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Maya Ethnobotany: Four Studies

Maya Ethnobotany:  Four Studies

 

E. N. Anderson

 

1.  Yucatan Maya Herbal Medicine:  Practice and Future                                      2

2.  Wild Plum Shoots and Jicama Roots:  Food Security in

Quintana Roo Maya Life                                                                        12

3.  African Influences on Maya Foods                                                            21

4.  From Sacred Ceiba to Profitable Orange                                                            30

 

 

 

1.  Yucatec Maya Herbal Medicine in Quintana Roo:  Practice and Future

 

 

Abstract

The Yucatec Maya of west-central Quintana Roo maintain an herbal medical tradition involving over 450 named taxa.  Some 347 species have been identified botanically (at least to genus level) to date; others remain unidentified.  Significant differences exist between this tradition and those found in neighboring Yucatan state.  Conditions treated are usually minor:  skin problems, respiratory diseases, stomach upsets.  However, more serious conditions, including diabetes and cancer, are also treated routinely.  Commercialization of major herbal drugs is beginning.  This presages problems with biopiracy and overexploitation in future.  To avoid conflicts such as those in Chiapas recently, there must be cooperation between governments, biologists, and Maya communities.  Some efforts in this direction have been made.

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The Morality of Ethnobiology

Doctor Faustus, Ethnobiologist:

The Morality of Ethnobiology

 

E. N. Anderson

Dept. of Anthropology and

Center for Conservation Biology

University of California, Riverside, CA 92521-0418

Gene@ucrac1.ucr.edu

 

 

Abstract

 

Recent debates over bioprospecting, biopiracy, and indigenous intellectual property rights have raised some basic ethical issues that lie well outside the ordinary province of anthropology and biology.  This paper focuses on the wider issues, some of which are rather intractable.   Possibilities for amelioration are suggested, but the paper is concerned primarily with basic questions about the morality of extracting information that is extremely useful but could be expropriated or abused.

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Saving American Education in the 21st Century:

Part I:  K-12

1

Modern classroom education is very different from traditional teaching.  A teacher lectures, often in highly abstract terms, and often with no demonstration (though perhaps with “visuals”—not necessary very relevant or revealing ones).  Students copy facts and memorize them.  Testing does not involve making the students do what they’ve learned; it involves making them guess which one of four statements is most like what a testmaker would think was the correct answer.  As Marc Bousquet (a professor at Santa Clara University) puts it:  “We herd them into a system that manufactures desperation and then hand them hamster wheels with sickly, hypocritical grins on our faces” (Bousquet 2010:B2).

The lecture-and-examination system arose in the ancient world and was perfected in medieval times.  It evolved to teach philosophy and other highly abstract fields to high-level students.  It has persisted today largely because it is cheap.  One can hire someone, not always the most qualified person, to teach a very large number of people.  This works if all one wants to do is teach a bare minimum of information.

However, when actual usable knowledge is the goal, we revert to the age-old demonstration-and-imitation model.  We do this for lab science, computer skills, typing, cooking, driving, sports coaching, and above all apprenticeship on the job.  The technique requires much input of teaching effort by skilled personnel, but it is the only way that works, as everyone has known since Ug the cave man taught his kids to flake stone tools.

Thus, though we Americans are so cynical that we pretend not to know how to teach, in areas that matter to us are taught perfectly well.  Young people are guided, in actual practice, by coaches and mentors.  Tell a sports coach, construction foreman, driving teacher, or chef that he should teach his students by making them sit motionless and memorize random bits for a standardized test.  Preposterous! 

It is only in “book learning” that we pretend such methods work; this shows our opinion of the learning in question.  Lecture-and-examination education is, in short, not a good way of teaching.  It is too abstract, remote, hands-off, and impersonal.  It leads to rote memorization.  It discourages creative application of knowledge.  Recent letters to Science and the Chronicle of Higher Education have responded to this truism by stoutly maintaining that a professor who is a great speaker and actor can teach effectively through lecturing.  Sure, but this line gives away the store; if you have to have a movie star to do the job right, what hope is there for even good lecturers, let alone mediocre ones?

Rote learning is far worse.  It is the method of choice for those who want to regiment citizens rather than enlighten them.  As such, it has become the darling of politicians, who want followers, not thinkers.  It has given us a generation many of whom who can’t write, can’t understand what they read (having been trained to read only to memorize random facts), can’t do scientific experiments, and don’t know the local environment. 

Even worse, many students come to believe that actual thinking and creativity are strictly for the outside-of-class world!  Students who are perfectly thoughtful and creative in their daily lives diligently turn off their brains and stop questioning when they get into class.  There is now an active culture among teenagers of writing short stories on the Internet for their friends.  They write stories and poems for their friends and posting these on their MySpace and Facebook sites—with no idea that students were once supposed to write such things.  Students have ceased to see education as anything but standardized testing.  They never get to write stories in class.  They appear genuinely unaware that writing short stories was once a part of education!  They are constantly online, learning and writing and sharing, but they separate these activities from formal education.

Unfortunately, many modern alternative methods do not work well either.  Creativity for its own sake, or “discussion” for its own sake, can become undirected and trivial.  Relying on children’s natural desire to learn is a fine and necessary start, but inadequate to get through the slogging of memorizing times tables and chemical elements. 

Education for the future has to empower children and strengthen them, and make them lifelong learners.  Recently, the trend has been all the other way:  toward dragooning, forced memorization, standardized testing, and every other thing that breaks a child’s will and ruins his or her mind for life. 

            Americans will have to figure out what they actually want from education.  Rote memorization of trivia?  Citizenship?  Understanding the world?  Job skills? 

2

            We have long known how to teach and learn.  Yet, a great deal of what we know has been forgotten.  John Medina has conveniently reviewed much of this in Brain Rules (2008).  His rules—as conveniently summarized on the back cover—are:

“Exercise:  Exercise boosts brain power.

Survival:  The human brain evolved, too.

Wiring:  Every brain is wired differently.  [Individual differences are far too great to ignore—yet we generally ignore them, wrecking the teaching process.]

Attention:  We don’t pay attention to boring things.

Short-term Memory:  Repeat to remember.

Long-term Memory:  Remember to repeat.

Sleep:  Sleep well, think well.  [Of all rules, this is the most forgotten.  We now know that learning is consolidated during sleep.  Rats learning mazes replay these in their dreams; Medina 2008:164.]

Stress:  Stressed brains don’t learn the same way.  [In fact, they barely learn—except for the blazing, brilliant memory for the major stressor in a given case.  One focuses.  Depression, being generally a form of long-term stress, is thus devastating to learning.]

Sensory integration:  Stimulate more of the senses.  [He highlights smell, often forgotten.  He also points out that humans cannot multitask; the brain simply cannot pay real attention to two things at once.  So one must be careful to keep the multimodality targeted.]

Vision:  Vision trumps all other senses. 

Gender:  Male and female brains are different.  [Trivially, however.]
Exploration:  We are powerful and natural explorers.”

            We may add that hard tests are crucial; people have to know what they don’t know.  Educators even advocate giving students tests on material they are about to learn, so that they will at least know what the hard questions are (Roediger and Finn 2010).  Of course the students fail the tests, but they don’t blame themselves, and then will work harder and with more focus.

            Of these, we may note that some were known to the ancient Greeks.  My high-school psychology course more than 50 years ago taught me that “frequency, recency, and vividness” were the keys to remembering, and the line was classic long before that.

            Play has also greatly declined.  Recess and physical education have been dropped from schools, to provide yet more time for mindless drills.  At home, fear of street violence, availability of TV and video games, and other factors have virtually eliminated actual play in the old sense.  This is clearly disastrous from a psychological and educational view (Winerman 2009).   Yet, everybody knows, at some level, that successful education has to involve physical activity, including a good deal of “fun.”  Without field trips, experiments, and personal experiences, it doesn’t work. 

            If one uses all these rules, or whatever variants of them one prefers, one finds a classroom with a great deal of multimodal teaching, a fair amount of moving around, a great deal of repetition in different ways and forms,  and not too overwhelmingly much presented at a time. 

            Yet, during my lifetime, most American education has been moving away from these goals.  The No Child Left Behind initiative in particular—coupled with the huge tax cuts that accompanied it—led to enormous classes, drilled endlessly in mindless and overpacked curricula, with no accommodation to individual differences, need for rest, need for exercise, need for multimodal presentation, or anything else human. 

3

The schools are one area in which government must do the job.  It is a necessary political and social service, not a matter of material production.

Inevitably, then, politics has invaded education.  One reason for the failure of American education in science is that it has become politicized in an unsavory manner.  

Taxpayers and governments are so indifferent to their responsibility to educate the young that America’s schools are typically in serious need of repair, paint, landscaping, and new equipment; many are falling apart and downright unsafe.  Computer facilities and libraries are in dreadful shape. 

Every American child can compare his or her school with the local shopping mall, and see very clearly which one gets the attention and the money.  That lesson in values outweighs everything learned in class.  Meanwhile, right-wing politicians and talk show hosts continually attack teachers, claiming they are overpaid, coddled, and so on.  Clearly, if the community makes its scorn for schools and teachers obvious, the students will not take education seriously.  Very different are traditional societies, from hunter-gatherer societies to ancient Greece and China.  Then, even if both children and teachers were penniless, elders and their teachings were respected.  Still more different was America 50 years ago, when I was learning.  In those days, learning, school, and teachers were respected, and we kids listened up.

The problem of school maintenance and budget is obviously worst in poor neighborhoods, but paradoxically they may have less problem with students making the negative comparisons, because the difference between the school and other local buildings is less.  This does not change the brute fact of extreme economic injustice.  Spending on schools in a poor community that cares a lot may be only a fraction of that spent in a rich one that cares relatively less for education.

Government and private schools currently suffer from the belief that education is valuable only in so far as it is training for specific jobs.  No.  Education is essential to human development.  Humans are an end, not a means. 

Probably an even worse attitude, harder to spot today but much more open when I was young, is the idea that teaching is about making children learn discipline—“learning to mind,” it was called in my day.  My father (a Texas farm boy, educated in a tiny rural schoolhouse) quoted a (mythical) Texas farmer: “I don’t care what you learn ‘em so long as they don’t like it.”  This Puritanical attitude has made Americans focus on what children “should” learn and “should” do, and on making sure they don’t like it, rather than on what the children actually need.  We tend to teach whatever is the most grimly unpleasant and mind-deadening side of education, and abolish the pleasant or directly useful subjects as “frills.”  Really valuable subjects like natural history, nutrition, health, and exercise have thus gone to the wall.

All the above implies that saving American education at the grade-school level will take work.  It must involve, first, spending a great deal more money on actual classrooms and classroom teaching.  Rebuilding deteriorated schools is not only a matter of safety and common care for children, but a matter of community pride in education.  Teacher/student ratios much above 20-25 students per teacher in grade school and around 100 in big college classes make education simply impossible, unless rote memorization for standardized tests is dishonestly called “education.”  Teachers have to mentor, guide, and correct.  This cannot be done in mass batches.

George W. Bush’s “No Child Left Behind” policy has been a total disaster.  Even the idolized standardized test scores have fallen since it was introduced—let alone the measures of real education, such as the ability of college freshmen to write and do research, or the ability of fledgling employees to do useful work.  “NCLB” penalized teachers and principals for things over which they had no control, notably the number of non-English-speaking students in their districts.  It did nothing to reduce class size or provide better equipment.  It laid unfunded mandates on cash-strapped states and communities.  It favored private schools over public ones.  

By far its worst damage, however, has been its single-minded focus on standardized tests as the sole measure of quality.  The Educational Testing Service, which has a virtual monopoly on the tests, was a huge donor to Bush’s campaigns. 

The result has been an enormous relative increase in testing and in teaching to the test.  Schools compete to see who can achieve the highest test scores; those that fall behind are savagely penalized.  Teachers and principals are evaluated solely by how well their students do on the all-important tests. 

Standardized tests are bad enough of themselves, but it is possible to construct multiple-choice tests that require creativity, originality and real thought.  I have seen it done.  Cleverly designed standardized tests are a blessing in many situations.  Moreover, it is possible to use even the more mindless sort of standardized test to advantage when all one needs to test for is straight declarative knowledge—memorizing scientific names or chemical elements. 

However, the mass tests used in schools do not even approximate this goal.  One must seriously wonder whether anyone ever intended that they should. Given the administration that designed the plan, one suspects that it was deliberately designed to reduce original and critical thinking as much as possible.

We in America thus return to the level of traditional schools in Asia and Africa, where children learn to chant sacred books without understanding the words.

One of the predictable results of No Child Left Behind has been skyrocketing rates of cheating.  64% of high school students now cheat on tests, and 36% have plagiarized papers (David Crary, Associated Press, online article, Dec. 1, 2008).  In my childhood, cheating in high school was virtually unknown.  Teachers and staff are too overworked to police this, and many schools look the other way in any case, since their funding and many jobs are on the line.

4

It is unfair to single out Bush.  All segments of the body politic are guilty.  Liberals have rushed to embrace anti-teacher reforms (under Obama) and, more generally, the anti-science rhetoric of the “postmodernists.”  Moderates have supported “professional” schools in universities at the expense of the liberal arts and sciences. 

Politicians of all stripes routinely campaign against teachers and school taxes, and label them “special interests.”  Education was in desperate financial straits in most of the country even before the 2008 recession, but the reverberations of that crash are seriously threatening to end public education in much of the country.  California, Texas, and many smaller states are cutting education to the bone.  As of 2011, Texas, already one of the least-educated American states and one spending the least on education, is faced with a huge budget shortfall, and is proposing to deal with it by cutting public education 1/3 or more (Los Angeles Times, Feb. 7, 2011, p. A1).  This will, in the medium term, reduce Texas to levels of literacy and numeracy well below those of the less corrupt Third World nations.

Schools are blamed for all the faults of the young.  To hear politicians talk, parents have nothing to do with the kids’ problems, and have no responsibilities for their children.  This is because parents vote, and are numerous.  No politician wants to blame a substantial voting bloc for anything.  Moreover, many politicians go on to say that public money spent on education is “wasted.”  They cut school funding, in spite of occasional lip service to education in general.  Open or slightly-covert support for private schools over public schools is official in the Republican party and not infrequent among other parties.    

“No Child Left Behind” certainly was designed to hurt public schools, thus giving private schools a leg up; one may even suspect a deliberate attack on education and learning in general, since the Republican Party has, statistically, become the party of the less educated (a striking reversal since the 1950s).  However, the real target was more limited:  NCLB was explicitly and openly intended most specifically as an attack on teachers’ unions and associations.  This attack was largely due to the unions’ being strongly Democratic and active in politics.  Of course they were Democratic because of decades of Republican opposition to funding for public education, so the whole matter became a positive feedback loop.  The more the Republicans attacked teachers’ unions, the more solidly Democratic the latter became. 

However, there is more to this.  Besides a desire not to alienate parents by assigning them some blame, the real underlying hatred of unions is due to money issues.  The Republican imperative to cut taxes means both cutting teachers’ salaries and cutting expenses on schools overall.  The resulting inevitable decline in educational levels is then blamed on the unions for protecting “bad teachers” from public wrath—and from firing.  Meanwhile, class sizes rapidly increase, school nurses and counselors have joined the dodo and the great auk, physical education and other relatively expensive programs have gone too, and teachers spend an average of $400 a year on basic classroom materials—chalk, paper and such—that schools no longer provide. 

Teachers were formerly fairly conservative, and many teachers were Republicans.  The tensions of the last 20 years have changed this, and the resulting polarization is not healthy.  Even moderates now often blame the unions for failed schooling, especially because they protect “mediocre” teachers.  Conservatives such as David Brooks argue that what the schools need is the abolition of tenure, cutting teachers’ pay, and firing “inadequate” teachers—inadequacy to be determined on the basis of their students’ standardized test scores.  Obviously, many conservatives would dearly love to fire teachers for political reasons, and often try to do so.  But even if they fired teachers “fairly,” the result would be a massacre. 

Already, burnout and job dissatisfaction are costing the United States thousands of teachers every year.  Special-needs children are mainstreamed, class sizes are steadily expanding, and teachers’ aides are being eliminated by budget cuts.  Attracting the finest to teach school under these conditions is already an enormous challenge.

What would happen to teaching if the conservatives had their way?   No one seriously thinks we can attract better teachers by promising less pay, eliminating job security, and threatening them with summary firing if they disagree with the principal or have a run of poor students.

The right wing has proposed a “voucher system,” in which children would be given money for private schooling to escape the public school system.  This would provide a sterling excuse to defund the public schools and ultimately to end public education.  Experience teaches that the private schools would continue to raise their fees.  The voucher sums could and would easily be cut whenever fiscal problems struck a state, because there would be the obvious alternatives. 

One can only conclude that the real agenda of the conservatives is to end public education.  This became open in the 2010 elections, with some Republican candidates openly advocating abolition of public education.  It is, after all, a huge consumer of taxes, and it is by far the most important leveling mechanism in the United States.  It is, in fact, the only surviving bastion against total takeover by the elites, and the only real source of opportunity for nonwhites and less than affluent families.  Would abolishing it accomplish anything except cutting off these opportunities?

The No Child Left Behind plan is openly racist.  Bush and his advisors knew perfectly well that impoverished minority schools could never compete, if only because of the terrible health problems in the ghettos and barrios they serve.  One cannot possibly avoid the conclusion that penalizing these schools was meant to hurt minority children, not to help them.  The penalties, such as replacing principals and thus destroying any continuity (rather than—say—actually evaluating the principals on the basis of their administrative skills), make sense only if they were designed to hurt the slower schools, not to improve them.

Yet, in America, quality private schools are hopelessly inadequate in number and highly concentrated in a few cities.  Outside of the richer parts of the northeastern US and the Washington, DC, area, there are relatively few private schools that actually focus on academics.  The vast majority of private schools in the United States are religious, and many of those teach little beyond religious bigotry and six-day creationism.  The religious right, with the support of cynical politicians who know better but need the votes, has set itself unalterably against the teaching of evolution and environment in the schools.  They often claim that they want only “equal time for creation.”  This might not be bad (I think it would be good) if actual evolutionary theory and also Native American and other creation stories were allowed as well as “literal” Judeo-Christian ones.  However, where creationists have taken power, or been able to frighten school boards, they have simply ruled evolution off the turf and out of the textbooks.  The basis of biology—Darwinian theory—is now not taught widely in the United States.  In fact, only 28% of science teachers teach it; 60% equivocate; 13% deny it outright and teach accordingly (Berkman and Plutzer 2011).  In some states, it is gone from grade school education.  In others it is still in the books, but so watered down that it is not even a shadow of its true self. 

The same people have attacked sex education in schools.  Evidently, many Americans are more interested in certain kinds of indoctrination than in actual study and assessment of evidence, or, for that matter, in morality.  American education has moved away from a focus on life skills and health; time spent on hygeine and health education, physical education, and relevant aspects of biology have all declined. 

Of course, multiculturalism is also under attack, though common experience confirmed by serious research shows that (at least for Latinos, and doubtless for all bicultural individuals) both involvement in one’s culture of origin and involvement in US mainstream culture are valuable (Smokowski et al. 2009).  Strong confidence in one’s own traditions is important for learning others’ traditions well.

Because of political controversies, time spent on civics and history has also declined.  Far-left and far-right parents feud with the schools over how these controversial subjects will be taught.   Ultimately, many schools shy away from teaching more than a bare minimum.  Fortunate are those states like California that have public university systems that make no-nonsense demands on the public schools:  no decent history courses, no entry to the universities.  But California’s funding crisis has now gutted even this.

Foreign languages, too, are generally required for college entrance, but anyone who travels in Europe or Asia is aware of the incredible deficiency of North Americans in this regard, and any American who is not ashamed is not paying attention.  Swiss children are expected to know five languages fluently, and most Europeans know at least three.  I have known totally unschooled individuals in Asia who knew five languages—they had simply picked them up—and have met more school-trained Asians who knew over 20!  The human animal is biologically programmed to learn languages fast and easily (Hauser and Bever 2008; Pinker 1995).  Humans benefit by knowing more than one.  It makes learning further languages and other linear communication forms that much easier. Learning only one language is probably unnatural for humans, and certainly limits learning ability.  It probably leads to failure to develop key neural channels; inadequate learning of a single language most certainly does, as we know from a few tragic cases of isolated children (Pinker 1995).  Fluency in two or, better, three languages should be required.  As in every other case, the obsession with mindless standardized tests has ruined language teaching in America. 

Many Americans defend their ignorance by claiming that learning a second language interferes with knowing the first one!  Immigrants and Native Americans have been constantly attacked for speaking their heritage languages, and attempts go on and on to force them to speak English only.  Science proves the opposite:  since the human mind is designed to learn languages, the more one learns, the better one knows one’s own.  Opposition to second languages is second only to standardized test mania as a proof that American education is far too influenced by irresponsible and ignorant people.

5

Right-wingers and the more extreme end of the business world consider teaching about ecology and the environment to be a threat to their interests.  Even the most innocuous references to air and water pollution have been forced out of textbooks.  Many dubious ideas surface in literature made available by coal, oil, and nuclear interests (Selcraig 1998; Stauber and Rampton 1995).  

Some of the right-wing writings on the subject are so extreme as to be chilling.  Facts Not Fear: A Parents’ Guide to Teaching Children about the Environment (Sanera and Shaw 1996, with foreword by Marilyn Quayle) manages not only to misrepresent both science and environmental politics, but goes on to imply strongly that all ecologists and environmentalists are actually Communists trying to destroy the capitalist system.  This is part of an even wider disinformation campaign by polluters and deforesters (Stauber and Rampton 1995; for more examples, see Rush Limbaugh’s See I Told You So [1993] and other books by Limbaugh and by Glenn Beck).

Some environmental education has indeed been politicized in an overly anti-capitalist way.   Conservation biologists were stung into releasing a report in 1997 that found many problems with books for the public and school market: “some texts seem more interested in advocacy than science,” promoting errors and misrepresentations of their own (“Overhauling Environmental Education,” Science 276:361, 1997).   One observes that many such texts also blame “capitalism” or “the capitalist system” for the environment’s ills.  It is hard to understand what they mean by this, since they leave their terms undefined.  Certainly it does not square with what we know of environmental management in ancient Rome—1500 years before capitalism—or in the USSR or modern China.    

6

Teachers need much more freedom to teach as they will, and much more training in the actual subjects they teach, than they get in most public and private schools.  They need to study biology, as well as whatever may be useful in “education” curricula.

The current problems of the schools are greatly exacerbated by the layers of administration to which they are subject.   Many school systems, from grade school to universities, spend over 40% of their very limited budgets on administration.  “Local control” of education should mean not control by local politicians, but control by the teachers, subject to consultation with the parents.  The teachers need to be insulated from both politics and parental interference. 

Parents—but not politicians—need some recourse. We need to go back to a world in which teachers, students, and parents can interact, without having to deal with arbitrary, Byzantine, and frequently corrupt layers of administrative management.  This requires drastically cutting back on the power and funding of administrations. 

It also requires reforming the complex codes that make them unfortunately necessary in many polities.  The administrators and politicians have created a vast network of laws, rules, policies, conventions, and paperwork requirements that serve to keep administration necessary.  Whether they do it consciously or not, administrators (from NSF to the neighborhood school board) create policies whose ultimate result is to force teachers to do more and more paperwork and trivial nit-picking. This runs up the expense of education, again, since it means the university must hire a phalanx of lawyers and specialists.  It also keeps the teachers too busy to organize.  It also keeps them convinced that administrations are necessary.  Teachers have time either to teach and do research or to play politics; they can’t do both.  The honorable ones thus are more or less forced to leave politics to the rest.  Simplifying the rules and paperwork, again from NSF down to the town school district, is clearly a high priority for improving education.

            The worst problem with modern education is the one revealed by the universal, and increasing, reliance on standardized multiple-choice tests (SMCT’s) to evaluate anything and everything.

            It is possible, with creativity and ingenuity, to devise SMCT’s that successfully evaluate critical thinking and analytic ability.  Several professional bodies, especially in the health professions, have been doing this successfully for years.  The problem is not SMCT’s per se, but their misuse as a crutch to allow schools to save money by teaching canned, mindless knowledge to huge classes.  This, plus the savage competition between schools that No Child Left Behind has forced on us, has led to making education more and more a process of cramming students with random facts, as a Strassbourg goose is crammed with corn.  The facts are those tested on recent SMCT’s, rather than those students might actually need.  A whole industry of creating cheap, inane, badly-done SMCT’s has arisen to cater to this.  Some recent reforms in the early 2000s have ameliorated the worst abuses, considerably improving many SMCT’s.  However, this trend is offset by the steady expansion of SMCT’s throughout grade-school and university teaching.

            On this altar, music, arts, serious science, physical education, and other “frills” have all been sacrificed.  More to the point, we have sacrificed critical thinking, originality, creative writing, and everything else a serious education is supposed to produce.

Most of the skills we teach at the university, from laboratory science to engineering to archaeology, are like driving, or duck hunting, or farming.  They require both a huge amount of factual knowledge and a tremendous amount of hands-on physical experience, and they require, above all, critical thinking and good judgment.  None of this can be taught by rote memorization.  The factual knowledge can be appropriately tested with SMCT’s, but not the quick thinking for reasoned judgment under real-world conditions.  Physical skills have to be “embodied”—our muscles and sinews actually have to grow, shape themselves, and accustom themselves to particular patterns of movement.

Sports require more physical training, less knowledge, but even they require analytic thinking and quick judgment.  Of course no one would evaluate a swimmer or tennis player by giving her an SMCT.

            Research, leadership, cooperation, organizing, original and critical thinking, writing, and other basic academic skills depend on experience and practice.  They have little to do with memorizing facts, and cannot be tested by SMCT’s.  They do not depend on specific physical skills, but they do depend on the body being in reasonably good physical shape, a fact well known to the ancient Greeks but forgotten in modern classrooms.  We have sacrificed physical training and created a generation of children almost 40% of whom are obese. 

            Evaluating real skills by serious evaluative methods is a problem that will take some thinking.  We are not thinking about it.  In the meantime, SMCT’s should be restricted to a very small role—testing the minimal knowledge needed by people for specific activities.

