Nothing in the world is more dangerous than sincere ignorance and conscientious stupidity. -Martin Luther King Jr.© Plutor
The American public is suffering from an education deficit. By this I mean it exhibits a growing inability to think critically, question authority, be reflective, weigh evidence, discriminate between reasoned arguments and opinions, listen across differences and engage the mutually informing relationship between private problems and broader public issues. This growing political and cultural illiteracy is not merely a problem of the individual, one that points to simple ignorance. It is a collective and social problem that goes to the heart of the increasing attack on democratic public spheres and supportive public institutions that promote analytical capacities, thoughtful exchange and a willingness to view knowledge as a resource for informed modes of individual and social agency. One of the major consequences of the current education deficit and the pervasive culture of illiteracy that sustains it is what I call the ideology of the big lie - which propagates the myth that the free-market system is the only mechanism to ensure human freedom and safeguard democracy.
The education deficit, along with declining levels of civic literacy, is also part of the American public's collective refusal to know - a focused resistance on the part of many members of society to deal with knowledge that challenges common sense, or to think reflectively about facts and truths that are unsettling in terms of how they disturb some of our most cherished beliefs, especially those that denounce the sins of big government, legitimize existing levels of economic insecurity, social inequality and reduced or minimal government intervention in the field of welfare legislation."
(1) The decline of civility and civic literacy in American society is a political dilemma, the social production of which is traceable to a broader constellation of forces deeply rooted in the shifting nature of education and the varied cultural apparatuses that produce it, extending from the new digital technologies and online journals to the mainstream media of newspapers, magazines and television. Politics is now held hostage to what the late Raymond Williams called the "force of permanent education," a kind of public pedagogy spread through a plethora of teaching machines that are shaping how our most powerful ideas are formed.
(2) For Williams, the concept of "permanent education" was a central political insight:
What it valuably stresses is the educational force of our whole social and cultural experience. It is therefore concerned, not only with continuing education, of a formal or informal kind, but with what the whole environment, its institutions and relationships, actively and profoundly teaches.... [Permanent education also refers to] the field in which our ideas of the world, of ourselves and of our possibilities, are most widely and often most powerfully formed and disseminated. To work for the recovery of control in this field is then, under any pressures, a priority. For who can doubt, looking at television or newspapers, or reading the women's magazines, that here, centrally, is teaching and teaching financed and distributed in a much larger way than is formal education.(3)
Comment: We have been witnessing the signs of increasing fascism for some time.