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Workers and intellectuals

Author: joe

Monday, 13 December, 2010 - 23:57

While thinking about Gramsci last week, I was reminded of his emphasis on the solidarity of intellectuals with workers. Who are these intellectuals he talks about? He distinguishes between two different kinds: the "traditional" and the "organic". The former, traditional, intellectuals emerge, seemingly legitimately, from the pre-existing structures of society, and thus appear to have relative autonomy, and somehow represent independence from political interference or interest: clericy, academics, philosophers, theorists - he calls them a "stratum of administrators". The latter, organic, intellectuals are those who are created as part of the emergence of social classes and structures. Gramsci offers the example of capitalist entrepreneurs who, as part of their endeavour, produce a host of technical advisors, organisers, managers and specialists who aid, lubricate and support their entrepreneurial adventures.

As I've said, I read Gramsci as a teacher who is wiser than me, so when troubled by something he suggests, I am forced to grapple with it seriously, rather than gloss over it. Gramsci is famous for his assertion that "all men are philosophers", but this simply entails the further question - what is the function of the intellectual dimension of each person, in the struggle for emancipation and enfranchisement?

The answer may seem to lie in the "traditional" intelligentsia, who have retained their autonomy from the dominant political class, rather than the "organic " intellectuals whose knowledge is infected by coercion into the dominant mode of production. What would be necessary, were this true, would be for the "traditional" intellectuals, the academics and scholars, scientists and theorists, to teach the lowly, "organic" intellectuals. Indeed much contemporary discourse on the threat to the university implies this analysis: rising tuition fees and withdrawal of funding from arts and humanities means that the university system is in danger of being co-opted into subservience to the dominant mode of neoliberal production, being stripped of its historical intellectual autonomy, and directed at instrumental, commercial subjects which will drive capital growth in the economy, because under the new arrangements it will be limited to the richest in society and through privatisation, arcane or unprofitable subjects will go to the wall in favour of crowd-pleasing employment-guaranteeing degrees.

But here's what Gramsci says:

The problem of creating a new stratum of intellectuals consists therefore in the critical elaboration of the intellectual activity that exists in everyone at a certain degree of development, modifying its relationship with the muscular-nervous effort towards a new equilibrium, and ensuring that the muscular-nervous effort itself, in so far as it is an element of a general practical activity, which is perpetually innovating the physical and social world, becomes the foundation of a new and integral conception of the world. The traditional and vulgarised type of the intellectual is given by the man of letters, the philosopher, the artist. Therefore journalists, who claim to be men of letters, philosophers, artists, also regard themselves as the "true" intellectuals. In the modern world, technical education, closely bound to industrial labour even at the most primitive and unqualified level, must form the basis of the new type of intellectual.
The Formation of the Intellectuals by Antonio Gramsci

Technical education, not education which aims at the production of the man of letters, must inform the new, necessary stratum of intellectuals - and this emphasis inverts the obvious answer outlined above. Far from valuing the autonomy of a layer of intellectuals detached from the dominant mode of production, Gramsci seems to critique intellectual activity that is not engaged with 'muscular-nervous' (i.e. practical) effort. Instead of lumping the "organic" intellectuals in with the dominant classes their efforts serve, he argues that it is this body of intellectuals that need to be fostered - and at that, through development of their practical, instrumental abilities, rather than their elevation into lofty academic "eloquence":

The mode of being of the new intellectual can no longer consist in eloquence, which is an exterior and momentary mover of feelings and passions, but in active participation in practical life, as constructor, organiser, "permanent persuader" and not just a simple orator (but superior at the same time to the abstract mathematical spirit); from technique-as-work one proceeds to technique-as-science and to the humanistic conception of history, without which one remains "specialised" and does not become "directive" (specialised and political).

Or, you might say, all talk, no action. What is it in this critique of the "eloquence" of the traditional intellectual that is not enough? Isn't it the very separation of the academy from the consciousness of the worker that renders it extraneous? If that were all, then it might be enough simply to educate the worker into the concerns of the academy. But that would simply be an attempt to assimilate and thereby eradicate the very consciousness of the worker, in the mold of Matthew Arnold's vision of a universal education system that taught all children ancient Greek so that they could avoid being too anarchic. Actually Gramsci seems to be arguing that progress towards a new emancipatory hegemony requires a class of intellectuals that is not separate from the workers, but embedded in it and thus with its hands on the machines, engaged in the reproduction of the organs of society.