            This is routinely done in driving:  we take brief SMCT’s on traffic law, but the serious tests are the driving test and the eye test.  Those are taken more seriously than the law test.  The same is true in sports; there is a little teaching of factual knowledge, but of course almost all evaluation is practical.

Part II:  College

7         

Another hotly debated field is university education (see Marc Bousquet’s excellent book, How the University Works, 2008; also Arum and Roksa 2011; Clawson 2009).  Here too, mindless rote memorization is getting rapidly commoner.  Almost as pernicious—and related—is the steady growth of the size of lecture classes.  Classes of several hundred or even more than a thousand students are common.  In these, the real teaching is done by graduate students or lecturers, who are usually very dedicated and hard-working, and establish fine rapport, but cannot always handle the job of transmitting expert knowledge to hundreds of students.  Worst, such classes are especially common at the freshman level, where they disserve students already overburdened trying to adjust to a system they do not yet understand.  Community colleges are at last waking up to the need for first-rate science (Boggs 2010).

It is no surprise to find that college students learn little—and often nothing—in their first two years (for this and what follows, see Arum and Roksa 2011; they make many of the points developed below, and add that college has become more “social” than educational).  Parents and students want quick certification more than real education; professors are on a running wheel of research-and-publish; administrators are farther and farther removed from teaching, more and more bureaucratic.  The public is losing faith in the system, but can think of little to do; the right wing takes advantage of this to attempt to eliminate tenure, cut pay and retirement plans, and bring thought control to the university.  College education is rapidly declining in quality and value.

The public, including college administrators, undervalues biology.  College biology departments sometimes are treated by administrators as nothing but premed training camps.  The courses are made as dull and difficult as possible, to weed out less gifted premeds (Greenwood and North 1999).  I have heard biology professors boast outright of doing this.  Prospective environmental scientists often become disillusioned and discouraged.  Moreover, among those who do go on, promotion goes to narrow specialists who publish highly technical papers, not to those who reach out to the public.  The public—including lawmakers and budget planners—concludes that field and organismal biology is unimportant and irrelevant. 

The university tenure system of a generation ago worked well to protect professors from administrative abuses, but has been undercut by administrative takeover and by rather astounding legal opinions to the effect that academic freedom does not protect whistle-blowing on administrative crime! 

Academia today bears the same relationship to scholarship that organized religion bears to religion.  Religions generally teach love, tolerance, fairness, and justice.  Organized religion, to the degree it is hierarchic, almost always ends up promoting hate, bigotry, oppression, and mindless obedience.  The similarities between a modern “multiversity” and the medieval church are not accidental or trivial.  Quite apart from the historic roots of the former in the latter, the current social dynamics are the same:  a top-down hierarchy, promoted by nontransparent internal means, and subject to every sort of vicious backroom politicking.

Organismal biology, if taught at all, is taught via lectures and textbooks.  My university is typical in having cut back steadily on field biology courses and training, in order to divert resources to molecular and cellular biology.  These latter are necessary and desirable, but the world simply cannot afford to lose the field courses.  The situation in the lower grades is similar or worse.  Biology is poorly taught, and is increasingly focused on non-organismal biology—partly because it is safer from challenges by anti-evolutionists.

            All the above led to a recent letter to Science, signed by 20 leading scientists (Bazzaz et al. 1998; the signers included leading ecologist Paul Ehrlich, and Jane Lubchenco, later a leader in the Obama administration’s team) from the United States and Mexico.  It called for training students “who will be ready and willing to devote part of their professional lives to stemming the tide of environmental degradation and the associated losses of biodiversity and its ecological services, and to teaching the public about the importance of those losses.”  It continued:  “We believe that such efforts should be rewarded as part of the process by which ecologists are considered for academic posts, granted tenure in universities, elected to membership in learned societies, and so on” (Bazzaz et al. 1998).  David Orr (1992, 1994) has written eloquently and movingly on the lack of real concern with life that is shown in much biology teaching.  He has advocated that we of the scientific community be more open about love for the world and for our fields. 

Modern electronics provide an escape.  With clickers, email, visual and multimedia displays, instant messaging, Blackboard and other classroom-related software, and other wonders of the 21st century, highly interactive teaching is possible at a distance, and some of the excitement of hands-on education can come into a lecture hall.  This would bring back real teaching and learning to classes with a hundred, or a very few hundreds, of students. 

The bad news is that many indications suggest that these methods will be used as yet more ways to cut costs by reducing staff levels.  The online-education advocates seem to think that, with enough gadgetry, we could have a single professor teaching 10,000 students.

The good news is that sanity is not entirely lost.  Sarah Miller and others, writing in Science (2008), report finding that what works for elementary school students works for college students:  an hour spent in varied activities with full feedback beats lecturing out of the field.  They managed to get bits of lecture, brainstorming, data interpretation, a case study, a “think-pair-share” period, and some feedback via clicker or instant “paper” of a line or so into an hour.  (This seems incredible to an old college professor, but my daughter Laura, a high school science teacher, does it all the time.)  Miller et al. found stunning increases in effectiveness when college science was taught this way.  Obviously, it takes an incredible amount of hands-on work by the professor, and is possible at all only because of clickers, text messaging, and so on.  No 10,000 here.  But it works.

Surveys show that most college students are concerned, first, with getting skills they need to find decently-paying jobs; second, with learning enough about society to make them informed citizens.  The older generation of professors decries the focus on careers and money, but fail to realize this is not the 1960s, when education was free, jobs abundant, and a house cost $25,000.  Today’s students face high and fast-rising tuition costs.  They graduate with five- or six-figure debts.  They face a world where good jobs are few and houses start at $400,000.  Blithely ignoring career issues and filthy lucre is not an option. 

Universities are badly strapped themselves.  Harvard’s endowment is in the billions, but most universities are not so lucky.  As of 2005, average endowment per student in the top quartile of schools was $376,000, in the bottom quartile a mere $32,668; as a result, the former spent $13,069 per student on actual instruction, the latter $3,290.  The former figure had risen dramatically since 1995, the latter hardly at all (Selingo and Brainard, in The Chronicle of Higher Education, 2006, p. 13; figures now average somewhat higher, but, thanks to the 2008 recession, not much higher, and in some cases lower).  Social justice is not a part of American education.

Educating an undergraduate at a typical public university costs about $8,000 a year minimum (cf. Schwartz 2007, but I have updated the figures as of 2011).  In a good public university the figure is closer to $17,000; private universities can run three or four times that.  Currently, tuition has risen to that level at most American colleges.  Some charge even more, making the students support research that has only indirect benefits to them and that is more important and relevant to state business interests.

This increase in costs is not just boodling (though there is plenty of that).  The biggest actual reason is the new information technology.  A university now has to spend thousands of dollars per student per year on new hardware and software.  Education, especially in the sciences, can no longer take place without the latest computers, programs, security software, licenses, and so forth.  The costs of books and journals have also skyrocketed in the last 20 years, largely because giant firms have acquired a virtual monopoly on key publications, especially in the biomedical field, and charge accordingly.  A major medical journal now costs over $10,000 a year, virtually all of which represents profit for the publisher.  (On top of that, many of these private journals reach truly outrageous heights by forcing the contributors to pay the publication costs, thus making a clean 100% profit!  Grants often cover the costs; a researcher not on a grant is virtually ruled off the turf.)

Professors’ salaries have not moved much, in constant dollars.  My father’s salary at the University of California in the 1950s was higher in buying power than mine in the same position at the same university in the 2000s.  Professors’ salaries have increased 5% in real dollars since 1970, but that is due mostly to the aging and thus increasing seniority of the faculty.  Salaries actually decreased for assistant and associate professors (Clawson 2009).  This is bad enough, but worse is the spectacular inflation of book, journal, and lab equipment prices since 1970.  The tools of our trade have been priced out of our reach.  A bit of amusing but thought-provoking symbolism: the old symbols of the professoriate, sherry and tweed jackets, are now out of a typical younger faculty member’s reach.  

The universities have further saved money by replacing professors with “temps”—graduate students or temporary postdoctoral staff—to teach beginning courses.  These are notoriously exploited, the temporary staff being paid less than a living wage because they are doing it in hopes of getting experience toward a “real” job later (Bousquet 2008 has a thorough discussion of this problem; I am proud to say that the temps unionized at UC, with help from the professors and students).  Most professors are now nontenured and temporary, a new development (Hacker and Dreifus 2010 give the dismal statistics).  This is a disaster.  Tenure is necessary not only for academic freedom, but also for continuity, commitment, accountability, and loyalty (see a superb short essay by Cary Nelson, 2010).  One might think tenure removes accountability, but who is more accountable:  a professor who is always around, committed to the system, and not at all protected from firing for genuine fault, or a temp who will be gone without trace in a month?

One problem for the universities has been the natural tendency of professors “climbing the ivy” to fall into highly specialized and professionally-popular topics.  It is always depressing to see a scholar who began as a genuinely curious, broadly interested person slowly narrow down into a hyperspecialist, desperate to stay au courant with an insignificant field, caught up in academic politics.

8

Far more serious is the convergence of universities on the giant corporations (Washburn 2005).  Overadministration is now common (see Birnbaum 2000 and Bousquet 2008 for merciless looks).  Most of the administrators are well-meaning, though often shortsighted, but many are cynical, corrupt careerists.  I could name names and pin down millions of dollars stolen.  The Chronicle of Higher Education’s annual “almanac issue” for 2006 (Aug. 25, pp. 3-4) included an appalling list of presidents and high administrators caught red-handed in financial scandals, usually involving “liberating” university resources for their own indulgence.  They were acting like their role models, the executives of corporations such as Enron.  The list goes on for two pages of fine print, and names names all over the country.  Whole university administrations, including my own (the University of California’s), were caught.

Many of these individuals are career administrators trained in business management, rather than academics.  Others are academics corrupted by the Enron model in academic circles. Both groups go by the book—regulations when possible, administrative manuals and books otherwise.  My wife once served under a dean who made everyone read a management text based on case studies of several “successful” firms; unfortunately for the model, half the firms were in court within a year or two!  Alas, my wife’s school copied them all too well.    

However, these “rotten apples” are not the real problem. They can be handled.  As Max Weber taught us in his classic studies of bureaucracy (see Weber 1946), administrators do not have to be evil to do harm.  Weber classified leaders as traditional, charismatic, or legal-bureaucratic.  Tradition and charisma survive in the modern university, but no one would question the point that modern universities are overwhelmingly led by the last of Weber’s types.  This is inevitable in a world where assigning classrooms, allocating budgets, and setting up anti-cheating policies are the common tasks and where charismatic speechmaking is confined to commencement exercises.

Academia during my lifetime has made an insidious shift from a broadly democratic organization to a bureaucratic one.  In the age of faculty governance, individuals did research and teaching, and competed with one another to do the best job (or at least an adequate job).  They ran the universities, and managed them to maximize the amount of knowledge generated and transmitted.  This created a “wisdom of crowds” situation (Surowiecki 2005):  the more independent minds worked on a problem, the more it was effectively addressed.

Over time, the job of governing the modern college became too much.  Today’s mass-education facilities and huge research universities simply cannot be run by professors in their spare time.  Alas, this meant a shift to the worst type of organization:  one managed by an oligarchy of faceless bureaucrats who are paid only to manage.  They are not accountable.  In particular, they have no stake in the actual output of the university.  They do not teach, and they do not do research. 

They love simple outcome measures that are wildly inappropriate:  number of students enrolled and graduated (as opposed to amount taught to said students), or number of pages published (as opposed to quality of work).  Silliest of all is evaluation by the number of citations an article receives.  Quite apart from the perverse incentive to create mutual-citing clubs (now routine), this measure ignores the number of papers and books that are so bad that everyone attacks them.  In anthropology, several books over the years have accumulated fantastically high citation indices because they were everyone’s examples of how not to do it.  Some straw men are real, and they get cited accordingly.  As well measure a person’s driving by the number of traffic citations!

Bureaucrats are driven by the nature of administrative systems to pass the buck, dodge accountability, fear change, drag their feet, stick with mindlessly administered policies, and resort to meaningless managerial doublespeak when challenged.  Everyone in large hierarchical organizations knows this from countless experiences.  The more overworked and underpaid the bureaucrats are, the more they act this way, and thus the progressive budget cuts suffered by universities in recent years have extremely counterproductive effects. 

The nature of bureaucracy selects for a certain type of person.  One has to be personally ambitious to tolerate such conditions.  This can be good.  Teachers are generally dedicated people who live to help others, and thus their ambition may be of the noblest sort.  Unfortunately, teachers who want to teach are not usually fond of administration, since it takes them from teaching and dooms them to a round of managerial tasks which they often find maddening and trivial.  They see this (often all too correctly) as a move from telling devoted students how to save the world to dealing with cheaters, backbiters, and squabblers over tiny pockets of money.  Many still get into administration, and do well, but administration becomes “over-enriched” with people who are either failures as scholars or personally driven to individual success rather than teaching per se. 

In the business-imitating climate of today, the slick, suave, manipulative individual with no scholarly pretensions but much personal charm tends to succeed.  Such individuals can actually be good administrators, but often are simply there to rip off the system for selfish benefits.  Others mean well, but are simply inept.  Professors denied tenure for incompetence, but too nice to fire, are often taken into administration—at my university, anyway.  Others—the worst—are passive-aggressive souls who “climb the ivy” because they are driven by a sense of personal inadequacy.  These are the ones most likely to turn into bullies, oppressors, and harassers. Again, these are fortunately rather rare, and the usual conflict is between the idealists and the more ordinary careerists.

The modern administrator dodges responsibility at all times.  The result of a failed policy is not admission of a need for change, but—usually—a move to another school and another attempt at the same policy.

Once again, I am not saying that administrators are an evil lot, or that administration is bad.  The administrator who redirected the library money to redecorating his office and the one who followed a shady model did much damage, but they were really rather exceptional.  Far commoner are the well-meaning souls who are mindless regulation-followers, or slick self-promoters, or simply overwhelmed bureaucrats trying to do what they can.  I am saying, following Weber, that a bureaucratic system selects for certain types of people and certain types of behavior, and that we have made it far worse in America by consciously adopting the business-management model for academic administration.  Nothing could be further from the true entrepreneur, who, whether ruthless businessman or dedicated world-saving scientist, is at least fearless and decisive!  (One can see this on a larger scale in the conflict of Republicans and Democrats in Obama’s time:  the former ferociously and mercilessly hard-working and committee, though to antisocial ends; the latter well-meaning but utterly bureaucratized and thus futile.)

We have to get rid of the bad apples, but far more important is changing the system.

Tenure, and thus academic freedom, is seriously threatened, and indeed the whole idea of professors as independent scholars is being replaced with the business concept of professors as low-level workers who produce a product defined by higher-level administrators.  Inevitably, such a product must be whatever produces immediate benefit for the administrators—whether high enrollments, big donations, or large research grants.  Actual education and research are sidelined.

Obviously, the immediate and necessary cure is the same as it is in all bureaucratic situations:  accountability and recourse.

However, it would not be enough.  We also need to teach leadership.  Teaching “management” only makes things worse; business management and its “educational administration” imitator are notorious, for reasons too well known to need elaboration here. 

Leadership was once taught in many contexts in American society.  Some of these contexts, notably sports and the military, were not necessarily those that liberals love, but they did their job.  More ordinary civic and educational venues (possibly more acceptable to the liberal mind) worked well also.  The result was an age of administrators like David Starr Jordan of Stanford, Robert Hutchins of Chicago, and somewhat later Franklin Murphy of UCLA.  Where are their like today? 

If anyone wants to revive leadership training, the basis of it is listening to everybody and getting all possible input, then acting decisively according to one’s own best sense of what to do, and finally take full responsibility for the result.  Then duly thank everyone for their input (whether it was used or not).  The courage to take advice, then come to a rational decision, and then carry it through to conclusion and bear the brickbats or roses, is what academic administrators lack today.  In my experience, and in accounts in the Chronicle of Higher Education and elsewhere, high administrators listen to faculty only when forced, and rarely take the advice forthcoming. 

Leaders also make decisions for all their followers, not only their own core group.  Academic administrators naturally develop a sense of unity, often against the professors and other employees of their universities.  They then make decisions to benefit administrators at the expense of the rest.  Leadership training in the old days paid special attention to this natural tendency and did everything to teach leaders to avoid it.

Leadership does not just happen.  It comes from training and practice.  All graduate students should get both.  Being a teaching assistant does not do the job.  In my field of anthropology, archaeology students who supervise field “digs,” lab-science students who get and manage their own grants, and field workers who do not just do ethnobgraphy but have to develop and manage field teams involving local people do get the necessary experience.  Their only problems are that they are not always well taught, and their professors are not always good role models. 

In short, fairly simple lessons, learned in real apprenceships with real practice, are what we need.  Turning students loose to sink or swim, or giving them brief “educational administration” courses, do more damage than help.

A solo player can be a genius, limited only by individual ability.  A string quartet, even a quintet, takes coordination, but can manage itself.  Beyond that, the human conscious mind cannot handle more than seven things at once, and usually tops out at five.  Any group bigger than a quintet needs a conductor.  Then we can hope someone like Arturo Toscanini, who could weld a huge orchestra into one single organism and get that organism to play beyond anything one would think possible even from a soloist.  Not everyone can become Toscanini, but the more we can approach that sort of leadership, the better we do.

9

Possibly the biggest single area where leadership, not bureaucratic management, is needed is core curriculum:  required courses, and overall course and department offerings.

Sclerotic bureaucracy and lack of leadership guarantees an outcome in which the biggeset departments have the most political power, and use it to stay big.  Staying big usually means that they make sure their beginning courses are the required ones for the university.  This makes change almost impossible.

The business-school alternative is to fire the faculty, hire “temps” instead, and go with “consumer demand,” i.e. student choice (as is advocated by Hacker and Dreifus 2010).  This guarantees that fads will prevail, and that above all the parents’ delusions about what is the “most saleable degree” will be all-important.  Anyone who has spent a year in a college or university knows all too well that the younger students are all going to be doctors, computer programmers, or whatever else the TV set tells the parents is the safest and surest way for their helpless young to make money in the near future.

In so far as this ideal might be achieved, it would be even worse than the frozen state.  The big departments at least reflect some kind of accumulated wisdom.  They generally include English, history, and similar classic fields.  The pre-professional philosophy, by contrast, guarantees a wild swing from one fad to another.  Students concentrate in the “hot” area, oversupply it with qualified people, and thereby crash it as a sure source of employment.  Engineering is particularly notorious for this.  Engineers were seriously short in the American economy in the 1960s, leading to overproduction in the 70s, which led to students avoiding that major and causing another shortage in the 90s, which led to another glut and round of firings in the 2000s.  Doctors have prevented such cycles by making an MD extremely difficult to get; hoops to jump through range from the shortage of good medical schools to the savage and unnecessary hazing of the interns.  The AMA has very consciously worked to keep doctors scarce.

Long-term planning for the future of both students and the American economy would require leadership, because it would require major change. 

As for the students:  it should be obvious to anyone, but is not, that—whatever they do in their lives—all students need a few skills.  The most obvious are good writing skills, critical thinking, some knowledge of economics (including the math), and, yes, leadership ability.  I would add some serious knowledge of American and other cultures, past and present.  I would certainly hope for some serious knowledge of ethical philosophies—not debate over the idiotic ethical dilemmas that infest “Phil 1” textbooks, but serious readings of Kant, Mill, Rawls, and their peers.

As for the future, environmental education is clearly the most desperate need now.  A country where global warming and Darwinian evolution are still seriously doubted by many educated people is obviously headed for self-destruction, and richly deserves it.  The basic concepts of ecology, including the importance of biodiversity and wild lands, are totally absent from the standard curriculum, and totally lacking in the minds of most Americans. 

Some other obvious problems include the failure of health education.  This gives us the current rapid increase in obesity, diabetes, heart diseases, and similar lifestyle problems.  It also gives us the incredible shortage of nurses—indeed, of all non-MD medical personnel—that is crippling American health care and driving up its costs.  The United States is a million nurses short, if our goal is to provide medical care with proven adequate staffing rates for all citizens. This gap is growing exponentially, as population increases and baby-boomers age.  Rather ironically, one of the main reasons is the success of women’s liberation, which targeted nursing as an old-fashioned “women’s profession.”  The media duly portrayed it—till recently—as a lowly, servile occupation.  A very feisty book, Saving Lives (Summers and Summers 2009), pointed this out in no-nonsense terms, and turned the media at least partially around, but the problem remains.

One could go on:  the failure of political education, the decline of knowledge of history….  Suffice it to say that neither the frozen-tradition model nor the business-management model work.  In fact, their continuance will be devastating to America and the world in the near future.

10

Most professors cling to an ideal of “liberal education,” the content of which is under constant and hot debate.  Not much meeting of the minds comes out of all this.  The problem in this case is not lack of discussion, but lack of any good way to resolve it.

We are having enough trouble maintaining any vision of liberal education in the old sense.  “Liberal” education referred, originally, not to a “liberal” political position but to the liberating power of curricula based on the sciences and arts.  Nobody seems even to remember that now, let alone advocate it.

            In the Good Old Days, there was a “canon” of texts that had “made” the culture in question.  The students would read these texts and would thus know their culture, or at least the elite literary representation of it.  Unfortunately, if those Good Old Days every really existed, they vanished long ago.  Something like them appears to have existed in ancient Greece, Rome, and China.  However, we of the Euro-American educational world really got our idea of the “canon” from religious education.  The “canonical” readings were the Bible (the Hebrew Bible for Jews, that and the New Testament for Christians) and the orthodox commentaries on it.  The Islamic world had the Quran, Hadith, and commentaries.  China had a similar, but less overtly religious, canon: the Confucian classics.

            This had the advantage of giving everyone the same background.  All “educated persons” knew certain things.  The Chinese, especially, saw this as a basic necessity of civilization; they were sometimes less concerned with the actual content of the canon than with the fact that every educated person should share a common heritage.  The downside of this was the fearful snobbism often involved.  Canonical texts, especially literary works, tended to be by elite older males, in China and in the West.  And the “educated” who knew those texts looked down on the poor fools who did not.  Such prestigious knowledge has recently gained the name of “cultural capital.”

            Since the Renaissance in the west and the later coming of Western culture to China, this sort of canonical education has been a nostalgic memory in both west and east.  Higher education has seen almost continual fights over content.  The Renaissance scholars fought to re-introduce the Greek and Latin classics, to the horror of the older generation, who saw them as filled with paganism and sin.  By the time the old churchmen had finally caved in, a new horror had arisen:  vernacular education in the various European languages.  As recently as the mid-19th century, many English educators held that Shakespeare and Milton were far too uncouth and gross to be part of proper education, which could only be the Greek and Latin classics, and, of course, the Bible.  Shakespeare and Milton were “canonical” by 1900, but then came the whole fight over modern literature and, worse, modern art.  This fight was still hot and vicious when I was a student, with a strong rearguard of educators seriously maintaining that James Joyce was too obscene for the young, and modern art was communist and sinful and should be banned.  However, in the end, Joyce and Picasso became canonical.

In the late 20th century, another fight arose as women and minority authors and artists found places in literature and art curricula.  Conservatives objected, usually—alas—on purely sexist and racist grounds, but sometimes out of sheer love for the earlier canons.  Of course, women and minorities won a place in the canon.  The fights at the time I am now writing are over the inclusion of films, TV plays, and other media forms. 

            The previous brief history shows that the old guard always crumbles, and has since 1200.  The real problem now is that the “canon,” by any definition, has exploded beyond anything any student could possibly read or see.  Even by 1900, few indeed were the students who got through all the English literature they were supposed to know (Shakespeare, Milton, Austen, Thackeray, Dickens, and on and on), let alone the Greek, Latin, French, German, Russian—in the original languages, of course….  Today, it is a well-educated student who even knows the names of all the kinds of media that have their own canons! 

            Obviously, the goal of giving students the True Basics of their culture has become an impossible dream.  This is especially true in the United States.  In spite of the nonsense about America being a product solely of English or of West European civilization, the United States has been profoundly influenced by all Europe, and Europe in turn received much from the Middle East.  The United States also learned much from its Native American heritage, its Chinese contacts, its (tragically involuntary) African immigrant streams, and much else.  Imagine trying to understand American music without admitting the African presence.  American culture has now diverged far from west European.  Students in England do not know Twain or Scott Fitzgerald, let alone Amy Tan or Toni Morrison.  Yet a well-educated American is expected to know all these authors’ works and also the English canon.

            Moreover, American freedom, which in the case of higher education verges on a hilarious and fermenting anarchy, guarantees that nobody can impose an arbitrary, or even a reasonable, canon on anyone else.  A very small college can sometimes manage to agree on a set of books every student should read.  Getting even one state’s public education system to agree on this would be, in the endlessly repeated phrase academics use, “like herding cats.”  Typically, each department of literature or arts has its specialists.  Knowledge becomes more specialized over time.  One English department may specialize in Shakespeare (and a professor may specialize in only one play), while the English department at the next university down the road specializes in nineteenth-century fiction, and the next one farther on specializes in Black American authors.  Students read accordingly, and learn very different things in different colleges. 

Liberal education now does not usually seem to give students much idea of what “good” literature or art means—why Sophocles and Shakespeare really are better, in important ways, than the general run of Hollywood offerings.  This is, however, not because the canon has been opened up.  I recently read an essay claiming that reading trash literature is now common because we 1960s radicals threw out the canon.  Alas, I fear I must inform the author that people were reading trash when I was a kid, and that grave authors complained about the same problem in ancient Greece and Rome—and in every culture since.  The problem is that most professors since the 1950s seem to have missed, in their own education, any discussion of what makes the difference between great literature and garbage.  We need more thinking, not more dragooning.

When students from different schools meet, their cultural common ground is popular film and TV—not the material they learn in classes.  Because of this and many other changes in western culture, movies and TV have taken over from literature the role of giving people a common cultural ground.  Movies and TV provide the reference points for discussion of morals, social codes, and worldviews.  The Chinese were right:  people need a shared set of cultural knowledge, and it helps if what is shared is the very best.  We of today fail notably in the latter regard. 

