire-2.html

[2] Ibid

[3] Ibid