One of the most important characteristics of any group that is developing towards dominance is its struggle to assimilate and to conquer "ideologically" the traditional intellectuals, but this assimilation and conquest is made quicker and more efficacious the more the group in question succeeds in simultaneously elaborating its own organic intellectuals.

The dominant class wishes to colonise and normalise both classes of intellectuals. The problem for the university is that it imagines itself to be separate from the bourgeoisie, but in solidarity with the worker. In fact the reverse is all too true. The university should be invaded by the masses, not because the academy can transform them into lofty thinkers, but so that the workers can put knowledge to their own ends. Resistance must be on those terms, not the protectionism that characterises much of the current defence of the HE sector. As Armin Medosch wrote a couple of days ago,

"[the university system] reproduces internally the class structure of society, where the show is run by non-teaching managers, while a few celebrity professors benefit and the majority are just intellectual wage workers adjusting to different levels of exploitation and alienation. If the students really care for education as a public good they would be well advised not only to defend the status quo but raise maximalist demands, and simultaneously, as already happens in the many occupations and self-teaching experiments, to seek to re-invent university from below, redefine what counts as knowledge and science, and to experiment with new learning and teaching techniques and devices which are more egalitarian and less tainted by the fetishisation of knowledge in the class structure of 'cognitive' informational capitalism."

The university is already private, rich-favoured, neoliberal. The fight should be to seize the opportunity to reform it in the image of the worker, rather than the rich.

Categories: Antonio Gramsci, intellectuals, university, solidarity, worker, hegemony, emancipation,
Comments: 0

Gramsci on education

Author: joe

Tuesday, 07 December, 2010 - 21:49

I agree with pretty much everything that Gramsci wrote. My admiration for the man, who wrote a lot of his most important work from a prison cell during an 11-year incarceration at the hands of Mussolini, which ended only months before his death, only deepens the more I learn about him - his outsider status, his compassion, his intellect, his political commitment, and the almost uncanny resonance with and relevance to the contemporary world his writing still offers. So I'm going to quote him at length, since he puts it all better than me.

A proletarian, no matter how intelligent, no matter how fit to become a man of culture, is forced either to squander his qualities on some other activity, or else to become a rebel and autodidact - i.e. (apart from some notable exceptions) a mediocrity, a man who cannot give all he could have given had he been completed and strengthened by the discipline of school. Culture is a privilege. Education is a privilege. And we do not want it to be so. All young people should be equal before culture. The state should not be financing out of everybody's money the education even of mediocre and gormless children of wealthy parents while it excludes the able and intelligent children of proletarians. Middle and high schools should be only for those who can demonstrate that they are worthy of it. And if it is in the public interest that such forms of education should exist, preferably supported and regulated by the state, then it is also in the public interest that they should be open to all intelligent children, regardless of their economic potential. Collective sacrifice is justified only when it benefits those who are most deserving. Therefore, this collective sacrifice should serve especially to give the most deserving children that economic independence they need if they are to devote their time to serious study.
The proletariat, which is excluded from the middle and high schools as a result of the present social conditions - conditions which ensure that the division of labour between men is unnatural (not being based on different capacities) and so retards and is inimical to production - has to fall back on the parallel educational system: the technical and vocational colleges. As a result of the anti-democratic restrictions imposed by the state budget, the technical colleges, which were set up along democratic lines by the Casati ministry, have undergone a transformation that has largely destroyed their nature. In most cases they have become mere superfetations of the classical schools, and an innocent outlet for the petty bourgeois mania for finding a secure job. The continually rising entrance fees, and the particular prospects they open up in practical life, have turned these schools too into a privilege. Anyway, the overwhelming majority of the proletariat is automatically excluded from them on account of the uncertain and precarious life which the wage earner is forced to lead - the sort of life which is certainly not the most propitious for fruitfully following a course of study.
What the proletariat needs is an educational system that is open to all. A system in which the child is allowed to develop and mature and acquire those general features that serve to develop character. In a word, a humanistic school, as conceived by the ancients, and more recently by the men of the Renaissance. A school which does not mortgage the child's future, a school that does not force the child's will, his intelligence and growing awareness to run along tracks to a predetermined station. A school of freedom and free initiative, not a school of slavery and mechanical precision. The children of proletarians too should have all possibilities open to them; they should be able to develop their own individuality in the optimal way, and hence in the most productive way for both themselves and society. Technical schools should not be allowed to become incubators of little monsters aridly trained for a job, with no general ideas, no general culture, no intellectual stimulation, but only an infallible eye and a firm hand. Technical education too helps a child to blossom into an adult - so long as it is educative and not simply informative, simply passing on manual techniques.
Of course, meanly bourgeois industrialists might prefer to have workers who were more machines than men. But the sacrifices which everyone in society willingly makes in order to foster improvements and nourish the best and most perfect men who will improve it still more - these sacrifices must bring benefits to the whole of society, not just to one category of people or one class.
It is a problem of right and of force. The proletariat must stay alert, to prevent another abuse being added to the many it already suffers.
Men or Machines? by Antonio Gramsci, 1914