No obvious solutions come to mind.  One possibility would be a core curriculum of books that really shaped American political thinking and through that the American political system.  This might be manageable.  Certainly, it would include Plato’s Republic, Aristotle’s ethical and political works, Hobbes’ Leviathan, John Locke’s writings on government, and the major writings of the Founding Fathers of the United States.  I would guess that most authorities would further agree on John Stuart Mill’s On Liberty and perhaps his other writings, and on a few other books.  After that, though, we would see a terrific political fight that would probably never resolve.  Moreover, some of the above works require a great deal more training in history and politics than most students today receive.  Hobbes and Locke, in particular, assumed when they wrote that the reader knew the Greek and Latin classics.  They also assumed (reasonably enough) that the reader knew everything important about English and Continental politics of the time.  Moreover, writing in the 17th century, they used the English of their time.  The language has changed since—more than some readers realize.  This is one reason they are both horribly misinterpreted today. 

            All this led to the end of the “canon wars” of the 1980s and 1990s.  Even the most conservative gave up hope that anyone could come up with a selection that would be clean, concise, and universally accepted.  We are left with sets of “breadth requirements.” These are often chosen with less attention to student needs than to guaranteeing big-enrollment classes to key departments.  At my university, in fact, the latter seemed to me to be the only factor considered.  Seeing no rhyme or reason to the requirement structures, some students cynically conclude that the “breadth requirements” are required to keep the students in college, and thus paying tuition, for an extra year or two.

So, what should we do with higher education?  Let it become strictly specialized job training?  Make it cover these political writings, to explain where the United States is coming from?  Provide necessary information for survival in the 21st century, including health and +environmental knowledge?  Provide enough “great art” to give students some idea of what the standards are?         

Accumulated anthropological wisdom suggests that not only should we change the methods to more hands-on ones, and the locations to more prestigious and well-maintained settings, but that we should change the content to reflect what we as a society really want to share.  This would certainly include minimal civics—for example, in the United States, some understanding of the Constitution and Bill of Rights and their immediate origin.  It would certainly include basic reading and writing skills, including analytic and creative skills.  I would add that we really do need, desperately, to show students and others that there is indeed a difference between Shakespeare and TV soaps.  We also need to expand even the minimalist canon to include the great writers of the world, not just those of the English language.  If we raise a generation without self-conscious understanding of the deeper currents of human emotion and thought, we are doomed as a civilization.

11

One nonproblem is the alleged domination of education (at least in America) by “liberals,” whatever they are.  American campuses display an incredible range of opinions, and a very large percentage of professors are anything but liberal.  The complaints seem concentrated strictly within a segment of society that wants to impose their own brand of “conservatism” on the ivy, outlawing not only liberals but traditional conservatives.  This segment represents an extreme right-wing fringe, and what they want to impose includes six-day creationism, denial of global warming, Holocaust denial, and other views that simply are not true.  For them, even traditional conservatives are dangerous leftists.  This is why the far right feels that the universities are taken over by “liberals”; in their twisted world, Milton Friedman and even George W. Bush are liberals.

Actually, academia serves as the last home of lost causes, and in fact all these long-disproved notions are taught somewhere.  No need to demand more.  What is much more amazing is that neither the self-styled conservatives nor their self-styled liberal antagonists spend any effort looking at the real problems of academia:  bureaucratization, topheavy administration, standardized testing, huge class sizes, mind-numbing boredom in many classes, and lack of intellectual challenge.  Far better if the critics were to unite against those. 

12

This leads to something more radical, and dearer to an anthropologist’s heart:  serious concern with indigenous, local, and small-scale societies and their traditions.  The small, local societies of the world almost all manage resources better than we moderns do.  They all have music, art, and literature, often world-class and certainly worth recording for posterity.  They all have their own unique and wonderful variations on the basic theme of humanity and the human experience.  Their works are creations of the human spirit, and deserve consideration as such.

Early anthropologists realized this, and recorded traditional cultures and their creations with meticulous care.  We have now dropped this emphasis.  To some extent, it falls between the chairs.  Anthropologists have increasingly abandoned the field to scholars from the relevant societies—indigenous scholars and scholars from minority groups. 

Yet, such scholars are almost inevitably concerned with their groups’ more immediate and pressing problems.  They are worried about health care, legal rights, economic justice.  They have little free space to document cultural riches.  Those that do often have sadly limited opportunities to make them available to a wider audience.  Countless wonderful dissertations, reports, and collections gather dust in university archives, unpublished and often not even catalogued. 

Also, there are still far too few scholars from the groups in question.  Racism is legally dead in the United States, but obviously nowhere close to dead in actual practice.  One need only contemplate the college completion rates of Native American or Black students compared with whites.  In many other countries, bias is not even legally defunct.

The result is that of 6800-7000 languages in the world, the vast majority faces imminent extinction.  About 20% of North America’s Native American languages are extinct.  Over 20% of the rest are spoken by one or a few elderly people.  All are declining, and only a tiny handful (including Navaho, Hopi, and Cherokee) seems secure for the foreseeable future.  Even the isolated communities of Alaska are losing their languages.  The situation is similar in Australia, Latin America, and elsewhere.  European minority dialects, and even languages like Breton and Savoyard, are fading away.  Even though Africa is no longer dominated by European powers, it is losing local languages.  When a language dies, a whole culture is reduced. 

Obviously, we cannot expand the canon to include all 7000 languages and their works, but we need to be more sensitive to the problem.  We desperately need to preserve the languages of the world and the arts and useful knowledge systems that go with these.

13

“Education is all right; I’ll tell you before you start:

Before you educate the head, try to educate the heart.”

Washington Phillips, bluesman, recorded in Dallas, 1930

Learning is itself a good—one of the highest goods.  Having an open mind and wanting to learn more about anything and everything is about the most valuable trait one can have, and is a basic personality disposition (the “openness” of personality theory). 

Individual experience in dealing with the world also provides strength to those lucky enough to have some strength at the start.  They can deal with progressively tougher problems and thus become progressively stronger.  Rural people in the United States in my youth had these characteristics; they were tough, independent, and resourceful.  They were emotionally strong, creating the great folk music of those days. 

This classic “building of character” is rare today for three reasons.  First, there are many hurts that are simply impossible to overcome and that are now common.  Most obvious of these, perhaps, is massive brain damage due to fetal alcohol syndrome, maternal drug abuse, or early physical abuse.  Over 10% of children in America today suffer from one or more of these.  Second, our society, in which “the media” provide information and entertainment to passive individuals, encourages and implicitly idealizes passivity and discourages self-help.  Most important is the third reason: few are there to provide the backup support and encouragement that is necessary for a child trying his or her wings. Unsupported children become weak, and the weak, ill-prepared, and vacillating have major problems with learning.   

The dynamic of oppression can play out in a family, a small community, a nation, or the world.  A rich man from a powerful family can be reduced to utter wretchedness if that family is harsh enough.  An impoverished woman from a despised minority can rise to the top, if a strong family with a strong and supportive religious tradition is behind her (Werner 1989; Werner and Smith 1982).  I have known such cases; probably most people have.  They are, however, uncommon; they should not be used (as they often are) to excuse the wider community from all responsibility for the poor.  Poverty, and especially decline relative to others, dispirits and disempowers most people.  And schools notoriously train people for the lives they are expected to face.  Even with good intentions, teachers often convey messages that tell students exactly how low the expectations are for them.  The effects are widely studied and known to be devastating (Rosenthal and Jacobson 1992; Willis 1984; this is well portrayed in the film “Stand and Deliver,” about the career of Jaime Escalante in successfully breaking the pattern). 

            There was a time when education was about teaching people deeper and wider emotional experiences—or at least exposing them to art and literature that would give them the chance to learn.  Such depth and breadth of sensibility should (should, but often do not) inform coping responses, and teach people to cope rationally rather than with reactive defensiveness. 

Unfortunately, that sort of education seems lost today.  Besides the problems of overspecialization and technical narrowness, we have too often succumbed to negative views of humanity.  People are seen as entirely the playthings of circumstance: as automatons or as mere victims (or mere oppressors).  This latter view, basically the “postmodern” one, is intensely dehumanizing and insulting. 

There was a time when social science strove improve the world, and to bring good things to a wider audience.  Anthropologists shared the good ideas of small-scale, traditional societies with the world.  Transmission, translation, and explanation were basic to this enterprise.  Valuing people and valuing diversity were goals; understanding the full range of human phenomenological experience was perhaps the highest goal.  All this was based on respect for people in general and for individuals in particular.  I hope we can recapture that.

References

Arum, Richard, and Josipa Roksa.  2011.  Academically Adrift:  Limited Learning on College Campuses.  Chicago: University of Chicago Press.

Berkman, Michael B., and Eric Plutzer.  2011.  “Defeating Creationism in the Courtroom, but Not in the Classroom.”  Science 331:404-405.

Birnbaum, Robert.  2000.  Management Fads in Higher Education:  Where They Come From, What They Do, Why They Fail.  San Francisco:  Jossey-Bass.

Boggs, George R.  2010.  “Growing Roles for Science Eucation in Community Colleges.”  Science 329:1151-1152.

 

Bousquet, Marc.  2008.  How the University Works:  Higher Education and the Low-Wage Nation.  New York:  New York University Press.

—  2010.  “The ‘Race to Nowhere’ Is Everywhere.”  Chronicle of Higher Education, Chronicle Review, Nov. 26, p. B2.

Clawson, Dan.  2009.  “Tenure and the Future of the University.”  Science 324:1147-1148.

Hacker, Andrew, and Claudia Dreifus.  2010.  Higher Education?  How Colleges Are Wasting Our Money and Failing Our Kids—and What We Can Do about It.  New York:  Times Books.

Limbaugh, Rush.  1993.  See I Told You So.  New York:  Pocket Books.

Medina, John.  2008.  Brain Rules:  12 Principles for Surviving and Thriving at Work, Home, and School.  Seattle:  Pear Press.

Miller, Sarah; Christine Pfund; Christine Maidl Prebbenow; Jo Handelsman.  2008.  “Scientific Teaching in Practice.”  Science 322:1329-1330.

Nelson, Cary.  2010.  “Parents:  Your Children Need Professors with Tenure.”  Chronicle of Higher Education, Oct. 8, p. A104.

Pinker, Stephen.  1995.  The Language Instinct.  New York:  HarperPerennial.

Roediger, Henry L., III, and Bridgid Finn.  2010.  “The Pluses of Getting It Wrong.”  Scientific American Mind, March-April, 39-41.

Rosenthal, Robert, and Lenore Jacobson.  1992.  Pygmalion in the Classroom:  Teacher Expectation and Pupils’ Intellectual Development.  New York:  Irvington Publishers.

Sanera, Michael, and J. Shaw.  1996.  Facts Not Fear:  A Parents’ Guide to Teaching Children about the Environment.  Washington:  Regnery.

Schwartz, Charles.  2007.  “Old and New Thinking about Financing the Research University.”  Posted Dec. 18 to website: webfiles.berkeley.edu/~schwrtz.

Selcraig, Bruce.  1998.  “Reading, ‘Riting, and Ravaging.”  Sierra, May-June, 60-92.

Selingo, Jeffrey, and Jeffrey Brainard.  2006.  “The Rich-Poor Gap Widens for Colleges and Students.”  The Chronicle of Higher Education, April 7, pp. 1, 13.

Smokowski, Paul; Rachel Buchanan; Martica Bacallao.  2009.  “Acculturation and Adjustment in Latino Adolescents:  How Cultural Risk Factors and Assets Influence Multiple Domains of Adolescent Mental Health.”  Journal of Primary Prevention 30:3-4:371-393.

Stauber, John, and Sheldon Rampton.  1995.  Toxic Sludge Is Good for You!  Monroe, MN:  Common Courage Press.

Summers, Sandy, and Harry Summers.  2009.  Saving Lives:  Why the Media’s Portrayal of Nurses Puts Us All at Risk.  New York:  Kaplan.

Surowiecki, James.  2005.  The Wisdom of Crowds.  New York:  Doubleday. 

Washburn, Jennifer.  2005.  University, Inc.:  The Corporate Corruption of American Higher Education.  Basic Books. 

Weber, Max.  1946.  From Max Weber:  Essays in Sociology.  Ed. and tr. Hans Gerth and C. Wright Mills.  New York:  Oxford University Press.

Werner, Emmy.  1989.  “Children of the Garden Island.”  Sci Am 260:4:106-111.

Werner, Emmy, and Ruth S. Smith.  1982.  Vulnerable but Invincible:  A Longitudinal Study of Resilient Children and Youth.  New York:  McGraw-Hill. 

Willis, Paul.  1981.  Learning to Labor.  Columbia University Press.

Winerman, Lea.  2009.  “Play in Peril.”  Monitor on Psychology, Sept., 50-52.

Appendix:  Reviewing a Pernicious Book (Review posted on Amazon.com, Sept. 18, 2010)

       Hacker and Dreifus appear to have high ideals:  trying to restore old-fashioned, caring, hands-on liberal education for undergraduates.  They correctly identify many of the problems:  overspecialized faculty, faddish and jargon-heavy teaching, top-heavy administration, excessive use of temporary teaching staff, too much vocational training, and the ever-present, ever-infuriating problem of athletics that takes far too much money and attention.  They describe some successful ideas and schools.  The best thing in the book, to me (a retired professor who taught for forty years at the University of California, Riverside), is the chapter on colleges they recommend.  They name ten schools that have been doing exciting, innovative, successful things with undergraduate education.  Where I know the colleges in question, I agree with their pick, and am delighted to see those schools get recognition.

     However, Hacker and Dreifus seem not to understand “the story behind the story.”  They allege, for instance, that professors typically work only a couple of hours a week.  This echoes the popular idea that professors do nothing except lecture.  Hacker and Dreifus claim that professors do not update their courses.  Yet, how could faculty get away without updating courses in computer science, or biology, or medicine, or law, or any other field except perhaps “bonehead English”?  In fact the typical professor spends hours a week on prep.  They cite a case of a professor who had a paper-reader to do the grading for a class of 20.  This seems beyond the pale; we at UC used to get a reader if we had 80, but now I believe the cutoff is 100.  Also, there are sharp limits on readers’ and assistants’ hours, so I wound up reading 600 papers per quarter in my big classes.  Finally, they treat a two-course-per-term load as if it were standard. In fact most professors are at teaching-oriented schools where the load is around four courses per term, and most of these are big classes, up to a thousand students.

     Hacker and Dreifus also object to academic research, and sabbatical leaves that permit it.  They feel there is too much research; professors should stick to teaching.  This would gut American science, since so much basic research is done by professors on sabbaticals.  However, research and teaching do sometimes interfere with each other.  The reason is one that Hacker and Dreifus appear not to understand:  most American universities now depend largely on grant money, from governments and private firms.  This is what leads to excessive focus on research.  Professors are constantly harrassed by administrators to apply for more and more grants.  I was associated for three years with the University of Washington, which gets more grant money per professor than any other full-offering university.  The cost is that the undergrads are taught, more and more, by graduate students and lecturers, and given very minimal attention.  But the taxpayers of the state had turned against the place, and the choice was to do this or close down.  My university is less grant-dependent and more teaching-oriented, but still it’s the huge science grants that really keep the place going.  This is by far the main reason why many professors don’t teach as well as they might.  Most professors are dedicated and competent teachers (in my experience), but the rewards and visibility go to the grant-getters, who are not apt to be spending much energy on teaching.

     Linked to this is the other real problem:  out-of-control administration. Hacker and Dreifus briefly mention the fact that there are twice as many administrators per 1000 students as there were a generation or two ago.  More important is the far higher pay; the University of Washington’s president gets almost a million a year.  Also, the huge bureaucracies have essentially no accountability or transparency.  In all the time I taught, we faculty never saw the budget.  We could never call any administrator to account for anything.  Universities spend much on splashy projects and athletics; these look impressive, and advances administrators’ careers.  Professors have essentially no say in the matter.

     University administrations often operate outside state laws, such as conflict-of-interest legislation.  The UC Board of Regents (=Directors) included, at one point, the head of the firm that did all our campus construction work; at another time, the Riverside regent was a lawyer who handled a lot of our law business.  Both were perfectly good regents and didn’t abuse their power (so far as I know), but this would not be allowed in any state government office.

    Hacker and Dreifus feel professors are overpaid, and that tenure is an evil.  They dismiss the problem of academic freedom, which shows they out of touch; every year I read of a case of state legislatures trying to crack down on academia, and I have run into many cases personally.  Eliminate tenure and public colleges and universities would be instant chaos—every time the Democrats replaced the Republicans, or vice versa, faculty would be fired and replaced with loyalists, as in state government offices.   Conversely, Hacker and Dreifus considerably exaggerate the problem of “retiring on tenure.”  I knew only one professor who “retired on tenure”; he was held at a lowly salary and eased into early retirement as soon as possible.  Otherwise, my school made sure nobody got tenure unless they were such compulsive workers that they were more likely to work themselves to death than to retire on tenure.  I knew several professors who collapsed and died of sheer exhaustion from overwork.

          The new wisdom in education, from Obama to Hacker and Dreifus, is that the way to attract or create better teachers is to cut their pay and eliminate their job security.  Economic wisdom suggests otherwise.  The truth is that until we solve the linked problems of out-of-control administration and dependence on grants for funding, undergraduate education will suffer. 

Hacker, Andrew, and Claudia Dreifus.  2010.  Higher Education?  How Colleges Are Wasting Our Money and Failing Our Kids—and What We Can Do about It.  New York:  Times Books.

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Articles

Saving American Education in the 21st Century: The Lessons of Traditional Environmental Education

A paper based on this posting is under consideration for publication.

Abstract

Education in science, natural history, and the environment was carried out in traditional societies largely through learning-by-doing, supplemented by watching and by listening to tales and stories.  These stories were usually either myths or highly circumstantial personal memoirs told by elders and mentors.  Contemporary science education is more typically done through passively sitting still, memorizing “facts” for assessment by machine-scored standardized tests.  Experience teaches that the former methods succeed; children in traditional societies quickly learn incredible amounts about their environments and about making a living from those, while modern American children are almost totally ignorant about their environments, typically failing to retain even the small amounts they are taught.  It appears desirable to move back to hands-on learning, personal involvement, and serious mentoring by elders and older peers.

1

Culture is about learning; children absorb it from parents and peers.  However, children bring their own skills to the process.  The human brain develops in a predictable way, and learns accordingly.  Thus (for example), children learning language go through a striking and very distinctive process.  They first use a word to correspond to a single object or person.  Mommy and Daddy are just the infant’s own mother and father.  “Dog” is the family dog.  Then, suddenly, around 7 or 8 months, they get the idea, and suddenly generalize the words out of all normal usage:  all female humans are Mommy, all males Daddy, and all four-footed creatures are “dog.”  Then, more slowly but still fairly fast, they learn to restrict these words to their proper meanings.  But restriction normally follows from learning new words for things previously covered by overextended words.  My first daughter learned “leaf” at 8 months, with reference to a single leaf.  She soon generalized it to cover all soft colorful things, including flowers, clothes, and sheets of colored paper.  Then she learned “flower,” which took a huge bite out of “leaf”; then “clothes” and “paper” took more bites.  Soon “leaf” meant what it means in normal adult English.  Children are programmed to learn this way, and it is exciting to watch.  They do not learn by stimulus-and-response or by simple copying.  They learn by extrapolating a definition or a rule and then vastly overgeneralizing it.

Culture consists of useful knowledge—data and rules—that we learn and then use in adapting to daily challenges and opportunities.  It includes countless alternatives that we can invoke and reinterpret at will.  If I want to pluralize “sheep” as “sheeps,” or even “sheepen,” I can do it, in spite of cultural rules to the contrary.  Moreover, I will be understood by standard-English-speaking hearers.  They will correctly assume I am playing language games.  If they are young enough, they will be amused.  Children love to see adults deliberately playing with the rules—it feeds into the learning process.  Creative use of knowledge and rules is what life is all about, and any culture that imposed a rigid crust of “constructions” on its bearers would immediately die out.

2

A culture, like a biological organism, has to reproduce itself—its working knowledge, its social organization, its hierarchy, its belief system.  Just as reproduction of the species occurs through mating and birth, reproduction of culture occurs most typically through formal and informal education of the young.  This process is fraught with social meanings and consequences (Bourdieu and Passeron 1990). 

Surprising uniformity emerges from studies (admittedly few in number) done on informal working education in traditional societies.  Everywhere, learning is by doing—but doing things while being guided by elders (Anderson 1992, 1999, 2007; Cole 2010; Lancy et al. 2010; Lave 1988; Stafford 1995). 

Everywhere, such learning is supplemented by stories the elders tell.  Some of these stories are hallowed myths that provide a sacred charter for conservation or other ethical behavior (the vital importance of serious myths in education is discussed in Cajete 1994).  Almost always, such mythic texts are told in special contexts:  During ceremonies and rituals, during long winter nights around the fire, or during long periods of work at the particular activity the myth concerns.  

In no case is teaching done through formal lectures in a neutral, alien environment.  The stories are graphic, dramatic, exciting, and personally compelling—partly because they are either sacred traditions or part of the life experiences of known and (hopefully) respected individuals. 

Usually, of course, it is the practice that matters.  The myths and tales supplement knowledge gained through experience.  The knowledge is then not merely verbal; it is learned by the whole body and the whole mind.  One learns with one’s entire being—hands and feet, emotions and cognitions, ears and eyes.  The more total the body and mind involvement, the more learning.  It is truly embodied, but it is more than that:  it is part of the whole dynamic process of using one’s body and mind in practice (cf. Gibbs 2006).

The results of such training are truly striking.   Both lowland and highland Maya of college age, and even of early teens, know hundreds of plants and animals by name and use (Stross 1973; Zarger 2002, 2010; Zarger and Stepp 2004).  They have an encyclopedic knowledge of farming (Kramer 2005) and forest management.  Chinese fishermen know hundreds of fish, how to catch them, and how much value they have in the market; they can handle boats, predict weather changes, and deal with coordinating crews (Anderson 1999, 2007; Stafford 1995).  Northwest Coast Native peoples have, by adulthood, gone through initiations that provide guardian spirit visions; in the course of these, they learn ceremonies and myths.  They also learn the expected encyclopedic amounts about fish, game, and plants, but from actual hunting and gathering practice rather than from rituals. 

The working knowledge bases of these traditional peoples are not greater than those of an extremely well-educated American young adult, but they are far greater than those of the typical product of American schools:  barely literate and almost completely ignorant of science.  The American young adult may know much, but most of it will be about consumer products and popular celebrities.

Wider reading in the anthropology of education confirms this as a general case.  Serious research in educational anthropology began with Maria Montessori, who put her findings to good use by starting the Montessori school movement.  Alexander Chamberlain’s The Child and Childhood in Folk-Thought (1895) opened the topic for research in the United States, but Chamberlain died shortly after this book appeared, ending a promising career.  More important and visible, but still without discernable influence on the field, was a striking article by J. W. Powell (1901) on “sophiology,” his term for the art of instruction; he anticipated much of what is below, and one wishes his article had had its intended effect of starting a whole field.  If it had, American education would be far, far better than it is today.

Studies of traditional nonschool education were few and far between for a long time.  The Sioux writer Charles Eastman (1902) reminisced about his boyhood in an extremely interesting and detailed review.  Many Native Americans since have contributed importantly to knowledge of traditional education (Cajete 1994 gives an excellent general discussion; among many autobiographies, Eastman 19092 and Reyes 2002 is outstanding; for inculcating general values, see also Atleo 2004; George 2003).  The Berkeley education professor George Pettitt became seriously interested in the whole issue and produced outstanding (though now dated) studies, first of the Quileute people, then of Native American education in general (Pettitt 1946, 1950). 

More recently, important research was started by John and Beatrice Whiting (Whiting 1951, 1994), of Harvard’s Social Relations Department, on how culture, via education and training, influences personality, and vice versa (see valuable review by Munroe and Munroe 1975).  Much of this dealt with emotional development, especially aggression and gender issues.  The Whitings’ most famous finding was a strong correlation between the degree to which boys are raised only by women and the level of pain and drama in male initiation rites.  Cultures where women raise the boys (because the men are off working, fighting, or whatever) have much more dramatic and painful rites—circumcision, scarification, and worse. 

As psychologists turned to studies of cognition in the 1960s, most of the Whitings’ students flocked to that area.  Their work on emotion is outside my view here, but the peak of their activity and influence occurred just as the “cognitive revolution” (H. Gardner 1985) was sweeping Harvard’s social sciences with major transformative effect.  The Whitings’ more cognitive-oriented students were swept up in the moment.  Kimball Romney, arguably the leader of cognitive anthropology for the next 40 years, got his start studying children under the Whitings’ direction (Romney 1966). 

Eventually, ethnographic and psychological research under the Whitings’ direction produced a fairly concrete set of findings on how non-classroom education normally proceeds (summary surveys include LeVine 2007; Munroe and Munroe 1975; Whiting 1994).

The Harvard Social Relations Department also included Evon Vogt, whose enormous Chiapas Project trained two generations of anthropologists (Vogt 1994).  Inevitably, interest in education and child life was part of this, leading ultimately to the recent work of Patricia Greenfield (Greenfield 2004; Greenfield et al 2003; Zambrano and Greenfield 2004), Eugene Hunn (2002, 2008), Brian Stross (1973), J. R. Stepp, Rebecca Zarger (2002, 2010; Zarger and Stepp 2004), Felice Wyndham (2009), and others (myself included).  Of these, Hunn, Stepp, Zarger and I were students of Brent Berlin, who had gotten his start on the Vogt project. 

Independently, Hilaria Maas Colli (1983) studied Yucatec Maya child life with special reference to the role of ceremonies and rituals in reinforcing gender-role training; one of the very best studies of traditional child life ever done, this work remains forlorn and unpublished in the University of Yucatan anthropology library.  Karen Kramer (2005) observed Yucatec Maya child life on the farm, and though her work is more concerned with the role of child labor in farming, she provided excellent observations on what tasks are learned first and which ones later.  All this has made the Mexican Maya by far the best known traditional small-scale societies in the world in traditional nonschool education.

Closely related in approach was Jean Lave (1988), who, though not part of the Whiting or Vogt projects, was trained in the cognitive revolution days.  She later worked with psychologist Barbara Rogoff (Rogoff and Lave 1984; Rogoff 2003), training Greenfield, as well as Mary Gauvain (2001), who has provided broader psychological overviews.  She was influenced by the cognitive psychologist Michael Cole, whose intercultural interests could not have begun farther from Harvard; Cole acquired them at Moscow State University with Alexander Luria.

 There were, meanwhile, a few—a very few—independent efforts to understand traditional training.  By far the most impressive was the work of geographer Kenneth Ruddle with the education specialist Ray Chesterfield (Ruddle 1993; Ruddle and Chesterfield 1977).  Much of what follows is based on their work.  Several other, largely isolated, studies appeared, but none has been followed up so far (Franquemont 1988; P. Gardner 2003; Quisumbing et al. 2004; Stafford 1995).  Pelissier (1991) provided a very valuable review of child life studies in anthropology as of 1991, but, alas, the main thing her review shows is that most research has been done in and on school environments.  There has also been some attention to what and how children really learn in modern schooled society, notably the superb and underappreciated prospective research of Emmy Werner (1989; Werner and Smith 1982) and the much more famous work by Paul Willis, Learning to Labor (1981; on youth and learning, see also Bjorkland 2007).  Peter Kahn and his group have studied nature learning in modern America (Howe et al. 1996; Kahn 1999; Kahn and Kellert 2002.)  Charles Stafford (1995) wrote an excellent, but unique, book on childhood on Taiwan; interestingly, his findings on Taiwanese fisher children were virtually identical to mine on fisher children in Hong Kong (Anderson 2007).

Recently, a major new trend has opened up in natural-historical studies of childhood.  Biological anthropologists interested in evolutionary and ecological questions started much of it, but third-generation Whitingians have been involved, as well as others interested in practice, or cognitive development, or simply in children.  A recent work edited by David Lancy, John Bock and Suzanne Gaskins, The Anthropology of Learning in Childhood (2010), brings all this together, with really superb overviews of the field (including a history by Munroe and Gauvain, 2010).  No longer is the anthropology of real-world education a minor side-channel.

From all of the above, a conclusion emerges:  Whether one is a Hadza learning to hunt antelope, a Trobriander learning to play cricket, or an American learning to swim or fish or ride a bike, the process is broadly similar. 

It was most succintly stated by Native American basketmaker Nettie Jackson (Klikitat of Washington state), describing her own training:

“’When you want to learn something, don’t always talk and ask questions, just watch and do it,’ my mother and grandmother told us when we were children.  ‘If it is in you, you will do it.  Even if it sems as if you can’t learn, it will come to you when you are ready’”  (Jackson 1994:200).

In some cultures, learners receive minimal guidance, especially from adults; people are supposed to be able to copy anything they have seen, or at least to try it and then work out any bugs by trial and error (Eastman 1902; Gardner 2003; Lancy et al. 2010, esp. Lancy and Grove 2010).  In other cultures, adults or older children model the behavior many times over (Greenfield 2004).  Still other cultures instruct the trainers to provide some verbal explanation along with the modeling (this is what I have seen among Chinese and Maya).  Always, however, the emphasis is on doing, not telling (Lancy et al. 2010).  

Modeling-with-words is appropriate for tasks like computing; most of us learn our basic computer skills this way—some peer shows us, with verbal and physical guidance, and we try to emulate.  For motor and mechanical skills, where words are often inadequate, modeling-without-words is often the rule.  You can go only so far in explaining how to swim or ride a bike. 

Children tend to begin by intently watching the process.  Few words or direct teaching is involved.  Then they try it, with more or less guidance from older children (for simpler, more “kid”-level learning) or from adults.  The best account I have seen is Patricia Greenfield’s (2004; and Lancy et al. 2010 review dozens of similar studies). 

When words are necessary, as in language learning, people in ordinary daily life (as opposed to formal schooling) embed the words in ordinary conversation.  Often, they use requests:  “Get me the ixi’im,” “go out and find a k’uum and bring it in,” and so on.  If the child does not know the word, the parent shows him or her the item in question (corn, and squash, in the Yucatec Maya examples above).  Or the word is simply embedded in conversation and the child is expected to pick it up:  “See, I’m going out to bring in the ik, come help me, OK?”  The child follows, sees the parent harvesting chile peppers, and thus learns that ik means those painful green or red items.  

Gathering firewood, medicinal herbs, and flowers all provide “teachable moments.”  What matters is not only the learning opportunity, but the child’s increasing realization that these are important skills—in fact, the very core of necessary knowledge.  Being an adult Maya means being able to raise corn (first and foremost!), find good firewood, treat one’s illnesses.  Children thus learn through work.  Often this is productive, necessary work; often it is play at adult roles, though the amount that children actually learn from such play is somewhat controversial (Chick 2010) and clearly depends on how much the play is really like the activity modeled.  Playing at making pottery is a good learning experience—we must all start that somewhere.  Playing at hunting is less valuable; tracking and killing large game animals is so difficult that it is learned late and often throughout a lifetime.  Thus hunter-gatherer cultures have longer “childhoods” with more play and less real practice than most agricultural ones do (Lancy et al. 2010, esp. Bock 2010).

Much of this learning takes place without punishment or major reward.  Children are not beaten when they fail and not given candy when they do well.  Motivation is a combination of intrinsic interest and validation by elders and peers.  Children everywhere want to learn what is culturally important.  This approach to motivation often shocks westerners, who cannot imagine raising a child without physical punishment.  In Hong Kong, British parents were always telling me that Chinese parents “spoiled” their children, in spite of the very obvious fact that the Chinese children were better behaved than the British ones.  The Jesuits in Canada in 1648 recorded it as a great triumph of their teaching when a mother beat her four-year-old child for some minor slip; the Jesuits could not imagine Christian childrearing without beating, but the Huron people they were converting never used physical punishment, feeling it was disrepectful to the child (Blackburn 2000:94).  On the other hand, corporal punishment is very widespread, especially among agricultural societies, and can be rather savage, as can shaming and guilt-tripping (Lancy and Grove 2010). 

Finally, older children teach younger ones.  This not only helps the younger ones; it helps the older—possibly more, in fact.  The truest proverb I know is “the best way to learn a subject is to teach it,” and these older children are doing their most important learning.  Current research suggests that the faster a learner (of any age) actually applies his or her learning, the better the understanding and retention.  Today we get children to take tests (as soon and as often as possible; Glenn 2007; Karpicke and Roediger 2008) or write down (hopefully with some thought) what they have learned.  How much better to get them to go right out to teach the younger ones!

This works.  Working, again, with Maya highlanders, Brian Stross’ classic study of Tzeltal Maya children showed that they knew an enormous number of plants, learning the names often from peers and especially in older childhood (Stross 1973; Janet Dougherty 1979 found that United States children knew far less).  A recent replication of this study by Rebecca Zarger and collaborators found that knowledge has been passed on, the same way, for yet another generation (Zarger 2002; Zarger and Stepp 2004).  Salient, culturally important plants are also learned first and best, as Felice Wyndham (2009) found working with highland Maya.  Children learn almost from birth to attend to things their parents and older peers stress and emphasize, and this is clearly one of the most important—probably the most important—variable in determining what is learned.  Wyndham also stresses the total experience—bodily, emotional, and cognitive—and thus takes a phenomenological approach to learning.  This is an important development; the artificial and arbitrary splitting of experience is one of the major reasons for the catastrophic failure of education in the modern United States, and phenomenology offers a needed corrective.

Learning is thus highly social, and is characterised in these traditional societies by being a full, rich experience with actual real-world choices to make.

Similarly, Eugene Hunn found that Zapotec children know an enormous amount about the plants in their environment—and, by inference, everything else in it too—at an early age; almost all children in the village knew dozens of plants well before the age of 10 (Hunn 2002, 2008; documentation and photographs in the latter work are outstanding and important).  Hunn (personal communication) has found a surprising amount of knowledge of nature among American college students, but it is learned from television and zoos, and is more apt to concern large African animals than small American ones!  Colleen O’Brien (2010) found that children in the isolated desert community of Ajo, Arizona, know a good deal about the desert, and could know a great deal more if anyone worked with them; but elders often know little themselves, and in any case have given up on the children, maintaining that “they know nothing” and are hopeless.  This attitude is not confined to Ajo (Louv 2005).  Obviously, giving up on the young is no way to teach them.  (College professors take note.  Many of my colleagues claim that “students these days” are hopeless—uninterested, illiterate, etc.  Of this more anon.)

One other set of studies informs our search:  participant observation on traditional specialized education.  A large literature on traditional training of religious and visionary practitioners (such as shamans) is too hard to evaluate for our purposes here.  Many traditional religions seem to teach largely through rote memorization of texts and rituals, but good descriptions of the actual process are few and far between (though see e.g. Boyce 1979 on Zoroastrian lay and priestly training).

Studies of traditional survival arts abound (e.g. Campbell 1999).  They rarely go into detail on learning, but they say enough to make it clear that the writers learned by watching and imitating.  Partly because it is the best way to learn, and partly because their consultants always taught that way, these survival-skills scholars learned by quite traditional methods.

A more important and deeply researched body of research is found in studies of traditional medicine.  Among those particularly good, and useful to us here, are two books by western Sinologists who studied Chinese medicine:  Knowing Practice by Judith Farquhar (1994) and The Transmission of Chinese Medicine by Elizabeth Hsu (1999).  Both apprenticed themselves to Chinese doctors.  Teaching was largely by apprenticeship.  In this case, there was a solid body of textual knowledge which had to be learned, but it greatly underspecified and underdetermined actual practice.  Farquhar spent much time learning to be a Chinese medical worker.  Hsu spent a year in Kunming, Yunnan, studying traditional medicine and qigong exercise.  Her  deeply insightful book covers the relationship of text, teaching rhetoric, and practice.  Both came to similar conclusions:  Chinese medicine is an art, learned by actual interaction with patients, not a craft learned from books.  The books are at best unclear and at worst incomprehensible; they never specify enough to determine practice clearly.  One has to work under a doctor’s direction for a long time. 

A few other such medical memoirs from other cultures exist, though many do not tell us much about learning the trade (see e.g. Leighton and Leighton 1949, which pays more attention to a Navaho healer’s inferred personality problems than to his practice).  However, it seems clear from all studies that most traditional and folk medicine is learned by doing, as in the case of Chinese medicine. 

My own experience is relevant.  I learned Maya healing largely from Don José Cauich Canul, a jmeen (healer) of Polyuc, Quintana Roo.  He consciously took me on as a trainee.  He took me out looking for herbs, demonstrated massage and other techniques on me, got me to do the simpler standard routines he used, and wrote up a manuscript with his favorite cures (see Anderson 2003).  There was, thus, a combination of apprentice practice, modeling, verbal instruction, and use of textual material.   

What works best is apprenticeship—or, more broadly, what Jean Lave (1988; Lave and Wenger 1991) calls “legitimate peripheral participation.”  It has also been called “cognitive apprenticeship” (Cole 2010), though in fact it is basically just old-fashioned apprenticeship, and the “cognitive” is thus unnecessary. We learn by helping.  Think how you learned to cook, or work on a car engine, or do any environment-related thing from backpacking to restoring habitat.  Almost certainly, you learned by actually working with a senior and more experienced person, and you gradually came to do more and more of the work by yourself.  If you did learn some of it from books, you are aware how much better participation is than book-learning.

In short, across a very wide range of skills and societies, surprisingly little discussion and virtually no lecturing takes place.  Much learning takes place through interaction, negotiation, and discussion, but often this is the kind of unconscious learning that goes on all the time, especially in language learning by young children.  Learning through discussion seems to be significantly commoner among modern large-scale societies, in both Asia and the western world, but we lack a wide enough sample to be truly sure of this.  Moreover, in these developed worlds, physical skills like sports playing and woodworking seem to involve less discussion than more purely language-based matters, and thus approximate to the typical learning situation in small-scale societies.  However, even in teaching physical skills, verbal coaching is still the rule in North America and parts of west and south Asia, though not so much in of East and Southeast Asia (at least in my field work days). 

As mentioned earlier, the one really important traditional way of verbal teaching in most of the world’s cultures, including out-of-classroom America, is through stories (Cajete 1994; Cruikshank 1998; Eastman 1902; Gardner 2003; Gould 1968; Goulet 1998; C. Laird 1976; Rose 2000; many others).  An exciting story, whether an ancient myth or a personal story told by the teacher, packages knowledge in a memorable, exciting way.  Aesop’s ancient Greek fables remain popular today.  Native Americans still tell their folktales, even among groups that have lost their language and most of their traditional culture.  Not only social skills, but everything from hunting to water hole location and from the highest religious ideals to the lowest sexual practices, is passed on in stories.  In non-literate cultures, stories are often the only teaching texts.  Cultures that have writing will add books and manuscripts, but often only for highly technical lore (be it math or theology).

Notably important are two very different kinds of teaching stories:  myths and personal stories.  Myths are a great way to make knowledge seem sacred, super-important, and God-given (see e.g. Cajete 1994).  Cultures as far apart as the Southern Paiute (Laird 1976) and the Australian aborigines (Gould 1968; Rose 2000) encode knowledge of water hole locations, hunting grounds, and food plants in racy stories about the animal beings in the mythic time.  Lots of adventure, sex, and danger, plus the advantage of being sacred, make these stories memorable.  Children learn the water holes thoroughly and in order.  Memorizing a bare list of water holes would not be as effective, and in the desert such relative lack of knowledge would be certainly fatal.

Personal stories often are used to pass on information, but are also well adapted to telling children what not to do.  In many cultures, one cannot criticize another person openly.  So, if a young person is goofing off, an elder will say:  “When I was young, I used to….  Here is what happened….”  The storyteller does not need to say that his foolish actions were the same things the young person is now doing, and does not need to point up the moral after humorously recounting the painfully instructive consequences.  This sort of indirect warning is usually highly effective!  I remember it from my own youth, and it seems to be cross-culturally general, along with other ways of using personal stories to teach (Sterponi 2010).

Other stories are reminiscences and circumstantial tales by the elders about their own experiences (see e.g. Hunn 1991).  These are told around the fire or during actual work.  Hunting tales are traditionally told while going to or from the hunting grounds.  Tales of farming are told while going to or from the fields. 

Most of us in my generation learned our life skills in these ways:  participation and stories.  We remember them better than most of our classroom learning.  Psychologists and anthropologists have demonstrated that knowledge packaged in concrete and specific stories is more memorable than knowledge presented abstractly.  The better-told and more exciting the story, the more it sticks. 

In traditional cultures, teaching by myth and story is usually done by respected elders.  They are well known to the learner, and are people who are highly regarded in the community.  Teaching simple skills by modeling, however, is the parents’ and peers’ job. 

In at least one culture, teaching can even come from the dead:  Among the Cambodians, for whom reincarnation is all-important, “a child’s previous-life mother is understood to play an important role in protecting the child from his or her current parents’ abuses or their inattention to the character the child has inherited from a previous life” (Fung and Smith 2010:266, citing research by Nancy Smith-Hefner).  I have gotten close to this myself; my son Rob was duly diagnosed by my wife’s Cambodian friends and research contacts as having important previous-life influences, not least because he was born on Buddha’s birthday. 

Teaching by rote memorization and formal instruction occurs widely, but usually it is confined to sacred songs or texts.  Normally, the traditional communities of the world place such teaching in a dramatic context—typically as part of a religious ceremony.  This involves everyone in the process, emotionally, and makes the knowledge more memorable because of that.  Often, elders teach the most important rote-learning during initiation ceremonies, often painful and difficult ones.  Knowledge comes with adulthood, and adulthood is hard-won.

Teaching is individualized (Cajete 1994), since normally it is done by elders working with their own family or community members.  It is also total-person training, involving body and mind together, and it is normally applicable immediately in daily practice.

Guided teaching of the traditional kind—copying of behavior modeled by the teacher, supplemented with stories—seems to remain the most effective method.  That is why it is traditional.  It worked well enough to be propagated. 

Modern derivatives, including lab science, hands-on activities, guided practice, coaching, interactive learning, and just plain learning by doing, work very well (McGinnis and Roberts-Harris 2009) but require a good deal of effort, including one-on-one teaching.  The cost of this could be substantially diminished by doing what all traditional societies do:  getting older children to teach younger ones.  The rigid age-segregation of American education appears, from cross-cultural evidence, to be an extremely bad idea.  Programs of mentoring by older children have succeeded extremely well in some places.

Such training is extremely effective in teaching practical skills.  It is not necessarily so good at teaching the kinds of analytic and interpretive skills that are expected in higher education today.  But neither is the lecture-examination system; modern higher education at the graduate level, relies on one-on-one teaching, apprenticeship in writing, and, in the sciences, hands-on lab work—in short, something very much like traditional informal education.  There is a deep human truth here.   

            The same applies to moral training:  students have to learn to care and be responsible.   People learn to be moral by dealing with actual life experiences (Kohlberg 1981, 1983).  A few philosophers may get their ethics from grave tomes, but the rest of us get ours from doing something—often something helpful, but often something “bad”—and getting set straight by our parents or other respected figures.  This is supplemented by stories, especially the rueful reminiscence stories noted above, which seem to be universal. 

Whatever the philosophers may say, morals are not abstract principles.  They are pragmatic coping rules for dealing with others.  They are learned not from abstractions but from interactions.

3

More generally, moving out from traditional education to education in general, several other points emerge.

The sooner and more often one retrieves and uses a piece of information, the better one learns and remembers it (Karpicke and Roediger 2008).  Traditional societies teach in context and get the learners to repeat endlessly.

Studies of education also show that the higher the motivation—emotional, social, economic, or otherwise—the more the learning.  Salient facts are stored easily. 

Typically, one learns in a family context, or at least in the community and from well-known community members.

A surprising amount of non-classroom learning is from only slightly older children, cross-culturally confirming Judith Rich Harris’ (1998) findings about the importance of peer groups.  Earlier, thinkers and educators had overemphasized the importance of adults.  Most had hardly noticed the great importance of slightly-older peers.  Yet it is doubly important, because as the younger ones learn by doing, the older ones learn by teaching.  Explaining what one has learned is well known as a particularly valuable way of organizing and cementing knowledge (Siegler 2005).  As the proverb says:  “the best way to learn something is to teach it.” 

Several important general points behind all this have been made by Karim-Aly Kassam (2009:75-81).  He cites Gilbert Ryle’s distinction between knowing how and knowing that.  In more formal terms, this is a contrast between procedural knowledge and declarative knowledge.  Children in traditional societies basically learn how.  Learning that is a part of this wider agenda.  Children must learn a great deal of declarative knowledge, including all those plant names, but they learn this as part of the wider process of learning how to make a living, run a household, and act as responsible citizens of their communities.  Declarative knowledge is reduced to its proper place:  a subsidiary branch of procedural knowledge. 

Traditional ecological knowledge, in Aristotle’s terms, is phronesis.  In Kassam’s very useful treatment of traditional knowledge, phronesis is practical, applied learning in general, made up of “knowing how” with enough “knowing that” added in to provide the basic useful information.  Aristotle distinguished techne—the word that survives in our “techniques” and “technology”—and episteme, basically declarative knowledge; actually, traditional wisdom includes all three, as Aristotle knew, but (again) techne and episteme are subordinate to phronesis in traditional work and environment.  (However, in other realms, such as religion, cosmology, and myth, episteme often dominates, and of course things like stone tool making are strictly techne.) 

Following Argyris et al. (1985), Kassam sees phronesis—and action research—as nesting in “communities of social practice,” while “knowing that” nests in “communities of inquirers” (Kassam 2009:166).  This has clear implications for teaching, and indeed for all aspects of organizing, acquiring, and transmitting knowledge.  We need to get working knowledge out into the field, and work with local people; keeping it in the academy won’t do.  A lifetime of experience in applied anthropology and (via my wife) global public health makes me very sensitive to this point.  Public health projects are constantly wrecking on the same rock:  academics plan and organize them, without awareness of what the people on the ground will make of them.   

Kassam applies to traditional learning a stage model that leads from novice through advanced beginner, competent performer, and proficient performer, finally reaching expert level (Kassam 2009:77-79).  Greenfield and others cited above found, but did not so clearly distinguish and name, similar stages.  Kassam also brings out the point that this all involves learning morals along with practical knowledge.  Morals are part of the work. 

The idea of separating ethics from practice is rather new even in the modern west, and is certainly not typical of modern international science, where both the goals and the practice are morally defined.  A medical researcher is working toward a moral goal (healing the sick), hopefully in a moral way (not plagiarizing, not hyping his funder’s product).

4

Probably the most striking difference between traditional education and ours in the United States today, however, is in the developmental process.  Children in traditional societies generally grow slowly and steadily into adult roles.  They begin by helping in small ways around the house, and are given increasing responsibilities as they get older.  Teenagers are given adult privileges and prerogatives in direct proportion to the adult responsibilities they have taken on.  No privilege is given without prior proof of a proportionate advance in reliability at increasingly demanding adult roles.  At least this is the case in the societies I know—the Chinese fishermen and the Maya—and seems to be the consensus in other descriptions.

Charles Stafford (1995) and I (1999) have described in some detail the order this takes among Chinese fishermen.  I have seen it among the Maya as well, and indeed most of the above-cited sources mention it.

Exceptions are largely in matters of ceremonial knowledge and practice, where a grand initiation into adulthood may suddenly change a boy to a man, a girl to a woman, in a matter of days.  Such “liminal” initiation rites (see van Gennep 1960) usually overdraw a process that is really rather less dramatic, but indeed there is a real difference here from the learning of practical everyday knowledge.

Emotional and personal development similarly is socialized gradually over time, and here our modern society is closer to the traditional.  However, we treat children as children—little kids—until they are in college, or even until they have graduated from it.  Hence endless problems with teenagers, who desperately need to be treated like young adults and made to shape up and act like young adults.  Infantilizing them is seriously harmful to emotional development. 

We have also created a consumer culture that sells to children and uses peer pressure relentlessly, with serious and dangerous results for education and for childhood in general (Pugh 2009).  Families need to stick together and act as a unit to combat this (Hofferth 2009; Pugh 2009), but usually do not, because of work demands and because parents too are caught up in consumerism.  The desire to “do what’s best for the child” now too often involves both buying brand-name items and hovering over the child in school and even in university, never allowing the child to develop any independence or self-reliance.  This is not a good context for environmental education.

5

The contrast between traditional and contemporary education is obvious.  One of the reasons for the widespread ruin of the environment by irresponsible individual actions is the abysmal state of environmental education.  Indeed, there is, worldwide, an incredible ignorance of science, especially biology (Greenwood and North 1999).  This is true especially in the United States (among developed countries).  Half of Americans believe the world was created by God in six 24-hour days.  American children score among the lowest in the world in science and math.  They do worse and worse, by comparison with Europe and east Asia, as they go through the grades /1/.  

Yet, interacting with nature has major beneficial effects on cognitive functioning, both improving performance and reducing stress (Berman et al. 2008).

Paolo Freire’s class Pedagogy of the Oppressed (1984) directed us to teach for liberation.  Modern American education teaches for passivity.  The schools are not explicitly “teaching the kids to mind,” as they were in my childhood, but they are effectively doing exactly that.  The independent citizenship necessary for environmental concern is increasingly harmed rather than favored.  Above all, teaching has become a process of drilling huge classes in mindless rote memorization for the purpose of answering machine-scored standardized tests.  One could not design a better way to make inquiring children and young adults passive and ignorant.

An editorial in Science, by Lorrie Shepard (2010), pulls no punches:  “An extensive research ilterature has documented the negative effects of such test-driven instruction, the most obvious being the reduction or elimination of less-tested subjects, including science and social studies.  Less obvious have been the negative effects on learning in tested subjects.  When students are drilled on materials that closely resemble accountability tests, test scores can rise dramatically without a commensurate gain in learning” (Shepard 2010:890).  The author goes on to document in detail the subversion of education by mindless but easily scored tests, and the devastation of science education that results.

Students of education speak of a “hidden curriculum,” a term which “reefers to the social relations in the school system and the taken-for-granted values that uphold the social relations valued by…society”—which, in most of the world, means “a hierarchichal, gendered society…[with] systemic racism and sexism” (Fiske and Patrick 2000:240).  This is not just a problem for indigenous people; it is exactly what Willis (1981) was describing in Learning to Labor.  The only comment to make is that this curriculum is not at all hidden.  It is not usually stated upfront in the school curriculum plans, but even if it is not (and it often is!), everyone knows about it.

Unsurprisingly, United State students rank far behind other developed countries in science education—13th out of 34 countries in a recent survey, but it is based on standardized testing and thus makes the US look better than it otherwise might (“American Students Do Poorly in Science,” Reuters News online, Jan. 25, 2011).  Only 21% of high school students were proficient and only 2% really adept.  Only about 28% of high school biology teachers unequivocally teach evolution as fact; 13% teach creationism and 60% temporize and refuse to go into depth on the issue (Berkman and Plutzer 2011).  The equivocators and creationists are less adequately taught in biology, and are, obviously, passing on that dubious legacy all too successfully.

The problem of environmental education requires an entire book of its own, and some books do indeed exist (e.g. Louv 2005; Nabhan and Trimble 1994; Orr 1992, 1994).  Richard Louv, in a superb book, Last Child in the Woods (2005), points out that contemporary American childhood is very different from the childhood my generation knew.  Television and electronic gadgets get all the attention.  Children learn very well what they see as salient:  Hollywood shows, mechanical devices, sports, brand name clothing, and so on.  They learn these by the time-honored route:  interaction, peer activity, stories.  These things also have prestige.  No American child misses the contrast between our huge, flashy, brilliantly lit shopping malls and our wretched, collapsing schools.  Thus many children now have a fantastic knowledge of popular culture while being almost completely ignorant of school learning.  The combination of peer judgements of what is “cool” and actual living engagement beats out lectures in shabby, overcrowded classrooms every time.