I'll be protesting against the government's forthcoming proposals. I'll be demonstrating in favour of free education, the abolition of fees, the abandonment of the government's cuts-agenda, the expansion of the welfare state, the support of the poorest and most vulnerable people in society, the taxation of the very wealthy, the nationalisation of banks and public amenities, the dismantling of the financial system, disarmament - and then, when the electoral choices that we're trying to decide between are not neoliberalism, venal opportunism or outright philistine exploitation, but are instead socialism, communism or anarchism - then, I will be satisfied.

Categories: Antonio Gramsci, education, solidarity, protest,
Comments: 2

Protest and Babylon

Author: joe

Tuesday, 30 November, 2010 - 19:10

I went to today's teach-in at Bournemouth University, where 150 students and staff spent two hours discussing the planned fee rises and associated education cuts; I reported back on the CoR conference - in summary, I said:

We have to see the cuts in a wider context. It's easy to be taken in by the rhetoric, largely unquestioned by the media, that tells us that cuts are inevitable, and that we have to have pain now so that we will be in a better position down the line. The cuts are not about some piece-meal slap-dash emergency measures trying to deal with a unexpectedly large deficit.
The cuts are actually targeting the poorest, most deprived, most vulnerable people in society - the unemployed, the council tenants, the sick, the users of social care like support for adults with learning difficulties, mental health services and medicine for long-term conditions. It is a concerted attack on civic resources, pensions, healthcare, housing benefit, child benefit, legal aid, libraries, fire-services and day-care.
It is an attempt by a cabinet full of millionaires to open up welfare to predatory private sector companies whose motivations are profit rather than well-being - so that speculators can profit from hardship. It is a systematic attack on the welfare state which is wholly ideologically driven.
The important response is solidarity - not just to fight fee rises and defend education, but to fight every cut and defend every service; not to pick and choose which cuts we want to fight, but to defend the principle of a welfare state which tries to prevent poverty and provide a safety net for the most unfortunate in society.

To be fair, that's probably a more succinct and eloquent version of what I really said, but hey. And obviously I repeated Tony Benn's anecdote (see the end of this post) about the boy in the mine shaft, because it's great.

What was really heartening was to see that so many people showed up to talk about what can be done. Can we emulate the student occupations elsewhere? Can we write an open letter to our VC asking for a clear rejection of the current HE proposals? Will the union support the students? How do we make the arguments? "What is to be done?" the trot inside me was thinking.

What was really worrying, though, was to hear that the cops had been calling up individual students on their mobiles, wanting to know what they were going to be doing in their protests, warning them that they might get arrested, and clearly trying to intimidate them and warn them off.

But that's the Babylon for you: there is no such thing as an impartial instrument of the state, and the fuzz are not good guys. I really hope the students here grasp a moment of political opportunity, and don't let the state scare them back into silence.

Categories: babylon, protest, education, cuts, solidarity, dayx2, bu,
Comments: 1