Environmental education requires that children be exposed to a significant extent to reasonably wild nature.  Yet urbanization and environmental degradation make it impossible for most children to get anywhere near a natural area.  Exposure to wild nature is harder and harder to get these days, as urban sprawl and industrial-style farming take over all the landscape.  Children in much of the United States, to say nothing of the rest of the world, have no opportunities at all.  Even in areas near wild mountains and waters, children rarely get out into the wild for more than a few hours of sunny daytime.  The difference from my childhood is startling.  Visits to national parks and forests, as well as hunting and fishing, have sharply declined; outdoor recreation has been declining at 1% a year since the 1980s, for a total decline of about 25%  (Biello 2008).

Nature study—what we would now call environmental education—was a major part of American education in earlier times.  In Teaching Children Science:  Hands-on Nature Study in North America, 1890-1930 (2010), Sally Gregory Kohlstedt recounts this agenda.  Nature study had been popularized in America by 19th-century naturalists such as John Burroughs.  Biologists and naturalists realized that children needed hands-on experiences, and school gardens, nature walks, and the like flourished. A leader in the movement was the great biologist and economic botanist Liberty Hyde Bailey, so we ethnobiologists can feel we were at the heart of it.  One may add that this period—and on through the 1950s—was the golden age of summer camps, when children were introduced to nature in a much more serious way; many camps provided genuine wilderness experiences.  Summer camps today are usually much more tame, urban, and electronically connected.  Even remote mountain camps rarely have the roughing-it quality of a few generations ago. 

Experience with virtual nature, tamed environments (like zoos and gardens), and books does not give children the same degree of feel for or concern for the environment (Peter Kahn, personal communication, 2006, during a visit to his lab to observe ongoing research). 

Excessive caution makes parents and schools restrict and scare children.  Young people often develop a real terror of anything beyond a manicured lawn.  In inner cities they have genuine worries, notably drugs and random gunfire.  But even suburban children are terrorized.  They are afraid of imagined snakes and spiders, unlikely tree-falls, and such.  They are not afraid of the real killers:  automobiles, home poisons, falls, and common illnesses.  The result is that children frequently know nature only from TV wildlife programs. 

Louv labels the syndrome “nature deficit disorder.”  He addresses its real risks in terms of health (starting with obesity), mental state, community life, knowledge of vitally important public issues, “feel” for the need for a decent environment, and much more.  He presents a comprehensive review of strategies to fix the problem, but there is, at present, neither the funding nor the public will to do much about it.

            Many programs have arisen, partly in response to Louv’s book (Novotney 2008), but the problem continues to worsen as more and more electronic devices seduce a more and more urbanized youth.

            The general de-funding of education—private as well as public—in the United States has led to the elimination of  field trips and hands-on experiences.   Also, specialists in education have been resistant to input from scientists.  In California, a group of scientists volunteered their time and effort to design a science curriculum for the grade schools.  It was challenging, exciting, and full of hands-on experiences.  The state rejected it in favor of a curriculum designed by people with “Education” degrees, and based on rote memorization of terms, with minimal hands-on work (Laura Anderson, high-school science teacher, personal communication). 

Incredibly, there is a large segment of the education community that believes that interacting with flashy teaching-machines and then taking standardized tests is the only way (Meltzoff et al. 2009; Pianta et al. 2007.)  Their plans would banish nature, labs, and creative writing, and would do nothing for the vast majority of schools that are too poor to afford the flashy machine-teaching gadgets.  One is regrettably reinforced in one’s suspicion that the worst enemy of education is “Education.”

We are now betrayed even by children’s dictionaries.  The Oxford Junior Dictionary as of 2009 has replaced “wren,” “dandelion,” “otter,” “acorn,” and “beaver” with “MP3 player,” “blog,” “cut and paste,” and other hi-tech words (Keisman 2009).  (“Cut and paste” doesn’t mean what it did when I was in grade school!)

Fortunately, there are much better plans afoot, that either draw on traditional learning methods or have independently invented them.  I do not know which, but I am happy either way!  National Academy of Science papers advise schools to use hands-on methods, discovery procedures, teaching for understanding, and other traditional methods  (National Academy of Sciences-Kindergarten… 2007; National Academy of Sciences 2007).  This advice and other similar counsel from other sources has led to changes in Advanced Placement courses in the high schools (Mervis 2009).  Instead of drill on rote memorization for mindless tests, “new courses will emphasize conceptual knowledge, updated legularly and learned by doing, along with teaching how scientists ask and answer important questions” (Mervis 2009:1488).  Students will, hopefully, have to understand and explain, rather than guessing at one of four machine-scored answers.  Change comes glacially slow in classrooms.  One hopes this will proceed more rapidly than most grade-school processes.  

Pursuant to this, Newcombe et al. (2009) have written a major programmatic article, with a long review of the literature, on how to teach science in the schools.  Their suggestions are appropriate, indeed excellent, for environmental matters.  Their recommendations are in line with the above.  Among other things, they include being more attentive to young children’s knowledge.  Children enter school with both natural predispositions to think in certain ways and a great deal of cultural baggage; by 5 years old they are fluent in their languages, and inevitably in many teachings (religious and other) that those languages carry.  The panel also advises practical approaches—examples, problems and solutions, concrete representations, and deep explanations.  They advocate graphic as well as verbal approaches, and more generally adapting to particular students’ learning styles.  (This is quixotic in a world of 30 students to a class, but maybe in future….) 

On tests, they are fortunately sensible: 

“In the worst scenario, tests  have the unintended consequence of motivating unproductive curricular changes such as increased test practice or elimination of curricular acitivities that are not directly measured by the test.

“Analysis of state mathematics and science tests, for example, shows that they rarely measure important abilities such as using evidence to form arguments, interpreting contemporary dilemmas, or comprehending the nature of science.  As a result, tests deter teachers form teaching the skiill that are valuable for science-literate individuals.  Some teachers infer that practice on test items would be the best way ot improve performance, and textbooks regularly include standardized items as part of class tests.  When they are evaluated on standardized test performance [of their students], many math and science teachers abandon inquiry goals and teaching for understanding and substitute memorization and drill on multiple-choice questions requiring the recall of facts….”  (Newcombe et al. 2009).

Of course, as they know full well, this is not the choice of “some teachers” but a behavior essentially forced on the schools and thus on virtually all teachers by the No Child Left Behind policy and its state-level counterparts.  If schools, principals, and teachers are all evaluated solely on the basis of student performance on the most mindless and rote-drill of tests, with teachers and principals being relocated or fired outright if their students perform low, the results can only be one thing.

AP biology in high schools has also received considerable recent attention, with the same goals and recommendations.  William Wood, a biologist who chaired the National Resesarch Council’s Biology Subpanel and edited reports that broke the logjam, reports that current thinking is for the high school curricula to look at evolution, biological systems, information, and interaction of systems components (Wood 209:1627).  He lists the recommendations for science practicies AP students need to learn:

“Use models and representations

Use quantitative reasoning

Pose hypotheses…

Plan experiments and data collection strategies

Perform data analysis and evaluate evidence

Work with scientific explanations and theories

Integrate and transfer knowledge across scales, concepts, domains, and disciplines” (Wood 2009”1628).  Of course this is all done through hands-on, interactive leraning—the apprenticeship model again /2/.

Considerable further material has appeared in the science journals.  Science, 23 April 2010 (section “Science, Language and Literacy”), has a review of some recent ideas, including a valuable article by Pearson et al. that savages the standardized test mania and other perversions.  The editors of Scientific American, in an editorial of 2010, note that kindergarten students in the United States have already developed fear of science, though they know nothing of it and normally get no education in it until much later.  Math and science phobia is common, particularly among girls—even at that tender age.  This is, of course, disturbing, and the editors make the obvious recommendations, noting the existence of a few (very few) programs to remedy the lack of science in early years.

Another development that would enormously help environmental education is teaching children about probability, risk, and uncertainty (Bond 2009).  We have always before put science in the form of settled “facts.”  Real science, and above all environmental problems, often turn on probabilities, yet we have neglected education in this area.  Such leading experts in the psychology of uncertainty as Gerd Gigerenzer are now working on this issue (Bond 2009).

Making science relevant to ordinary children’s lives greatly increases interest and performance (Hulleman and Harackiewicz 2009).  The amazing thing is that the education establishment sees this as a revolutionary new finding!

Community colleges are also a major area to work on (Boggs 2010).

The move to make traditional teachings and teaching methods relevant has recently received a boost in books by Gregory Cajete (1994) and Gary Holthaus (2008) and articles such as Michael Cole’s (2010) and the work he reviews therein.

Cajete’s book deals largely with content, especially worldview and philosophy, but also stresses the methods discussed above:  hands-on training, use of myths and personal stories, development of individual character and ability, embodied learning, and grounding in the environment.  Cajete gives some specific ideas and methods in the last parts of the book.  Cole advocates attention to context, teaching for real life, and mixing play and education.  This leads to work to design “serious” games, and cooperation between teachers, education schools, and communities to create “gardens for development” (Cole 2010:805) that integrate as much of the community as possible in many kinds of learning, including physical training and interactive practice.

Teaching conservation and environmental responsibility must be a very broad-based and broadly accepted activity if it is to have even the slightest chance of success.  We have few “green campuses” and “green curricula” at the present time.  Administrators and many professors are too specialized, too committed to the bottom line, and too concerned with linking universities to big business.  Even professional meetings seriously need to be “greened.”  Brian McKenna, Paige West, and several other environmental anthropologists are conducting research on these matters as of this writing.

The right wing must give up its opposition to the whole concept, but the left wing will also have to think seriously about some of its positions.  Broad-brush attacks on “capitalism,” “greed,” “Western civilization,” and even the entire male gender (Merchant 1996) do not get us far. 

            We should be exceedingly cautious about frontal attacks on all of western or eastern civilization.  It seems better to stress the ecological and environmentalist streams in the great religious traditions, as Baird Callicott (1994) has done.  It seems better, also, to place environmental thinking within the classic traditions of scientific and cosmological thought, rather than trying to attack and discredit 3000 years of science because (for example) Descartes can be misinterpreted as saying we should not care about animals (Merchant 1996).  I am not suggesting this solely for cynical tactical reasons.  As an approach, it seems more intellectually honest and humane, quite apart from its tactical value.

/1/  The journal Science is concerned with the matter, publishing inputs from some of the most distinguished science writers (Greenwood and North 1999; Gould 1998; Miller et al. 2008; Wheeler 1998).  Noting that this was an issue of national concern, for scientists and others, these authors lament the general decline of science in the public eye.

            Some of the reason is captured in another Science report, this one on the lack of employment opportunities for biology Ph.D.s (Holden 1998).  Clearly, there is a feedback loop.

            More recently, there are excellent recommendations by Trombulak et al. (2004) in Conservation Biology.

/2/ “Student-centered teaching” is now becoming deservedly popular; it involves a return to small groups, real-life problems, group projects, multiple drafts of written work, student evaluations of each other’s work, reflective writing or journaling, electronic quizzes with immediate feedback in class, and real papers (Chronicle of Higher Education, Oct. 23, p. A4). 

References

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—  1984.  Mirror and Pattern.  Banning, CA:  Malki Museum Press.

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Meltzoff, Andrew N.; Patricia K. Kuhl; Javier Movellan; Terrence J. Sejnowski.  2009.  “Foundations for a New Science of Learning.”  Science 325:284-288.

Mervis, Jeffrey.  2009.  “Revisions to AP Courses Expected to Have Domino Effect.”  Science 325:1488-1489.

Miller, Sarah; Christine Pfund; Christine Maidl Prebbenow; Jo Handelsman.  2008.  “Scientific Teaching in Practice.”  Science 322:1329-1330.

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National Academy of Sciences; Sarah Michaels, Andrew Shouse, Heidi Schweingruber, (eds.).  2007.  Ready, Set, Science!  Putting Research to Work in K-8 Science Classrooms.  Washington:  National Academies Press.

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—  1950.  The Quileute of La Push, 1775-1945.  Berkeley:  University of California Press, Anthropological Records, 14:1.

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Categories
Articles

Anthropology Theory and History Bibliography

Anthropological Theory

Some Useful Readings on Theory and History:  Basic Sources and Modern Reviews

Not intended to be comprehensive or even representative–just some things I find useful.

“Heard some anthropology talk, yes siree!

We’re all descended from a family tree….”

From “Anthropology” by Dizzy Gillespie and Charlie “Bird” Parker

Abrutyn, Seth.  2009.   “Towards a General Theory of Institutional Autonomy.”  Sociological Theory 27:449-465.

Abrutyn, Seth, and Kirk Lawrence.  2010. "From Chiefdoms to States:  Toward and Integrative Theory of the Evolution of Polities."  (Vol. 53, no. 3) of Sociological Perspectives

 

Abu-Lughod, Lila.  1985.  Veiled Sentiments: Honor and Poetry in a Bedouin Society. Berkeley:  University of California Press. 

Agar, Michael.  1985.  Speaking of Ethnography.  Newbury Park, CA:  Sage.

Anderson, Benedict.  1991.  Imagined Communities.  2nd edn.  London:  Verso.

Barnett, Homer.  1953.  Innovation:  The Basis of Cultural Change.  New York:  McGraw-Hill.

Beals, Alan.  1967 (2nd edn. 1979).  Culture in Process.  New York:  Holt, Rinehart, Winston.

Bellah, Robert; Richard Madsen; William Sullivan; Ann Swidler.  1996.  Habits of the Heart:  Individualism and Commitment in American Life.  2nd edn.  Berkeley:  University of California Press.

Bellah, Robert; R. Madsen; Wm. Sullivan; Ann Swidler; Steven Tipton.  1991.  The Good Society.  Random House.

Bentley, R. Alexander; Herbert Maschner; Christopher Chippindale (eds.).  2008.  Handbook of Archaeological Theories.  Lanham, MD:  AltaMira. 

Berger, Peter L., and Thomas Luckmann.  1966.  The Social Construction of Reality.  Garden City, NY:  Doubleday.

Boas, Franz.  1904.  “The History of Anthropology.”  Science 20:511, 513-24.  Notes Steinthal.

Boas, Franz.  1917.  “Introductory.”  International Journal of American Linguistics 1:1-8.  This brief start-up editorial for a new journal (still a major one today) stated Boas’ general view of the history of that field till date.  That first issue contained an article by him, in Spanish, on a Native American language of Mexico—one of the first cases of using Spanish as the language of an article in a US professional journal.  That was a time when Spanish was considered practically a barbarous tongue by most American academics.

Boas, Franz.  1924.  The Mind of Primitive Man.  New York:  MacMillan.

—  1928.  Anthropology and Modern Life.  New York:  W. W. Norton.

Boas, Franz.  1940.  Race, Language and Culture.  New York:  MacMillan.   Collected papers; important; shows development of his thought.

Boas, Franz, ed. Ronald P. Rohner.  1969. The Ethnography of Franz Boas:  Letters and Diaries.  Chicago:  University of Chicago Press.

Bourdieu, Pierre.  1977.  Outline of a Theory of Practice.  Tr. Richard Nice.  New York:  Cambridge University Press.

—  1990.  The Logic of Practice.  Tr. Richard Nice.  Stanford:  Stanford University Press.

Bowker, Geoffrey, and Susan Leigh Star.  1999.  Sorting Things Out:  Classification and Its Consequences.  Cambridge, MA:  MIT Press.

Brown, Donald.  1991.  Human Universals.  Philadelphia:  Temple University Press.

Carneiro, Robert L. 1970. “A Theory of the Origin of the State.” Science 169:733-38.

Carrier, James.  1992.  “Occidentalism:  The World Turned Upside-Down.”  American Ethnologist 19:195-212.

Casagrande, Joseph.  1960.  In the Company of Man.  New York:  Harper.

Chamberlin, T. C.  1965 (orig. in Science, 7 Feb. 1890).  “The Method of Multiple Working Hypotheses.”  Science 148:748-759.

Chase-Dunn, Christopher, and Thomas D. Hall.  1997.  Rise and Demise:  Comparing World-systems.  Boulder:  Westview.

Collins, Randall.  1986.  Weberian Sociological Theory.  Cambridge:  Cambridge University Press.

—  1988.  Theoretical Sociology.  New York:  Harcourt Brace Jovanovich.

—   1992.  Sociological Insight:  An Introduction to Non-Obvious Sociology.  2nd edn.  Oxford University Press.

—  1994.  Four Sociological Traditions.  New York:  Oxford University Press.  (2nd edn of Three S. T.’s.)  

—  1998.  The Sociology of Philosophies.  Cambridge, MA:  Harvard University Press.

—  2001.  Interaction Ritual Chains.  Princeton:  Princeton Univeristy Press.

Comaroff, Jean.  1985.  Body of Power, Spirit of Resistance:  The Culture and History of a South African People.  Chicago:  University of Chicago Press.

D’Andrade, Roy.  1995.  The Development of Cognitive Anthropology.  New York:  Cambridge University Press.

De Munck, Victor C., and Elisa J. Sobo (eds.).  1998.  Using Methods in the Field:  A Practical Introduction and Casebook.  AltaMira.

Denzin, Norman, and Yvonna Lincoln (eds.).  2005.  The SAGE Handbook of Qualitative Research.  Sage.

Dilthey, Wilhelm.  1989.  Introduction to the Human Sciences.  Ed./tr. Rudolf A. Makkreel and Frithjof Rodi. (German original ca 1880.)  Princeton:  Princeton University Press. 

Douglas, Mary.  1966.  Purity and Danger:  An Analysis of Concepts of Purity and Taboo.  London:  Routledge, Kegan Paul.

—  1970.  Natural Symbols:  Explorations in Cosmology.  New York:  Pantheon.

Durkheim, Emile.  1933.  The Division of Labor in Society.  NewYork:  Free Press.

—  1973. Moral Education.  New York:  Free Press.

1982.  The Rules of Sociological Method.  S. Lukes, ed.  New York:  Macmillan.

Durkheim, Emile.  1995 [1912].  The Elementary Forms of Religious Life.  Tr. Karen E. Fields.  New York:  Free Press.

—  1951.  Suicide.  Tr. John A. Spaulding and George Simpson.  (French original, 1897.)  Glencoe, IL:  Free Press.

—  1993.  Ethics and the Sociology of Morals.  Tr. Robert T. Hall. 

— and Marcel Mauss.  1963 (Fr. orig. 1903).  Primitive Classification.  London: Cohen and West.

Eliade, Mircea.  1964.  Shamanism:  Archaic Techniques of Ecstasy.  New York:  Pantheon.

Ellingson, Ter.   2001.  The Myth of the Noble Savage.  Berkeley:  University of California Press.

Engels, Frederick.  1942 [1892].  The Origin of the Family, Private Property and the State, in the Light of the Researches of Lewis H. Morgan.  New York:  International Publishers.

— 1966.  Anti-Duhring: Herr Eugen Duhring’s Revolution in Science.  New York: International Publishers.  (New printing. Orig. US edn. 1939.  Orig. English edn. 1894.)

Foster, George.  1961.  “Interpersonal Relations in Peasant Society.”  Human Organization 19:174-178. 

—  1965.  “Peasant Society and the Image of Limited Good.”  American Anthropologist 67:293-315.

Foucault, Michel.  1970.  The Order of Things:  An Archaeology of the Human Sciences.  (Fr. orig., Les mots et les choses, 1966.)  New York:  Pantheon Books (Random House). 

Foucault, Michel.  1991.  “Governmentality.”  In The Foucault Effect:  Studies in Governmentality, ed. Graham Burchell, Colin Gordon, Peter Miller.  London:  Harvest/Wheatsheaf.  Pp. 87-104. 

—  2007.  Security, Territory, Population.  New York:  Palgrave MacMillan.

Foucault, M.  2008.  The Birth of Biopolitics. A Davidson (ed), G. Burchell (trans). New York: Palgrave Macmillan.

Geertz, Clifford.  1973.  The Interpretation of Cultures.  New York: Basic Books.

Gezelius, Stig S.  2007.  “Three Paths from Law Enforcement to Compliance:  Cases from the Fisheries.”  Human Organization 66:414-425. 

Giddens, Anthony.  1984.  The Constitution of Society.  Berkeley:  University of California Press.

Gladwin, Christina.  1989.  Ethnographic Decision Tree Modeling.  Newbury Park, CA:  Sage.

Goffman, Erving.  1959.  The Presentation of the Self in Everyday Life.  Garden City, NY:  Doubleday.

—  1961.  Asylums:  Essays on the Social Situation of Mental Patients and Other Inmates.  Garden City, NY:  Doubleday.

—  1967.  Interaction Ritual.  Garden City, NY:  Doubleday.

—  1963.  Stigma:  Notes on the Management of Spoiled Identity.  Englewood Cliffs, NJ:  Prentice-Hall.

Henshaw, John M.  2006.  Does Measurement Measure Up?  How Numbers Reveal and Conceal the Truth.  Johns Hopkins.

Herder, Johann Gottfried.  2002.  Philosophical Writings.  Transl. and ed. by Michael N. Forster.  Cambrdige:  Cambridge University Press.

Homans, George.  1974.  Social Behavior: Its Elementary Forms.  New York:  Harcourt, Brace, Jovanovich.

Howell, Signe, and Roy Willis.  1989.  Societies at Peace:  Anthropological Perspectives.  London:  Routledge.  See Robarchek below.  Other papers cover Chewong, Buid, Bali, Zapotec, Ufipa, etc.

Huizinga, Johan.  1950.  Homo Ludens:  A Study of the Play Element in Culture.  London:  Roy.

Hume, David.  1969 (1739-1740).  A Treatise of Human Nature.  New York:  Penguin.

Hutchins, Edwin.   1996.  Cognition in the Wild.  Cambridge, MA:  MIT Press.

Ingold, Tim.  2000.  The Perception of the Environment:  Essays in Livelihood, Dwelling and Skill.  London:  Routledge.

Jacobs, Brian, and Patrick Kain (eds.).  2003.  Essays on Kant’s Anthropology.  Cambridge:  Cambridge University Press. 

Kant, Immanuel.  1978.  Anthropology from a Pragmatic Point of View.  Tr. Victor Lyle Dowdell (Ger. Orig. 1798).  Carbondale:  Southern Illinois University Press. 

Keita, S. O. Y., and Rick A. Kittles.  1997. “The Persistence of Racial Thinking and the Myth of Racial Divergence.”  American Anthropologist 99:534-544.  This is the one we’ve been waiting for!  Cite for sts!

Kearney, Michael.  1984.  Worldview.  Novato, CA:  Chandler and Sharp.

Kearney, Michael.  1996.  Reconceptualizing the Peasantry:  Anthropology in Global Perspective.  Boulder, CO:  Westview.

Kipnis, Andrew.  2007.  “Neoliberalism Reified:  Suzhi Discourse and Tropes of Neoliberalism in the People’s Republic of China.”  Journal of the Royal Anthropological Institute 13:383-400.

Kockelman, Paul.  2007.  “Agency:  The Relation between Meaning, Power, and Knowledge.”  Current Anthropology 48:375-401.

Krader, Lawrence.  1980.  “Anthropological Traditions:  Their Relationship as a Dialectic.”  In Anthropology:  Ancestors and Heirs, Stanley Diamond, ed.  Hague:  Mouton.  Pp. 19-34.

Kroeber, A. L.  1944.  Configurations of Culture Growth.  Berkeley:  University of California Press.

— 1948.  Anthropology.  New York:  Harcourt, Brace.

— 1953.  Cultural and Natural Areas of Native North America.  Berkeley: Univ. of California Press.

Kroeber, A. L., and Clyde Kluckhohn.  1952.  Culture: A Critical Review of Concepts and Definitions.  Cambridge, MA: Peabody Museum of American Archaeology and Ethnology, Harvard University. Papers, XLVII:1.

Kronenfeld, David.  1996.  Plastic Glasses and Church Fathers.  New York:  Oxford University Press.

—  2008.  Culture, Society, and Cognition:  Collective Goals, Values, Action, and Knowledge.  Berlin:  Mouiton de Gruyter.

Kropotkin, Petr.  1904.  Mutual Aid, a Factor in Evolution.  London:  W. Heinemann.

Kuklick, Henrika.  1991.  The Savage Within:  The Social History of British Anthropology, 1885-1945.  CUP.

Kuper, Adam.  1999.  Culture:  The Anthropologists’ Account.  Cambridge, MA: Harvard University Press. 

—  1995.  Anthropology and Anthropologists:  The Modern British School.  Routledge.

—  1988  The Invention of Primitive Society:  Transformations of an Illusion.  Routledge.

—  2005.  The Reinvention of Primitive Society:  Transformation of a Myth.  Routledge.

Lanternari, Vittorio.  1963.  The Religions of the Oppressed.  New York:  Alfred A. Knopf.

Latour, Bruno.  2005.  Reassembling the Social:  An Introduction to Adctor-Network-Theory.  Oxford:  Oxford University Press.

Lerro, Bruce.  2000.  From Earth Spirits to Sky Gods:  The Socioecological origins of Monotheism, Individualism, and Hyperabstract Reasoning from the Stone Age to the Axial Iron Age.  Lanham, MD:  Lexington Books.

—  2005.  Power in Eden:  The Emergence of Gender Hierarchies in the Ancient World.  Trafford Publishing.

Lévi-Strauss, Claude.  1964.  Totemism.  Tr. Rodney Needham (Fr. orig. 1962, Presses Universitaires de France).  London:  Merlin Press.

Lévi-Strauss, Claude. 1962.  La pensée sauvage.  Paris:  Plon.

—  1963 (Fr. orig. 1958).  Structural Anthropology.  Tr. Claire Jacobson and Brooke Grundfest Schoepf. New York: Basic Books.

Lévi-Strauss, Claude.  1963.  “The Sorcerer and His Magic.”  Chap. 9 in Structural Anthropology.  Tr. Claire Jacobson and Brooke Grundfest Schoepf.  New York:  Basic Books.  Pp. 167-185.

— 1964-1971.  Mythologiques.  Paris: Plon.

—  1963.  Totemism.  Trans. Rodney Needham.  Boston:  Beacon.

L-S died Oct. 31, 2009, at the age of 100.

Locke, John.  1979 [1697]. An Essay Concerning Human Understanding.  Oxford:  Oxford University Press.

Locke, John.  1924 (orig. 1690).  Two Treatises on Government.  New York: Dutton.

Lowie, Robert H.   1937.  A History of Ethnological Theory.  New York:  Farrar and Rinehart.

—  1920.  Primitive Society.  New York:  Boni and Liveright.

—  1948.  Primitive Religion.  New York:  Liveright.

—  1959.  Ethnologist:  A Personal Record.  Berkeley:  University of California Press.

Lucretius.  1928.  De Rerum Natura.  Tr. W. H. D. Rouse.  Latin orig. ca 55 BC.  London:  William Heinemann; New York:  G. P. Putnam’s Sons. 

Malinowski, Bronislaw.  1944.  A Scientific Theory of Culture.  Oxford:  Oxford University Press.

—  1948.  Magic, Science and Religion.  Glencoe, IL:  Free Press.

Marx, Karl.  l973.  Grundrisse.  Baltimore: Penguin.

Maryanski, Alexandra, and Jonathan Turner.  1992.  The Social Cage.  Stanford, CA: Stanford University Press.

Maslow, A.  l970.  Motivation and Personality.  2nd edn.  NY: Harper and Row.

Mauss, Marcel.  1990.  The Gift.  Tr. W. D. Halls. (Fr. orig. 1925.)  London:  Routledge.

Mauss, Marcel.  1979.  “Body Techniques.”  In Sociology and Psychology:  Essays.  Tr. Ben Brewster.  London:  Routledge and Kegan Paul.

McCracken, Grant.  1988.  The Long Interview.  Newbury Park, CA: Sage.

McLean, Athena, and Annette Leibling (eds.).  2008.  The Shadow Side of Fieldwork. 

When fieldwork gets really upclose and personal.  Csordas, Crapanzano, etc.  Lots med.

Mead, George Herbert.  1964.  George Herbert Mead on Social Psychology.  Ed. Anselm Strauss.  Chicago:  University of Chicago Press.

Merleau-Ponty, Maurice.  1962.  The Phenomenology of Perception.  London: Routledge, Kegan Paul.

— l963.  The Structure of Behavior.   Boston: Beacon Press.

— l964.  “From Mauss to Claude Levi-Strauss.”  In: Signs.  Evanston, Ill:Northwestern University Press.  Pp. ll4-l25.

— 1968.  The Visible and the Invisible.  Chicago, IL: Northwestern University Press.

Mills, C. Wright.  1959.  The Sociological Imagination.  New York:  Grove Press.

Montesquieu, Charles, Baron.  1949 (Fr. orig. 1748).  The Spirit of the Laws.  New York: Hafner.

Morgan, David.  1996.  Focus Groups as Qualitative Research.  Sage.

Morgan, Lewis Henry.  1871.  Systems of Consanguinity and Affinity of the Human Family.  Washington, DC: Smithsonian Institution.  Contributions to Knowledge 17:2.

— 1954 (orig. 1851).  League of the Ho-De-No-Sau-Nee or Iroquois.  New Haven: Human Relations Area Files.

— 1877.  Ancient Society.  New York: Henry Holt.

— 1882.  Houses and House-Life of the American Aborigines.  Washington, DC: Govbernment Printing Office.

Netting, Robert McC.  1993.  Smallholders, Householders:  Farm Families and the Ecology of Intensive, Sustainable Agriculture.  Stanford:  Stanford University Press.

Netting, Robert McC.; Richard R. Wilk; Eric J. Arnould (eds.).  1984.  Households:  Comparative and Historical Studies of the Domestic Group.  UC.

Orans, Martin.  1975.  “Domesticating the Functional Dragon: An Analysis of Piddocke’s Potlatch.”  American Anthropologist 77:312-328.

Patterson, Thomas.  2001.  A Social History of Anthropology in the United States.  Oxford and New York:  Berg. 

Pearsall, Deborah (ed.).  2007.  Encyclopedia of Archaeology.  ScienceDirect.

Powell, J. W.  1901.  “Sophiology, or the Science of Activities Designed to Give Instruction.”  American Anthropologist 3:51-79.  Kanosh on a volcanic butte in Utah:

“He attributed its origin to Shinauav—the Wolf god of the Shoshoneans.  When I remonstrated with him that a wolf could not perform such a feat, ‘Ah,’ he said, ‘in ancient times the Wolf was a great chief.’  And to prove it he told me of other feats which Shinauav had performed, and of the feats of Tavoats, the Rabbit god, and of Kwiats, the Bear god, and of Togoav, the Rattlesnake god.  How like Aristotle he reasoned!”  p. 62. 

Radcliffe-Brown, A. R.  1957.  A Natural Science of Society.  New York:  Free Press.

Radin, Paul.  1927.  Primitive Man as Philosopher.  New York:  Appleton.

—  1957.  Primitive Religion.  New York:  Dover.  (Orig 1937; this has a new preface.)

—  1987.  The Method and Theory of Ethnology:  An Essay in Criticism.  Ed. Arthur J. Vidich.  South Hadley, MA:  Bergin and Garvey.

Riesman, David, with Nathan Glazer.  1953.  The Lonely Crowd:  A Study of the Changing American Character.  New Haven:  Yale University Press.

Robarchek, Clayton A.  1989a.  “Hobbesian and Rousseauan Images of Man:  Autonomy and Individualism in a Peaceful Society.”  In Societies at Peace, Signe Howell and Roy Willis, eds.  New York:  Routledge.  Pp. 31-44.

Robarchek, Clayton.  1989.  “Primitive Warfare and the Ratomorphic Image of Mankind.”  American Anthropologist 91:903-920.

— and Carole Robarchek.  1998.  Waorani:  The Contexts of Violence and War.  New York:  Harcourt Brace.

Romney, A. K.; Susan Weller; William Batchelder. 1986. “Culture as Consensus: A Theory of Culture and Informant Accuracy.”  American Anthropologist 88:313-338.

Rosaldo, Renato.  n.d. “Grief and a Headhunter’s Rage: On the Cultural Force of the Emotions.”  Southwestern Anthropological Assn., Newsletter, 22:4/23:l, pp. 3-8.

Rosaldo, Renato.  1989.  Culture and Truth:  The Remaking of Social Analysis.  Boston:  Beacon Press.

Ross, Norbert.  2004.  Culture and Cognition:  Implications for Theory and Method.  Thousand Oaks, CA:  Sage.

Rubin, Herbert, and Irene Rubin.  2005.  Qualitative Interviewing:  The Art of Hearing Data.  2nd edn.  Sage.

Sahlins, Marshall.  l972.  Stone Age Economics.  Chicago: Aldine.

— l976.  Culture and Practical Reason.  Chicago: University of Chicago Press.

Sahlins, Marshall, and Elman Service.  1960.  Evolution and Culture.  Ann Arbor, MI: University of Michigan Press.

Scott, James.  l976.  The Moral Economy of the Peasant.  New Haven: Yale University Press.   

—  l985.  Weapons of the Weak.  New Haven: Yale University Press.

Scott, James C.  1990.  Domination and the Arts of Resistance:  Hidden Transcripts.  New Haven:  Yale University Press.

—  1998.  Seeing Like a State.  New Haven:  Yale University Press.

—  2009.  The Art of Not Being Governed:  An Anarchist History of Upland Southeast Asia.  New Haven:  Yale University Press.

Shore, Bradd.  1996.  Culture in Mind:  Cognition, Culture, and the Problem of Meaning.  New York:  Oxford University Press.

Spradley, James.  1979.  The Ethnographic Interview.  New York:  Holt, Rinehart and Winston.

Strauss, Claudia, and Naomi Quinn.  1997.  A Cognitive Theory of Cultural Meaning.  Cambridge:  Cambridge University Press.

Turner, Jonathan H.  2000.  On the Origins of Human Emotions:  A Sociological Inquiry into the Evolution of Human Affect.  Stanford.

—  2010-2011.  Theoretical Principles of Sociology.  3 v. 

Turner, Jonathan, and Alexandra Maryanski.  1979.  Functionalism.  Menlo Park, CA: Benjamin/Cummings.

Turner, Victor. l967.  The Forest of Symbols. Ithaca: Cornell University Press. 

Tyler, Stephen (ed.).  l968.  Cognitive Anthropology.  New York:  Holt, Rinehart and  Winston.

Tylor, Edward.  1871.  Primitive Culture, Researches into the Development of Mythology, Philosophy, Religion, Language, Art and Custom.  London: John Murray.

Van Gennep, Arnold.  1960.  The Rites of Passage.  Chicago:  University of Chicago Press.

Vayda, Andrew P.  2009.  “Causal Explanation as a Research Goal:  Do’s and Don’t’s.”  In Explaining Human Actions and Environmental Changes.  Lanham, MD:  AltaMira (division of Rowman & Littlefield).  Pp. 1-48.

P. 24 (fn):  “Extreme current examples of claims of the latter kind [reifying abstractions] are the many claims involving ‘globalization,’ which…has transmogrified from being a label for certain modern-world changes that call for explanation to being freely invoked as the process to which the changes are attributed.”

Vayda, Andrew P.  2009.  Explaining Human Actions and Environmental ChangesLanham, MD:  AltaMira (division of Rowman & Littlefield).

Veblen, Thorstein.  1912.  The Theory of the Leisure Class:  An Economic Study of Institutions.  New York:  MacMillan.

Vico, Giambattista.  2000.  New Science.  Tr. David Marsh.  New York:  Penguin.

Voget, Fred.  1975.  A History of Ethnology.  New York: Holt, Rinehart and Winston.

Wallace, A. F. C.  1970.  Culture and Personality.  New York: Random House.

Wallerstein, Immanuel. 1976.  The Modern World-System:  Capitalist Agriculture and the Origins of the European World-Economy in the Sixteenth Century.  New York:  Academic Press.

Warner, Lloyd.  1953.  American Life:  Dream and Reality.  Chicago:  University of Chicago Press.

Weber, Max.  1967.  Max Weber on Law in Economy and Society, Edited by M. Rheinstein. Translated by E. Shils and M. Rheinstein. New York: Simon and Schuster.

—. 1968. Max Weber on Charisma and Institution Building, Edited by S. N. Eisenstadt. Chicago: University of Chicago Press.

—. 1978. Economy and Society: An Outline of Interpretive Sociology, vol. 1-2, Edited by G. Roth and C. Wittich. Berkeley: University of California Press.

—. [1915] 1951. The Religion of China: The Sociology of Confucianism and Taoism. Translated by H. Gerth. New York: Free Press.

—. [1916-17] 1958. The Religion of India: The Sociology of Hinduism and Buddhism. Translated by H. Gerth and D. Martindale. New Delhi: Munshiram Manoharlal.

—. [1917-19] 1952. Ancient Judaism. Translated by H. Gerth and D. Martindale. New York: Free Press.

—  2002.  The Protestant Ethic and the “Spirit” of Capitalism.  Tr. Peter Baehr/Gordon Wills.  New York:  Penguin.  Tr of the 1907 edition, not the 1920 one tr by Parsons.  Some notable diffs, mostly in notes.  This edn also includes a mess of debate swirling around it all.

—  1998.  The Agrarian Sociology of Ancient Civilizations.  Tr. R. I. Frank.  London:  Verso.  (Orig.1924 from 1909 and 1896 origs.)

—  1958.  The City.  Tr. Don Martindale and Gertrud Neuwirth.    NY:  Free Press.

—  1963.  The Sociology of Religion.  Tr. Talcott Parsons.  German original 1922.  Boston:  Beacon.

—  1946.  From Max Weber:  Essays in Sociology.  Ed. and tr. Hans Gerth and C. Wright Mills.  New York:  Oxford University Press.

White, Leslie A.  1949.  The Science of Culture.  New York: Grove Press.

—  1959.  The Evolution of Culture.  New York:  McGraw-Hill.

Whiteford, Linda M., and Robert T. Trotter II.  2008.  Ethics for Anthropological Research and Practice.  Long Grove, IL:  Waveland Press.

Wolf, Eric.  1982 (new preface in 1997 ed).  Europe and the “People Without History.”  Berkeley:  University of California Press.

Wylie, Alison.  2002.  Thinking from Things:  Essays in the Philosophy of Archaeology.  Berkeley:  University of California Press.  Essays; 514 pp. 

Wylie, Alison.  2004.  “Why Standpoint Matters.”  In The Feminist Standpoint Theory Reader:  Intellectual and Political Controversies, ed Sandra Harding.  London:  Routledge.  Pp. 339-352.

Yoffee, Norman.  2005.  Myths of the Archaic State: Evolution of the Earliest Cities, States, and Civilizations.  Cambridge University Press.

Prentice-Hall.

Histories of Anthropology:

Some useful references, including, for comparison, a selection of histories of other relevant fields.

Most useful ones starred.  Thanks to Julie Brugger, Tom Patterson, Lynn Thomas, among others, for some of these references.

Adams, William Y.  1998.  The Philosophical Roots of Anthropology.  Stanford University, Center for the Study of Language and Information.  More “workmanlike” than brilliant or comprehensive.

American Anthropologist.  2002.  Vol. 104, no. 2: Special Centennial Issue.  Many important historical articles.

Baker, Lee D.  1998.  From Savage to Negro:  Anthropology and the Construction of Race, 1896-1954.  Berkeley:  University of California Press.  Excellent, important book.

Barnard, Alan.  2000.  History and Theory in Anthropology.  Cambridge: Cambridge University Press.

Barth, Frederik, Andre Gingrich, Robert Parkin, Sydel Silverman.  2005.  One Discipline, Four Ways: British, German, French, and American Anthropology. Chicago and London: University of Chicago Press.

Bartra, Roger.  1994.  Wild Men in the Looking Glass.

—  1997.  The Artificial Savage.  Ann Arbor:  University of Michigan Press.

This and the previous are a two-volume study of ideas of “savages” in pre-anthropological days.  Excellent; absolutely not to be missed if you are serious about anthro history.

Bennett, John.  1999.  “Classic Anthropology.”  American Anthropologist 100:951-956.  Observations by a rather neglected but very innovative and important thinker.

Bieder, Robert E.  1986.  Science Encounters the Indian, 1820-1880.  Norman: Univ. of Oklahoma Press.  So-so; mostly superseded by Trautman etc.

Boon, James A.  1982.  Other Tribes, Other Scribes.  Cambridge:  Cambridge University Press.  Skeptical history; very learned and often quite funny. 

Bottomore, Tom (ed.).  1991.  A Dictionary of Marxist Thought.  2nd edn.  Oxford: Blackwell.  Standard, excellent, basic reference.  He’s done other good reference stuff too.

Bowen, John R.  1995.  “The Forms Culture Takes:  A State-of-the-Field Essay on the Anthropology of Southeast Asia.”  Journal of Asian Studies 54:1047-1078.  A regional survey, but, more, this article contains several notably incisive comments on anthropological theory.

Brown, Andrew.  2003.  In the Beginning Was the Worm:  Finding the Secrets of Life in a Tiny Hermaphrodite.  New York:  Columbia University Press.  In the mid-1960s, one Sydney Brenner decided he wanted to truly understand a single multi-celled organism, and picked the worm Coenorhabditis elegans as about the simplest one he could find.  Half a century later we’re still working on it….  This book gives the history of a field that exploded from incredible obscurity to scientific dominance.  No great relevance to anthro, but I couldn’t resist putting it in.

Carneiro, Robert L.  2003.  Evolutionism in Cultural Anthropology:  A Critical History.  Boulder: Westview.  Very good short history, by a proponent.

Cole, Fay-Cooper.  1959.  Reminiscence of his serving as the expert on anthropology for Clarence Darrow in the Scopes trial.  Scientific American, Jan. 1959.  (Reference seen in Sci Am, Jan. 2009, p. 12; haven’t looked up the original.)

Cole, Sally.  2003.  Ruth Landes:  A Life in Anthropology.  Lincoln:  University of Nebraska Press.  Landes was another of Boas’ female students, doing brilliant ethnography but ignored because of gender and other depressing biases in the world.  Landes’ early writings on Ojibwa women were among the first ethnographies specifically dealing with women.

Daniel, Glyn.  1950.  A Hundred Years of Archaeology.  London: Duckworth.  There are later, updated editions that have expanded to “A Hundred and Fifty Years of Anthropology.”

—  1967  The Origins and Growth of Archaeology.

— and A. C. Renfrew.  1988.  The Idea of Prehistory.  New York: Columbia UP.

Darnell, Regna.  1974.  Readings in the History of Anthropology.  New York:  Harper & Row.  Various pre-anthropological selections and some historical notes from early in the field.

—  1990.  Edward Sapir: Linguist, Anthropologist, Humanist.  Berkeley: University of California Press.  Good on life details; not much on his theories or linguistic practice.                          

—  1998a.  And Along Came Boas:  Continuity and Revolution in Americanist Anthropology.  Amsterdam:  John Benjamins. 

—  1998b.  “Camelot at Yale:  The Construction and Dismantling of the Sapirian Synthesis, 1931-39.”  American Anthropologist 100:361-372.

Deacon, Desley.  1997.  Elsie Clews Parsons:  Inventing Modern Life.  Chicago:  University of Chicago Press.  Parsons was a true original, and this book is not to be missed.

De Laguna, Frederika (ed.).  1960.  Selected Papers from the American Anthropologist, 1888-1920.  Evanston, IL: Row, Peterson.  Nice selection and useful to have, but you might just as well root around in old volumes of AA.

Dudley, Edward, and Maximillian E. Novak (eds.).  1972.  The Wild Man Within.  Pittsburgh: University of Pittsburgh Press.  Perhaps most useful to anthropologists is the essay by Hayden White, “The Forms of Wildness: Archaeology of an Idea,” pp. 3-38.  There is much else of value in this book.

Erickson, Paul, and Liam Murphy. 2003.  A History of Anthropological Theory; with companion volume, 2006, Readings for a History of Anthropological Theory. Ontario:  Broadview Press. 

A Canadian view.  Erickson studies fishing in eastern Canada.  He has also done books on teaching anthropology and on biographies of anthropologists.

Evans, Andrew D.  2007.  Rudolf Virchow and the Unity of Humankind:  The Liberal Paradigm in German-Speaking Physical Anthropology.”  Paper, American Anthropological Association, annual meeting, Washington, DC. 

Virchow was the first great German anthropologist to argue strongly against racist views.  He was also a fighting liberal politically, serving in the German parliament for 13 years.  He led a long tradition ancestral to modern physical anthro, which tradition was, of course, eclipsed under Nazism.

Evans-Pritchard, E. E.  1981.  A History of Anthropological Thought.  Though left tragically unfinished when Evans-Pritchard died, this is a great book–don’t miss.  

Evans-Pritchard, E. E.  1965,  Theories of Primitive Religon.  Oxford:  Oxford University Press.

His no-nonsense demolition job on the field; read with care—he isn’t always fair to his victims!

Fournier, Marcel.  2005.  Marcel Mauss.  Tr. Jane Marie Todd.  Fr. orig. 1994.  Princeton:  Princeton University Press.

Freedberg, David.  2003.  The Eye of the Lynx:  Galileo, His Friends, and the Beginnings of Modern Natural History.  Chicago:  University of Chicago Press.

Frierson, Patrick R.  2003.  Freedom and Anthropology in Kant’s Moral Philosophy.  Cambridge:  Cambridge University Press.

Giddens, Anthony.  1971.  Capitalism and Modern Social Theory: An Analysis of Marx, Durkheim and Max Weber. Cambridge University Press.  Possibly the very best intro to these three.  Not as good on them as some more specialized guys are (Elster is better on Marx, Collins on Weber), but nobody puts it all together like Giddens.

Gleick, James.  2003.  Isaac Newton.  New York:  Pantheon.  Among other things, reminds us that Newton seriously researched alchemy and astrology, and was intensely religious.  “Science” in the no-“pseudoscience,” no-“religion” sense was far in the future!

Goldschmidt, Walter.  2001.  “A Perspective on Anthropology.”  American Anthropologist 102:789-807.  Personal views of the field by a veteran scholar.  Wally Goldschmidt was famous for his sometimes rather acid tongue, so expect some fun here if you enjoy fireworks.

Gould, Stephen Jay.  1996.  The Mismeasure of Man.  2nd edn.  Basic history and disproof of racism (with all the arguments you need when you teach Anthro 1 or whatever).

Harris, Marvin.  1968.  The Rise of Anthropological Theory.  New York: Crowell.  Good source for anthro up to about 1890.  For 20th century anthro, this book is completely unreliable as well as extremely biased, and is to be carefully avoided; even basic facts are wrong.                    

Harrison, Ian, and Faye Harrison.  1999.  African-American Pioneers in Anthropology.  Urbana:  University of Illinois Press.

Hiatt, L. R.  1997.  Arguments about Aborigines:  Australia and the Evolution of Social Anthropology.  Cambridge:  Cambridge University Press.

Hinsley, Curtis M., Jr.  1981.  Savages and Scientists:  The Smithsonian Institution and the Development of American Anthropology, 1846-1910.  Good basic reference on the facts; not so adequate on the theories and thoughts.

Hollis, Martin.  2002.  “Philosophy of Social Science.”  In The Blackwell Companion to Philosophy, ed. Nicholas Bunnin and Eric Lsui-James [sic].  Malden, MA:  Blackwell.

Howard, M. C., and J. E. King.  1985.  The Political Economy of Marx. London: Longman.  2nd edn.  Nice basic intro.

Hyatt, Marshall.  1990.  Franz Boas, Social Activist:  The Dynamics of Ethnicity.  New York:  Greenwood. 

Hymes, Dell (ed.).  1974.  Studies in the History of Linguistics.  Bloomington: University of Indiana Press.

Jacobs, Brian, and Patrick Kain.  2003.  Essays on Kant’s Anthropology.  Cambridge:  Cambridge University Press.  Useful if you are truly into Kant; otherwise too specialized for much value, though interesting and well done.

James, Wendy, and N. J. Allen (eds.).  1998.  Marcel Mauss:  A Centenary Tribute.  Berghahn Books.  Disappointing, but at least it’s something.  The man who gave us The Gift, the concept of “habitus” (yet another thing from Kant’s Anthropology book—but Mauss developed it) and embodiment of culture, and many other basic ideas has received amazingly little attention in the English-language literature.  He deserves better.

Kant, Immanuel.  1978.  Anthropology from a Pragmatic Point of View.  Tr. Victor Lyle Dowdell (Ger. Orig. 1798).  Carbondale:  Southern Illinois University Press. 

This is not a history but the start of a history—the book that launched anthropology as a serious name and a serious field.  The word was coined in the late 16th century and used off and on, but this was the first significant book devoted to it, and created it as a scholarly field.  Kant had discussed anthropology already in Critique of Pure Reason (see the Penguin edition, 2007, translated by Max Müller and Marcus Weigelt, esp. pp. 473-4).  One Alexandre-César Chavannes came out in 1788 with a book Anthropologie ou science générale de l’homme, but it is forgotten by all but trivia buffs.)

Kearney, Michael.  1996.  Reconceptualizing the Peasantry.  Boulder: Westview.  Excellent and important history of the concept of the “peasant” in anthropology and of “peasant” studies and related matters in the discipline.

Kelso, Alec (ed.).  2008.  The Tao of Anthropology.  Gainesville: University of Florida Press.

Essays on their careers by senior anthropologists.

Koerner, E. F. K., and R. E. Asher (eds.).  1995.  Concise  History of the Language Sciences from the Sumerians to the Cognitivists.  Kidlington, Oxford, England: Elsevier Science (Pergamon imprint).  Taken, and updated, from of the Encyclopedia of Language and Linguistics (same editors and publishers, 1994).  This book consists of short articles on everything from the Korean alphabet to Panini’s Sanskrit grammar, as well as everything since.  Superb reference, but not a book to sit down and read.

Kroeber, A. L., and Clyde Kluckhohn.  1952.  Culture: A Critical Review of Concepts and Definitions.  Cambridge, MA: Peabody Museum of American Archaeology and Ethnology, Harvard University.  Variously reprinted in more available places.  Basic; indispensable reference.  Now way out of date, but vitally important for history of anthro.

Kuhn, Thomas.  1962.  The Structure of Scientific Revolutions.  Chicago:  University of Chicago Press.  This book argued that science changes through paradigm shifts; a minority view or a new view slowly gains evidence till there is a huge sudden change and it is adopted.  Few, if any, changes seem to fit Kuhn’s story, especially in the social sciences, though Darwinian evolution comes close.  Standard examples of revolutions (Copernicus and Galileo on cosmology, the fall of phlogiston and alchemy, etc.) turn out to be more complex than Kuhn suggests.  Still, this is a very important book, read by almost everyone even slightly interested in the history of science.

Kuklick, Henrika.  1991.  The Savage Within: The Social History of British Anthropology.  Cambridge: Cambridge UP.  Basic.  As history of science, rather than chronicle of anthro thought, this is probably the best of this list.

Kuper, Adam.  1983.  Anthropology and Anthropologists:  The Modern British School.  2nd edn.  London: Routledge.  Covers 20th century British social anthro in a wonderfully witty, thorough and insightful way.  Best book on the subject.

— 1988.  The Invention of Primitive Society.  London:  Routledge.  19th-century British anthropology.  This and Kuklick are the best books on the period.                                    

—  2006.  The Reinvention of Primitive Society.  New edn of above, w brief added chapt on romantic savages and indigenous rights today.

—  1994.  The Chosen Primate.  Cambridge, MA: Harvard University Press.  On misuses of Darwinism, and other foibles.

Kuznar, Lawrence.  1997.  Reclaiming a Scientific Anthropology.  Walnut Creek:  AltaMira.  Not a history, but plenty on the rise of science in anthropology.

Laird, Carobeth.  1975.  Encounter with an Angry God: Recollections of My Life with John Peabody Harrington.  Banning, CA: Malki Museum Press.  This book is the runaway success from this list; it was promptly reprinted in mass editions and is still available.  It has reached something close to classic status as a literary work.

Langness, L. L.  1987.  The Study of Culture.  Rev. edn.  Novato, CA: Chandler and Sharp.  Fair, but now superseded by others on this list.

Leeds-Hurwitz, Wendy.  Rolling in Ditches with Shamans:  Jaime de Angulo and the Professionalization of American Anthropology.  Lincoln:  Univ. of Nebraska Press.

De Angulo tested the limits—he was a brilliant anthropologist and also has a strong case for being the original hippie (I’m serious!); he pioneered Big Sur and developed the counterculture scene there.  This is a sympathetic, thorough look at the man.

Lewis, Herbert S.  1998.  “The Misrepresentation of Anthropology and Its Consequences.”  American Anthropologist 100:716-731.  A VERY important article.  Read it.

—  2001a.  “The Passion of Franz Boas.”  American Anthropologist 103:447-467.  Sets the record straight on a number of important issues.  Lewis is one of the very best writers on the history of anthropology, and THE best on Boas. 

—  2001b.  “Boas, Darwin, Science, and Anthropology.”  Current Anthropology 43:381-406.

Liberman, Leonard.  2001.  “How ‘Caucasoids’ Got Such Big Crania and Why They Shrank.”  Current Anthropology 43:69-95.  Excellent history of racist misuse of anthropology.

Lowie, Robert.  1937.  The History of Ethnological Theory.  New York: Rinehart.  In spite of the militant Boasian bias, this is still a “must read,” because of Lowie’s matchless incisiveness and wisdom in dealing with early writers.          

Mark, Joan.  1988.  A Stranger in Her Native Land: Alice Fletcher and the American Indians.  More than a biography–this is basic for the history of late 19th century anthro.             

Martin, Michael, and MacIntyre, Lee.  1994.  Readings in the Philosophy of Social Science.   Cambridge, MA:  MIT. Monumental collection–the full texts of just about every important article.       

This is absolutely basic; every anthro student should know it and read at least a few articles!

Mason, Otis Tufton.  1895.  The Origins of Invention.  Smithsonian Institution.  Not a history of anthro, but history by anthropology.  Long superseded as far as conclusions go, but an important milestone in the development of anthropological theory.

—  1894.  Women’s Share in Primitive Culture.  New York:  D. Appleton.  Ditto.

McDonald, Lynn.  1993.  The Early Origins of the Social Sciences.  Montreal and Kingston (Canada): McGill-Queen’s Univ. Press.  Major.  Sociology and political science rather than anthropology, but for the 18th century this is hard to do without.  One of the best histories of social science, much better than any comparable work in the anthro literature.

McGee, R. Jon, and Richard L. Warms (eds.).  1996.  Anthropological Theory: An Introductory History.  Mountain View, CA: Mayfield.  In spite of the name, this is a collection of readings from the basic sources, not a history.  Only fair; now superseded.  Don’t waste your time.

Mead, Margaret, and Ruth Bunzel (eds.).  1960.  The Golden Age of American Anthropology.  Selected readings from American anthro standards.                           

Moore, Henrietta and Todd Sanders, eds.  2006.  Anthropology in Theory: Issues in Epistemology.  Malden, MA: Blackwell Publishing.

Morgan, Lewis Henry.  1985 [1877].  Ancient Society.  Tucson:  University of Arizona Press.  The classic work that started theoretical anthro in the US.  Don’t be put off by the fact that it’s now considered “wrong” and its evolutionary scheme now seems outrageously biased against the “primitives” and “savages.”  It was, for its time, an amazingly forward-looking, challenging work.

—1871.  Systems of Consanguinity and Affinity of the Human Family.  Washington:  Smithsonian Institution.  Smithsonian Contributions to Knowledge 17:2.

Munzel, G. Felicitas.  1999.  Kant’s Conception of Moral Character:  The “Critical” Link of Morality, Anthropology, and Reflective Judgment.  Chicago:  University of Chicago Press. 

Pagden, Anthony.  1982.  The Fall of Natural Man.  Cambridge UP.  16th century proto-anthropology!  Important work.  Shows that the traditional Catholics were the protectors of the Native Americans, with Las Casas emerging as one of the great genuine heroes of history; the modern, humanistic Catholics were the bad guys—convinced that Progress meant sweeping the Indians aside.

Palacio-Pérez, Eduardo.  2010.  “Salomon Reinach and the Religious Interpretation of Palaeolithic Art.”  Antiquity 84 (325) 853-863.

Excellent, important historical article.  Reinach basically started it; he was totally involved with anthro and sociology, reviewing Durkheim, writing obit for de Mortillet, etc.  Really brilliant, right-on stuff quoted.

Parezo, Nancy (ed.).  1993.  Hidden Scholars.  Tucson:  University of Arizona Press.  A chronicle of women anthropologists who studied Ariz/NM Indians.  The essay on Benedict is really superb, and the whole book is very valuable.  (Considering that not only Benedict but several of the others were world-famous, highly influential anthropologists, the “hidden” is possibly a bit gratuitous, but some of these scholars indeed suffered from neglect because of gender.)

Patterson, Thomas.  2001.  A Social History of Anthropology in the United States.  Oxford and New York:  Berg.  Superb history with an insightful, incisive political take.  Patterson, an archaeologist turned historian of anthro, is one of the best scholars in the area.

Penniman, T. K.  1965.  A Hundred Years of Anthropology.  3rd ed.  London: Duckworth.  Companion to Daniel, above.  Detailed and still valuable though obviously dated.

Popkin, Richard H.  1987.  Isaac La Peyrère (1596-1676): His Life, Work and Influence.  Under this specialized-sounding title is a book about the idea that there were people around long before Adam—an idea obviously necessary to the development of anthro, especially archaeology and human paleo.  La Peyrere was the first to popularize this idea in the Judeo-Christian world.  His work was later coopted by polygenists and racists; Popkin provides much detail on the rise of racism in the 19th century and on the whole history of early anthropology.

Radin, Paul.  1987.  The Method and Theory of Ethnology.  Introduction by Arthur Vidich.  Boston: Bergin and Garvey.  Classic theoretical statement; Vidich’s long and detailed statement has value for situating Radin in his historical context.

Rankin-Hill, Lesley M., and Michael L. Blakey.  1994.  “W. Montague Cobb (1904-1990):  Physical Anthropologist, Anatomist, and Activist.”  American Anthropologiost 96:74-96.  Early African-American leader.

Robins, R. H.  1990.  A Short History of Linguistics.  London: Longmans.  3rd edn.  The only book in its field.  Hopefully a fuller one will come along.

Rowe, William T.  2007.  “Owen Lattimore, Asia, and Comparative History.”  Journal of Asian Studies 66:759-786.  Major essay on a geographer who influenced anthropology; lots in here on anthro and history (as well as geography) of the early 20th century.

Rudwick, Martin.  2006.  Bursting the Limits of Time.  Chicago:  University of Chicago Press. This enormous book is about the fullest history of an anthro-related discipline.  It’s a fascinating read, even if you aren’t into geology.  Archaeologists and fossil-folk specialists really need to look at it, because it describes the birth of the idea that Europe was around, with weird critters in it, long before people got there.  If you ever have a long summer week to do nothing but bury yourself in what to me the most fascinating story in the history of science, go for it.  He promises a second vol that should be even better.

Sabloff, Jeremy A., and Wendy Ashmore.  2001.  “An Aspect of Archaeology’s Recent Past and Its Relevance in the New Millennium.”  In Archaeology at the Millennium:  A Sourcebook, ed. by Feinman and Price.  New York:  Kluwer/Plenum.

Shapiro, Warren.  1991.  “Claude Lévi-Strauss Meets Alexander Goldenweiser:  Boasian Anthropology and the Study of Totemism.”  American Anthropologist 93:599-620.

Silverman, Sydel (ed.).  2004.  Totems and Teachers:  Key Figures in the History of Anthropology.  2nd edn.  New York:  AltaMira. 

Major chapters on major figures.  Orig 1981, so core is old-timers’ writings.

Smedley, Audrey.  2007.  Race in North America:  Origin and Evolution of a Worldview.  3rd edn.  Boudler:  Westview.

Spencer, Frank.  1982.  A History of American Physical Anthropology, 1930-1980.  Useful, but physical anthro has yet to find its true historian.

Stocking, George.  1968.  Race, Culture and Evolution.  Free Press.  Boas and his intellectual relatives.  Classic.

—  1985.  Victorian Anthropology.  New York: Free Press (MacMillan).  Superb account; terrific storytelling, lots of facts.  Not so good on theories as Kuklick or Kuper, but not to be dismissed.  Stocking likes to call himself “anthropology’s in-house historian,” and he pretty much is; he’s the best chronicler if not the best thinker.

— 1992.  The Ethnographer’s Magic and Other Essays in the History of Anthropology.   Madison:  University of Wisconsin Press.

— 1995.  After Tylor.  Madison:  University of Wisconsin Press.

An enormous history of British anthropology from Tylor to Radcliffe-Brown.

—  2001.  Delimiting Anthropology:  Occasional Essays and Reflections.  Madison:  Univerity of Wisconsin Press.

— (ed.)  History of Anthropology series.  Madison: Univ. of Wisconsin Press.  Something like a journal–every couple of years they issue a volume of essays on one broad topic.  So far, we have: 

Vol. l.  Observers Observed:  Essays on Ethnographic Fieldwork. (1983)

2.  Functionism Historicized (1984–special attn. Kuklick essay)

3.  Objects and Others (museums; 1985)

4.  Malinowski, Rivers, Benedict and Others: Essays on Culture and Personality

5.  Bones, Bodies, Behavior (1988; physical anthro; good essay on Piltdown and DYNAMITE essays on Nazism)

6.  Romantic Motives:  Essays on Anthropological Sensibility

7.  Colonial Situations: Essays on the Contextualization of Ethnographic Kowledge.

8.  Volksgeist as Method and Ethic (1996).  On Boas and German anthro.  The essay by Matti Bunzl, “Franz Boas and the Humboldtian Tradition: From olksgeist and Nationalcharakter to an Anthropological Concept of Culture,” is really superb and important (pp. 17-78).  He traces anthropology–the word and the concept–to Wilhelm von Humboldt, who started it right at the turn of the century (1798-1810 period).  Kant got the word and idea from von H. 

Also interesting is “From Virchow to Fischer: Physical Anthropology and “Modern Race Theories’ in Wilhelmine Germany” by Benoit Massin (79-154).  It traces the decay of German phys anth from liberal Virchow to increasingly right-wing and finally Nazi Fischer.

See also “‘The Little History of Pitiful Events’: THe Epistemological and Moral Contexts of Kroeber’s Californian Ethnology” by Thomas Buckley (257-297).  Rather an unfair hatchet job–he misses, or deliberately ignores, most of Kroeber’s good side.  But he has some real points.                    

Stocking, of course, is THE historian of anthropology.  He’s solid, reliable, fair, and a good read.  He is more chatty and into fun facts than a great critic and dissector of theory, though.  Great for the background and context, but go for Collins, Giddens, Kuklick, Herb Lewis, and Tom Patterson if you want to know what the guys actually said.

Trautman, Thomas.  1987.  Lewis Henry Morgan and the Invention of Kinship.  Berkeley: University of California Press. 

Superb study of Morgan’s life and the intellectual climate of the age.  (But LHM didn’t invent kinship, only kinship studies!) 

Trigger, Bruce.  1989.  A History of Archaeological Thought.  Cambridge: Cambridge University Press.  Major work.  Not unbiased.  But indispensable, especially for American archaeology.

Turner, Jonathan.  1989.  The Emergence of Social Theory.  Wadsworth.

Turner is one of the leading writers on classic sociological theory, including sociologists like Weber and Durkheim that influenced anthro.

Turner, Jonathan, and Alexandra Maryanski.  1979.  Functionalism.  Menlo Park: Benjamin/Cummings.

Van Riper, Bowdoin.  1993.  Men Among the Mammoths: Victorian Science and the Discovery of Human Prehistory.  Chicago: University of Chicago Press.  Brief, clear study of the topic.

Verdon, Michel.  2007.  “Franz Boas:  Culture History for the Present or Obsolete Natural History?”  Journal of the Royal Anthropological Insitutie 13:433-451.  Argues for the latter, but is so wrong that his own quotes from Boas disprove him.

Vermeulen, Hans F. (ed.).  1995.  Fieldwork and Footnotes:  Studies in the History of European Anthropology.  London:  Routledge.

Vico, Gianbattista.  1944.  The Autobiography of Giambattista Vico.  Tr. Max Harold Fisch and Thomas Goddard Bergin.  Ithaca: Cornell University Press.  Easily available still, in paperback.  The interest here is not in the autobiog (dull) but in the translators’ introduction, a superb short study of Vico’s place in the history of social science.

Vincent, Joan.  1990.  Anthropology and Politics.  Tucson:  University of Arizona Press.

Classic.  There is a newer edition now.

Voget, Fred.  1975.  A History of Ethnology.  New York: Holt, Rinehart and Winston.  Encyclopedic; for quick reference, not for reading.  Extremely comprehensive.

Willey, Gordon, and Jeremy Sabloff.  1992.  A History of American Archaeology.  San Francisco: W. H. Freeman.  Standard for its field; basic.  Willey has published books of memoirs, reminiscences and essays that are very valuable.

Wolf, Eric R.  1994.  “Perilous Ideas:  Race, Culture, People.”  Current Anthropology 35:1-12.

Wolff, Larry, and Marco Cipolloni (eds.).  2007.  The Anthropology of the Enlightenment.  Stanford:  Stanford University Press.  Lots on origins.  The first actual “anthropology” book was pre-Kant (see Kant above).  “Civilisation” appeared, first in French, around 1750, and was popularized by Mirabeau.  “Culture” in anything like mod meaning came somewhat later; it just meant “ag” in 1750s.  See Wolff’s “Anthropological Thought in the Enlightenment,” pp. 3-32, esp. p. 4 (first anthro book), 10 (first “civilisation”).  “Ethnographie,” “ethnographisch” and “Völkerkunde” were all coined by one man, August Schlözer, prof at Göttingen from 1769 on.  He was using them by early 1770s.  This from John Gascoigne:  “The German Enlightenment and the Pacific,” pp. 141-171; see p. 144.  Other ideas of this time included stagnant China, childlike India, etc.  The savage New World stereotype continued from the 17th century, and got new spin from Adam Smith.  Lots in here about Siberia, slaves in Haiti, etc.  Very little bullshit (though C’s last chapt is pretty lame).

Belleau, Jean-Philippe E., “Love in the Time of Hierarchy:  Ethnographic Voices in Eighteenth-Century Haiti,” 209-237, has all the horrors Steadman found in Surinam.  Confirmation.

Young, Virginia Heyer.  2005.  Ruth Benedict:  Beyond Relativity, Beyond Pattern.  Lincoln: University of Nebraska Press.

     There are many other excellent works.  Their exclusion from this list is merely due to time and space constraints.  In particular, I have avoided most biographies and autobiographies, but note that W. H. R. Rivers, A. C. Haddon, Robert Lowie, A. L. Kroeber, Margaret Mead, Ruth Benedict, Alice Fletcher, Edgar Lee Hewitt, Jaime de Angulo, Frank Cushing, Claude Levi-Strauss, B. Malinowski, Franz Boas, Hortense Powdermaker, Emile Durkheim, L. H. Morgan, and many other “greats” have been the subjects of biographies or wrote autobiographies.  (The biographies of Sapir, Harrington, Fletcher and Morgan above are “different” because they go far beyond mere biography and cover the whole intellectual life of the periods in question.  For Morgan, there is another more “ordinary” biog as well as Trautman’s more ambitious book.)  

     When seeking to know about a particular person, always remember to look up his or her obituaries in the major journals.  Obits are often very valuable, especially in the early and mid 20th century, when scholars like A. L. Kroeber made the obit into a major scholarly form.          

     Dozens of anthropologists have written popular or semipopular accounts of their field work.  Most of these can most charitably be described as chatty journals and travel accounts.  Uncharitable descriptions could get much worse without being unfair or wrong, I am sorry to say.  Among the few that deserve attention as literature are Jaime de Angulo’s writings and Carobeth Laird’s book Encounter with an Angry GodIn the Company of Man, edited by Joseph Casagrande, provides a good selection of short accounts. 

     Another category missing above are regional histories.  There are superior histories of archaeology in Mexico, the US Southwest, Mayaland, Mesopotamia, China, and many other areas.  The Maya, in particular, are well served; the archaeologists seem almost as fascinating to historians as the ancient Maya themselves.  See esp. a number of works by Robert Brunhouse and by Michael Coe (his Breaking the Maya Code is deservedly a classic).  Other fields have not been so well served, but there are good sources around. 

     A few books are so bad as to require a special avoidance warning.  Marvin Harris has been noted above.  Donna Haraway’s stuff is amusing polemic but not serious history; she gets her facts wrong occasionally, and puts a lot of spin on them even when they’re right.  Several earlier authors (Leslie White for one) didn’t even get their facts straight.

Some Related Items

The Three Great Founders of social science are universally agreed to be Marx, Durkheim, and Weber (whatever one may think of their theories!).  (For American anthropology, add Morgan and Boas.)  All three of the Greats are well translated and analyzed in current literature, and there is no substitute for reading them in detail in the original.

Marx

There is no substitute, in the end, for reading CAPITAL (at least Vol. I) and the GRUNDRISSE, if you are all interested in Marxian matters.  For a quick introduction, though, everybody’s favorite—deservedly so—is Rius’ cartoon book Marx for Beginners.  It’s accurate (more so than most learned tomes on Marx), fair, and human.  Anyway, it’s always fun to recommend a comic book to grad students!

For a more serious take, see Elster, below.

Three readers give quick looks at the Marxian canon:
Elster, Jon (ed.).  1986.  Karl Marx:  A Reader.  Cambridge:  Cambridge University Press.  My favorite.

Elster, Jon.  1984.  Making Sense of Marx, Cambridge UP, 1984, a stunning job of explaining and critiquing the Master.

McLellan, David (ed.).  1988.  Marxism:  Essential Writings.  Oxford: Oxford Univ. Press.  Standard reader, including not only Marx and Engels but also Kautsky, Plekhanov, Lenin, Mao, Marcuse, and even Che Guevara, among others.

Tucker, Robert (ed.).  1978.  The Marx-Engels Reader.  2nd edn.  New York:  W. W. Norton.  Short bits of a lot of disparate things, but useful.

Durkheim:
Durkheim, Emile.  1933.  The Division of Labor in Society.  NewYork:  Free Press.

—  1973. Moral Education.  New York:  Free Press.

1982.  The Rules of Sociological Method.  S. Lukes, ed.  New York:  Macmillan.

—  1995 [1912].  The Elementary Forms of Religious Life.  Tr. Karen E. Fields.  New York:  Free Press.  Note no “the” in the title!!

—  1951.  Suicide.  Tr. John A. Spaulding and George Simpson.  Orig. 1897.  Free Press.

—  1993.  Ethics and the Sociology of Morals.  Tr. Robert T. Hall. 

— and Marcel Mauss.  1963 (Fr. orig. 1903).  Primitive Classification.  London: Cohen and West.

Don’t waste your time with existing English-language biographies of Durkheim.  (The major one is a disaster.  I won’t even mention names.)  Read Collins, and Turner, above.

Philosophy of Science:

There is not, so far, a serious work on the philosophy of anthropology.  (The theoretical, postmodern, and critical works are really a different sort of thing.  They argue for, or describe, particular views.  The books below examine the underpinnings of the whole scientific enterprise.)  Until we have our own, try these more general works:

Dupre, John.  1993.  The Disorder of Things.  Good summary of recent philosophy of science.  Refutes Popper and other naive realists, but also avoids the trap of Kuhn and Feyerabend (“it’s all arbitrary”). 

Elster, Jon.  Vast series of books, all superb, some definitive.  One particularly useful for us is The Cement of Society (Cambridge UP 1989).  Local Justice (Russell Sage Fdn., 1992), reports studies of ways of trying to ensure fairness in situations like the draft and immigration. 

Hacking, Ian.  1999.  The Social Construction of What?  Cambridge, MA:  Harvard University Press.

Kitcher, Philip.  1993.  The Advancement of Science.  New York: Oxford Univ. Press.  Definitive review of the recent literature.   See also his Vaulting Ambition, 1985, a critique of sociobiology.

Kuhn, Thomas.  1962.  The Structure of Scientific Revolutions.  Chicago:  University of Chicago Press.

Latour, Bruno.  2004.  Politics of Nature: How to Bring the Sciences into Democracy.  Tr. Catherine Porter.  Cambridge, MA:  Harvard University Press.

Latour, Bruno.  2005.  Reassembling the Social:  An Introduction to Adctor-Network-Theory.  Oxford:  Oxford University Press.

Merleau-Ponty, Maurice.  Many books, of which The Structure of Behavior is possibly the most useful for anthropologists.  His Nature is, alas, just course notes; he died before writing it up.  Possibly the most important philosopher of social science in the mid-20th c., and a major source of ideas for people ranging from Levi-Strauss to Byron Good.

Rosenberg, Alexander.  1988.  Philosophy of Social Science.  Boulder: Westview.  Excellent introduction.

Some more useful theory stuff, just for completeness:

Anderson, Benedict.  1991.  Imagined Communities.  2nd edn.  London:  Verso.

Classic.  Possibly the most cited book in anthro in the last 20 years.

Berger, Peter L., and Thomas Luckmann.  1966.  The Social Construction of Reality.  Garden City, NY:  Doubleday.

Fairly well-known intro to phenomenology in social science, but you can get it better from Merleau-Ponty and Kay Milton.

Engels, Frederick.  1942 [1892].  The Origin of the Family, Private Property and the State, in the Light of the Researches of Lewis H. Morgan.  New York:  International Publishers.

— 1966.  Anti-Duhring: Herr Eugen Duhring’s Revolution in Science.  New York: International Publishers.  (New printing. Orig. US edn. 1939.  Orig. English edn. 1894.)

Engels is an easier read than Marx and these two books have all of Marx’ directly anthro-useful ideas.  On the other hand, they don’t tell you much about Marx’ most interesting ideas, like the mode of production concept.

Fustel de Coulanges, Numa Denis.  1955 [1864].  The Ancient City:  A Study on the Religin, Laws, and Institutions of Greece and Rome.  Garden City, NY:  Doubleday.

Enormously important book in the history of sociology and anthro, mostly via its influence on Durkheim.  D got from it most of his sense of institutions and their functionality and contextual embedding.

Gaukroger, Stephen.  2006.  The Emergence of a Scientific Culture:  Science and the Shaping of Modernity 1210-1685.  Oxford:  Oxford University Press.

This improbable work covers (in a mere 700 pages) the entire history of western science up till the full emergence.  Incredible undertaking; I can’t believe one guy did it.  Obviously basic background if you are into this, but nothing on anthro per se.

Geertz, Clifford.  1973.  The Interpretation of Cultures.  Basic Books.

The classic Kant-to-Parsons-to-anthro book.

Hodgen, Margaret T.  1964.  Early Anthropology in the Sixteenth and Seventeenth Centuries.  Philadelphia:  University of Pennsylvania Press.

Humboldt, Wilhelm von.  1988.  On Language:  The Diversity of Human Language-Structure and Its Influence on the Mental Development of Mankind.  Tr. Peter Heath.  Ger. orig. ca. 1800. 

The original locus of the “Sapir-Whorf” hypothesis.

Hume, David.  1969 (1739-1740).  A Treatise of Human Nature.  New York:  Penguin.

Everybody’s favorite bit of light-hearted cynicism and total devastation-for-fun of all generalizations.

Locke, John.  1979 [1697]. An Essay Concerning Human Understanding.  Oxford:  Oxford University Press.

Locke, John.  1924 (orig. 1690).  Two Treatises on Government.  New York: Dutton.

These two were extremely influential on the development of social science—as influential in the English and empirical worlds as Kant in the German and Germanic-American ones.

Definite “must reads” if you care about social thought, and easy to read, even though the first is inordinately long.

Mead, George Herbert.  1964.  George Herbert Mead on Social Psychology.  Ed. Anselm Strauss.  Chicago:  University of Chicago Press.

Major thinker; basically started social psych, and brought interactionism to the US (from Dilthey).

Merleau-Ponty, Maurice.  1962.  The Phenomenology of Perception.  London: Routledge, Kegan Paul.

— l963.  The Structure of Behavior.   Boston: Beacon Press.

— l964.  “From Mauss to Claude Levi-Strauss.”  In: Signs.  Evanston, Ill:Northwestern University Press.  Pp. ll4-l25.

— 1968.  The Visible and the Invisible.  Chicago, IL: Northwestern University Press.

ly long.

These are the most useful to anthropologists of MMP’s many books.  The 1964 item is the only thing that makes L-S and MMP actually comprehensible, even easy, to the suffering beginner, and thus is a must read (even if you’re not a beginner).

Martin, Michael, and Lee C. McIntyre (eds.).  1994.  Readings in the Philosophy of Social Science.  Cambridge, MA:  MIT Press.

Mills, C. Wright.  1959.  The Sociological Imagination.  New York:  Grove Press.

This book is Sacred Text to a lot of us from the 1950s and 1960s.  Beyond comment.

Montesquieu (Charles Secondat, Baron of Montesquieu).  1949 (Fr. orig. 1748).  The Spirit of the Laws.  New York: Hafner.

Another truly foundational work.  This book started serious cross-cultural comparison; started rational critique of legal systems on the basis thereof; started the idea of “environmental determinism” as a serious theory; and started enough more things to inspire a huge literature. 

(My friend the expert would comment here that Montesquieu didn’t really start all that stuff, but for all practical purposes M did; nobody read the obscure other guys that anticipated tiny bits of it.)

Orans, Martin.  1996.  Not Even Wrong:  Margaret Mead, Derek Freeman, and the Samoans.  Novato, CA:  Chandler and Sharp.  Definitive final word on a classic controversy.

Oreskes, Naomi.  1999.  The Rejection of Continental Drift:  Theory and Method in American Earth Science.  New York:  Oxford University Press. 

Excellent book about why continental drift wasn’t such a revolution after all; it was rejected by most for lack of evidence (so no real failure to engage) and yet still widely taken seriously (so no real “revolution” when it turned out to be true).  But then….

— (ed.).  2001.  Plate Tectonics:  An Insider’s History of the Modern Theory of the Earth.  Boulder:  Westview.  …she found that the people who actually created the modern theory of plate tectonics saw it as very revolutionary indeed!  Educated in an age when “drifting continents” were literally a laughingstock, they formed a tight band of advocates when Tuzo Wilson (especially) converted because of overwhelming evidence from enemy to enthusiast.  This book consists of their reminiscences about it all, and is the most fascinating book in the history of science that I have read. 

Pagden, Anthony.  1987.  The Fall of Natural Man:  The American Indian and the Origins of Comparative Ethnology.  Cambridge:  Cambridge University Press.

Patterson, Thomas C.  2005.  “The Turn to Agency:  Neoliberalism, Individuality, and Subjectivity in Late-Twentieth-Century Anglophone Archaeology.”  Rethinking Marxism 17:373-384. 

Sahlins, Marshall.  l972.  Stone Age Economics.  Chicago: Aldine.

— l976.  Culture and Practical Reason.  Chicago: University of Chicago Press.

These two are historically important.

Weart, Spencer R.  2004.  The Discovery of Global Warming.  Cambridge, MA:  Harvard University Press.  Again, not directly relevant to anthro, but interesting as history of science.

Wylie, Alison.  2002.  Thinking from Things:  Essays in the Philosophy of Archaeology.  Berkeley:  University of California Press.  Essays; 514 pp. 

Controversies in anthropology

     I find the more famous controversies in anthro a bit unedifying.  Robert Redfield and his student Oscar Lewis famously disagreed about Tepoztlan—Redfield found it a delightful, happy place, Lewis a melancholy and conflicted one.  This is better understood when you read some history and learn that Tepoztlan changed a great deal between Redfield’s and Lewis’ visit.  At the time of R and L’s work, “peasant villages” were supposed to be “changeless,” even when they were virtually suburbs of Mexico City (which Tepoztlan is).  Thus, the differences between R and L were ascribed to differences between the two observers.  In reality, most of the differences were actual differences between Tepoztlan in the early 1920s, in the heady post-revolution days, and in the 1930s, in the dark depths of the Depression.  There were, however, some real differences between R and L.  (And when I was there a few years ago Tepoztlan was much bigger and neither particularly happy nor particularly sad.)

    The Margaret Mead-Derek Freeman thing pits two abysmally incompetent anthropologists against each other (see Orans reference above).  (Mead got much better later–she was in her mid-twenties when she did her Samoa work.)  It’s not worth much attention, but Orans gets off some general points about how things should have been done, and thus raises the issues to levels worth your time.

     Similarly, the “controversy” over Patrick Tierney’s book Darkness in El Dorado isn’t.  Tierney was a sensationalist reporter relying on local gossip.  His work is ridiculous.  He got off some easy points on Napoleon Chagnon (an easy man to hit) but otherwise the book is a waste of time, and the controversy around it too unedifying to take seriously.

     One controversy that IS worth your attention is the Richard Lee-Edwin Wilmsen controversy about the San.  Here we have serious, thoughtful experts carrying on something like a real exchange of views.  See also the recent medical anthro literature for serious exchanges of reasonable views.  Any issue of Current Anthropology will provide examples of other scientifically respectable controversies.

     It’s symptomatic of something (what?) that anthropologists love to focus on the R-L, Mead-Freeman, and Tierney controversies instead of the thousands of reasonable, civilized exchanges of views, leading to real resolution, that have taken place in the field.

Categories
Articles

Ethics (background to THE PURSUIT OF ECOTOPIA)

Between Us and Things

E. N. Anderson

Supplementary Online Material:  Ethics

General Considerations

1

            We now know that humans are born with a great deal of moral equipment, some of which goes so far back in time that we share it with chimpanzees (de Waal 2005).  However, moral instincts determine only very basic concerns.  The rest of morality has to be explained as the development of self-conscious social codes. 

Children begin to work these out on their own.  With inborn tendencies, parental guidance, and peer interaction, they work out playground codes by the age of four or five.  We all know these:  Don’t hurt other kids, care and share, be fair in dividing goodies, and so forth.  Many people never advance beyond this, and a few never get even this far.  A functional society requires rather more, but at least playground morality is valuable and indeed essential.  It is also shared almost worldwide.

Without playground morality as a foundation, humans would not come so universally to standards of duty, integrity, fairness, honesty, generosity, courage, self-sacrifice, responsibility, and respect—these all being universal in every human society, though different societies may value some of these more and others less.  Honesty, in particular, is very highly valued in some societies and hardly valued in others, but every group on earth pays at least lip service to it.  Nonviolence also varies enormously, from the totally pacific Semai to the incredibly warlike Near Eastern mountain peoples. 

Also from playground morality we get certain tensions:  individual rights vs social obligations, honesty vs politeness, active help vs simply not harming others, and so on.

Why do we need sophisticated morality from religion and philosophy, if intuition and childhood interaction do so well?  Partly because there are always exceptions:  people born sociopathic or psychopathic. Much more common, though, is the problem of the natural human tendency to overvalue one’s own concerns.  Sometimes, even unselfish concerns get too much play.  The most dedicated, selfless, ethical persons can, with the best will in the world, feature their personal crusades at the expense of all else.  We have people who would sacrifice all other causes to clean air, or saving the whales.  Yet the real key to saving the world environment may lie far from such single issues. 

Formal morality has to deal with another human curse:  blame.  People attribute intention to everything, even the weather.  They are particularly prone to attribute evil intentions to everything and everybody that seems to oppose their pet interests.  When people attribute bad things to innocent others, morality is needed.

A third systemic reason why intuition is inadequate is that people often act impulsively, without thought, especially on fear, anger, and hate.  The need to control this has been perhaps the most widespread justification for ethical rules.

A fourth reason, and perhaps the most serious, is that we humans feel a strong sense of outrage—of deep wrong—when our most trivial and silly social codes are violated.  There are countless proper souls who are more outraged over seeing someone use the wrong fork, or wear ill-matched clothes, than over the deaths of millions in Africa.  Apparently this part of the moral sense has more to do with social-membership markers (notably including class markers!) than with deeply meaningful rights and wrongs.  It leads to the extremely common massacres and genocides in human history; they usually turn on trivial differences in religion, language, and culture.  Edward Gibbon’s famous example was the war over homoousia versus homoiousia that nearly destroyed the Roman Empire; Christians, supposedly peaceful, were fighting over obscure and trivial doctrinal views that not even the priests understood.

So humans have a deep, intuitive, innate moral sense.  But this sense is not a good guide to ethics.  On the other hand, it is inevitably there, a powerful, deep-rooted, emotional force that is absolutely essential to human moral behavior.  Without it, we would no doubt live isolated lives and fight each other on sight, like mountain lions, or like Thomas Hobbes’ “savages.” 

One cannot predict from any economic data the content or shape of moral codes.  Marx’ economic determinism is useful only in predicting that there will be some environmental code.  Perhaps not even that; in fact, some traditional groups (such as many Near Eastern societies) have or had virtually no sustainable-use codes. 

Aristotle was already quite conscious of intuitionist ethics (Aristotle 1955:89).  Along with later writers, he tried to maintain that people really want to do each other good, but sometimes need to have this urge jogged. 

Hopeful writers of a later age tried to maintain that everyone really wants to be good to everyone else.  Henry Sidgwick, dean of English ethicists, was one such (Sidgwick 1907:501), but even he had to admit many people were a bit undeveloped in that regard (Sidgwick 1907:502–yes, the very next page).  Aristotle, writing for aristocrats, could finesse this by saying that people who did not want decent civic values were coarse, low, or sick.  We cannot sustain that claim.

Derek Parfit (1989) pointed out that even one’s “self” is a problematic concept.  He showed that the only clear, consistent, infallible way to run your life is to do exactly what you want to do right now—the ultimate in short-term, narrow strategies.  This may be clear and consistent, but it won’t do for an environmental ethic or any other ethic.  

There are total skeptics among us, as well as post-Nietzscheans, postmodern amoralists, and other rejectors of any moral charge.  The skeptical position is not a mere analytic abstraction.  In the modern United States, even family morality has broken down (in spite of rigorous laws); what hope have we for the great family of Gaia?  Kant might say we need morality to control both external negation leading to general indifference, and internal negation leading to malicious destruction.

Humans are also capable of nastiness and cruelty inconceivable to a chimpanzee or even a macaque.  Our moral intuitions are not, by themselves, adequate guides to prosocial behavior.  Too often, morals are downright destructive.  Revenge, feud, and oppression of minorities are often considered to be moral imperatives.  Particularly striking is the horrific treatment of women in a vast number of societies around the world.  These various evils prove our social nature, for our most horrible acts (war, genocide, political and religious repression) are done collectively to collective “enemies.”  The most evil human acts often require the most loyalty and cooperation, as in the case of the Nazi atrocities.

However, such evil acts arouse utter revulsion in most people, including, at first, the perpetrators themselves, though they rapidly habituate (Baumeister 1997).  Babies cry in sympathy with other crying babies; toddlers help each other and react with real compassion to each others’ hurts.  Adults are normally still more empathetic and supportive, and it seems clear that normal humans are genuinely horrified by cruel, hurtful acts.  Some individuals, brain-damaged or otherwise non-normal, simply don’t care, and they seem quite uncannily “different” to the rest of us.  The postmodern popularity of nauseatingly sadistic films and comics is proof of our fascination and repulsion.  People go to movies to be stirred by these darker emotions.  These media, however, de-sensitize people to violence and model it as correct and appropriate behavior, thus contributing substantially to the sadism and violence that typify today’s world.

Finally, in understanding human problems, any regress back toward ultimate causation always seems to take us up the emotional gradient.  What seems to be a technical or rational problem turns out to be a problem of love or hate. 

It is thus folly to attempt to make morals “rational,” in so far as “rational” means “unemotionally and dispassionately considered.”  Such rationality can be a goal to strive for—I think it should be—but we cannot expect to achieve it.  But, conversely, we cannot rely on intuition.  We have to calculate rationally the ethics that our sense of “rightness” is to maintain.

2

People being social animals, the irrationally social win.  A world of rational individual choosers in the classic Hobbes-Olson sense would be defeated, one by one, by even a pair of “irrationally” social humans that could cooperate to take them on one at a time.  A real-world case very close to this is presented by voting.  Notoriously, it is irrational to vote; the chances of one’s vote making a difference are less than the chances that one will be killed in a traffic accident while driving to the polls.  Therefore, the rational people (who do not vote) inevitably and invariably find themselves ruled by the irrational.  Admittedly, this explains all too much about the observed functioning of the United States, but nondemocratic systems do even worse, in spite of rationality.

            So instinct and emotion may ground morality, but the final elaborate moral codes of a society are social contracts in a solid Hobbesian sense.  People draw up codes through conscious practice.  Codes are not carefully planned.  Those that are never seem to work.  Codes actually happen through constant practice and renegotiation (Bourdieu 1978, 1990; Giddens 1984). 

            Another corollary of these findings is that morality has to be represented in an emotionally compelling way.  This prevents rational self-interest from successfully selling it, in spite of “what would it be like if everyone did that?” and other classic justifications to children.  Rational self-interest would immediately lead to meltdown, as everyone from Thomas Hobbes onward has pointed out.  (Hobbes thought he had found a way out, but he hadn’t.)  Thus, we are trapped in a catch-22:  morality has to be rational enough to do its job—it can’t be totally ridiculous or irrational—but it has to be irrational enough to unite people.  Since humanity began, this issue has been resolved through religion.  A rational morality is sold by irrational but compelling beliefs, images, symbols, allegories, and artistic glories (Durkheim 1912). God or gods provided the foundation in past ages, but any comparative scrutiny of sects shows that people develop all manners of moralities and then claim the gods revealed those.  Even within small traditional communities, morality, and consequently religion, changes fast.  This gives no consolation to those claiming morality is divinely revealed.

Yet humans respond to moral discourse.  De Tocqueville pointed out that “those who prize freedom only for the material benefits it offers have never kept it long” (de Tocqueville, quoted in Elster 1993:145).  The same is obviously true of almost any other moral point, as de Tocqueville would surely have agreed.  It is certainly true of conserving nature.  When that is done for purely economic reasons, the result is rarely good.  Lovers of forests, fish, and mountains have generally been the leaders; responsible citizens concerned about humanity or community have been most important of all; narrow economism rarely saves anything by itself (cf. Elster 1993).

In fact, jogging people into thinking of their moral acts as self-interested or financially motivated usually makes them less moral (Bowles 2008).  Experiments and surveys from all over the world show that people will usually act fairly decently, and that getting them to think “money” will change this.  Rewarding people financially for being good can be very counterproductive, as many parents know (often to their sorrow).

Ideally, societies allow people to try to bring social codes into accord with their own basic moral views, as these develop through personal experience.  People self-consciously abstract moral principles from their life experiences, and negotiate morality in their lives and communities on the basis of this.  The Kantian loner who reasons out his morals in splendid isolation is, of course, an ideal type, not a reality, as Kant knew perfectly well (Kant 1978). 

3

Ethics and morals were originally the same thing—just the Greek and Latin roots, respectively, for the same concept.  They meant something slightly different from our ordinary meaning.  For the ancients, and for many since, they referred to the regulation of individual behavior.  Aristotle, who had much to do with making ethics a separate and important topic of enquiry, used it that way.  He contrasted ethics with politics; politics was about governing the realm, ethics was about governing oneself.  Thus, a great deal of his writing focused on what we would now call “self-care” rather than “ethics.”  His “ethical man” (Aristotle was writing for males, and upper-class ones at that) was accurate in self-assessment, had a positive yet reasonable self-image, and knew when to stop eating and drinking (Aristotle 1955).  These things we would still value, perhaps, but we wouldn’t necessarily call them central to ethics.  We lost an ethical valuation of positive self-image partly because centuries intervened in which Western ethical philosophy was dominated by Christian ideas of meekness and humility.  Conversely, a great deal of the social side of virtue was “politics,” not “ethics,” to him.  Again, Christianity, with its social message, changed this.

Today, the word “ethics” tends to mean abstract high-level systems, “morals” tends to be used to refer to everyday working morality.  Sometimes “ethics” are considered secular or philosophical, “morals” are religious.  In what follows, I generally use the words interchangeably, but I tend to follow the former usage—I think of “ethics” as general and philosophical, “morals” as specific and everyday.

Aristotle gave us one unfortunate bias in ethical examination:  he made ethics an individual matter.  Philosophers still write as if ethical standards were worked out by individuals meditating alone.  This stands in very striking contrast to east Asia, where moral codes have always been seen as thoroughly social.  Confucius and his followers in China were particularly clear on this issue, but to varying degrees it is generally held.  (Taoist, Buddhist and Hindu hermits are a partial exception, but they have self-consciously severed ties with society; they are not prescribing for a society of isolated individuals.)

Social scientists have found that the east Asians are right.  Ethical codes are social constructs, worked out through interactive practice.  These codes hold society together and keep individuals from getting out of line.  People exhort others to help them or to work together to fix a problem, or they blame others for hurting them or for failing to work together.  They censure the unsocial and praise the sociable.

In everyday life, there are various levels of justification.  One explains moral rules to a child by recourse to very simple, low-level constructs.  The subtle thought of Rawls or Habermas is far different.  Yet, the child may still receive fairly high-level philosophic generalizations.  If she is told that people will be hurt if she acts in such-and-such a way, or that such-and-such an act is unfair, she is getting the condensed wisdom of the ages.  On the other hand, we often tell our children that such-and-such an act is done “just because everybody does it” or “just because I say so.”  This does not pass muster as ideology, though it often gets the right behavior established.  It is in such cases that we see how far social rules can diverge, in practice, from their rationales.

It thus follows that there is often more consistency in the low-level behavioral rules than in the ideology.  The farther we get from daily practice, the more we are in realms of interpretation.  The more remote and sophisticated the interpretation, the less it is apt to be shared (other things being equal).  Thus, we would expect to find cultural behavior most clearly shown in practical daily acts, not in high-level philosphy. 

People often agree on broad principles, especially ones that arise easily from experience, such as “fairness” and “not hurting others.”  A moral code is structured, usually around such elementary insights as these.  People deduce logically, from the code, what is right in a new situation.  This provides grounds for debate.  How dangerous is a new chemical?  Is it “fair” to restrict its sale until we see if it is “harmful”?  Can we assess the risks?

Practice and structure constantly influence each other.  People deduce, logically (but on the basis of prior experiences), what to do in a new situation.  They then try out the logical deduction, and revise or refine their plans accordingly.  Usually, our logic is imperfect, and we massively revise our plans.  New rules or generalizations, with more or less extent and power, are the result. An individual does this on the basis of internal “dialogue.”  Social groups do it by talking everything out as they go along.

Morals are thus means to an end:  successful social systems that allow tolerable life for the members of the society.  Morals are practical rules.  They are not, in everyday practice, the elaborate comprehensive systems that philosophers love.   

Modern ethicists pride themselves on transcending the old group morality and developing a morality for the Individual.  Often it is alleged that the Individual is a special product of ancient Greek thought, or even of the Renaissance.  We need not take this allegation too seriously, for ancient Chinese and Indian philosophy was filled with speculation on the individual’s role in society, and there were those, like Zhuangzi, who espoused an individualism as radical as anything in the West.  Even the small, kin-based societies have their individual moralities, as Paul Radin showed in Primitive Man As Philosopher (1957). 

Indeed, the rise of the moral individual, who may be able to assert a higher or more general ethic than that of his or her society, is a human triumph.  The emphasis on individual morality found in early Greek and Chinese texts does have great importance for all modernn life.  But to assume that individual morality is automatically an advance over socially negotiated morality is, at best, a narrow evolutionism.  At worst, it can become a mere excuse for individual irresponsibility.  Morals are about society.  They grow and change through individuals maintaining and negotiating their positions, not from individual intransigence.

A moral order differs from a list of morals in several ways.  First, it has to specify something about what rules are observed and what ones are not.  Murder is taken more seriously than the 55-mph speed limit.  A moral code even has to specify rules for breaking rules (in an emergency, it may be not only tolerable, but heroic, to invade privacy or grab someone roughly).  Moral rules may even have sub-clauses specifying how seriously they are to be taken.  Who decided that it is fine to be more than half an hour late to a social appointment in Riverside, California (my former home town), but bad to be even ten minutes late in New York?

Aristotle had to work out a whole new language, inventing words or giving them new meaning (see e.g. Aristotle 1955:126-127).  This is anthropologically interesting, because it shows how cultural concepts form.  It shows that a thinker in a highly traditional society was not bound by the conventions of his language and culture.  He could examine and change them at will.  This was not some peculiarity of the ancient Greeks; similar conscious changing of moral concepts is well documented from many societies, giving us hope for the future.

In every society, people expend a great deal of effort “pushing at the envelope.”  Thus, societies change, and can change very fast.  Consider the sexual mores of the United States over the last fifty years, and the constant debate that has gone on about sexuality. 

In the world of environmental ethics, recent decades have seen major changes in attitudes toward cruelty to animals, and toward recycling.  Also, since my childhood, Americans have learned to protect songbirds and raptors, which were shot with indifference when I was a boy in the Midwest. 

Littering declined dramatically after public campaigns and the imposition of fines in the 1960s and 1970s.  It has increased again recently, as enforcement and public campaigns go slack.  As in the case of unions, individuals all know it is in their self-interest not to litter, but they also know they must expect others not to do so or their own forbearance is meaningless.  This requires a social morality, enforced by convention, public disapproval, and personal conscience, as well as by law.  Shame and guilt restrain most; law is necessary to restrain the rest.  In so far as either weakens, the littering starts again.  A very little litter today means a flood of it tomorrow, as everyone sees that littering is out of control and one might as well not bother to look for a trash can.  The anti-litter campaigns were successful while they lasted, because they mobilized public opinion, and got public censure directed at litterers. 

Garbage has its own moral dimension.  As Preston Hardison puts it:  “…garbage or waste may be looked at as a failure to find reuse and economic opportunity in the products of production and consumption.  From a human rights point of view, waste and garbage often represent failures ot value and mitigate impacts on others, who shoulder the burdens” (posting to Eanth-L listserv, April 23, 2007).  This moral view lay behind much of the anti-litter campaign.

Change comes when people want it:  either a few people in power, or a lot of people with the same idea.  Economists hold that ethics are one kind of institution, and that institutions exist to reduce transaction costs, i.e. the costs of doing business as opposed to the costs of producing stuff.  This can be a good way to think about it.  Ethical rules are somewhat costly to establish and maintain.  But they are necessary if we are to transact anything, even a “hello.” 

In the 1960s, many of us thought that love and spontaneity, and confronting “the system,” would be enough to change morality and bring utopia.  It wasn’t.  However, we should not have given up hope.  Too many did, selling out or, more tragically, committing suicide.  Morals do change, and sustained effort works.  It just has to be done through interactive persuasion and practice, not through individual defiance.

As people interact, their experiences lead them to have particular ethical and moral views.  James Scott has used the concept the moral economy, the grassroots rules developed by individuals (farmers in Scott’s cases) working with each other every day.  They developed an economy in which trust, cooperation, rough equality, and expectations of mutual aid are a pragmatic necessity.  Naturally (and we remember “natural man” here), their morals reflect this (Scott 1976, 1985).  Scott has been criticized for being too optimistic about peasants (Popkin 1979), but that isn’t the point: the point is that peasants do have to take account of needs for cooperation and mutual aid in their moral codes.  Whether they live by their moral codes is another matter. 

Moral codes are intended to be too perfect for this world of ours.  Since we never quite live up to our codes, the only way to get us to be even sort of good is to have perfectionist codes.   

The alternative, common in politics, is what Caribbean islanders call “crab antics.”  If you put crabs in a bucket, you don’t have to cover the bucket, because whenever a crab begins to climb up and out, the others promptly pull him down.  (They do, too.  Studying fisheries, I have watched this on countless occasions, and I always get a wry smile out of it.)

Recognizing the social nature of morality leads us to realize that ehical philosophy since Aristotle has had rather a split personality.  The expansion of “ethics” to include general morality never quite shook Aristotle’s individualism.  This was reinforced by mainstream Protestant and liberal Jewish thought, which privilege individual conscience.  Several Catholic and Fundamentalist writers dissent sharply and provide more communitarian views, but—if I read them aright—they are more interested in providing arguments for specific tenets of conservative Christianity than for a generalized social ethic.  (Consider, for instance, their positions on the family and on gender roles within it.)  Modern environmental ethics are based, typically, on the rational individual making rational choices (see e.g. Attfield 1991, Rolston 1988; see also more general works such as Habermas 1989; Rawls 1971, 1993; Brandt 1979). 

Providing an ideal ethic for a highly moral and rational individual is, no doubt, a praiseworthy and desirable thing in itself.  However, it does not provide us with a social charter or a social code.  It attempts too much—no society will ever be composed entirely of highly moral and utterly rational people.  It also attempts too little—no rational individual will sacrifice his or her wealth and life for society with the cheerful abandon that all social codes must necessarily demand.  Every society has its cheaters, and there must be at least a few self-sacrificing individuals who balance them out.  Society runs on tit-for-tat games; people exchange cooperation.  Society requires simple, clear, memorable codes; the tax codes and civil codes wouild be hopeless as general moral guides (Gigerenzer 2007).  God, or Moses, held it down to ten commandments, not because those ten covered everything but because the human animal has enough trouble remembering seven items at a time, let alone ten.

Every society has its unfortunates—at least, the mentally handicapped and mentally ill persons; at most, the millions of unfortunates that follow a war or depression.  There must be people self-sacrificing enough to care for them; otherwise, the society falls victim to a downward ratchet in which more and more people fall into the needy category and fewer and fewer can help them.

Gift-giving and generosity hold society together by creating intangible interpersonal ties.  As Marcel Mauss (1925) pointed out, even a trivial and apparently unnecessary equal exchange leads to an increase in good feelings and solidarity.  Children swapping marbles on the playground provide a standard example in sociology texts.  Generosity, of course, is also socially important.  I, personally, cannot imagine a society functioning without “irrational” generosity, and I doubt if any social scientist can do so.  Mauss (1990, Fr. orig. 1925) noted that gifts, everywhere, are holy and magical (and thus scary) things.

Social gift-giving is notoriously prone to sabotage by “rational” free-loaders.  Only the most powerful social sanctions, coupled with very strong social needs on the part of individuals, can keep people writing letters, giving Christmas gifts, throwing dinner parties, and celebrating festivals.  Yet, in every community on earth, things of this sort go on all the time; the sociability of Homo sapiens is truly awesome.  Cooperation after assurance contracts provides one notably successful method that people use to effect such results (Scmidtz 1991; see Brown 1995 for other mechanisms).  By themselves, they fail for the usual reason–irrational individuals will violate the most reasonable of contracts.  Thus, there is need for stronger moral suasion, and it usually is forthcoming.

Conversely, from the social and interpersonal point of view, self-destructive behavior by an individual is to be condemned only if it threatens others.  Most moral codes have little to say about drunkenness, profligacy, and individual stupidity.  Significantly, the Protestant codes of north Europe are the main exceptions.  These codes, based on individual guilt and on liberty of conscience, were developed to sustain persons in their faith during times of conflict and persecution.  They also have a strong individualism derived from the highly individualistic Celtic and Germanic cultures of the area.  Moreover, as befits the codes of nascent capitalist societies, they anomalously value thrift over generosity (Weber 1958).  Many Protestant codes born in different social circumstances are more concerned with social matters; the Hutterite, Mennonite and Amish ethical systems come to mind.  Even the most individualistic Protestant codes, however, place a value on self-sacrifice and are rather tolerant of personal foolishness.                          

The basic moral code, then, is that of Dumas’ Three Musketeers:  “All for one and one for all.”  Individuals can be expected to take care of themselves without the urgings of a moral code.  The moral code is needed to make us see that “an injury to one is an injury to all.”  Thus it occurs that all societies place a strong moral value on self-sacrifice and generosity and a lower value than “rational self-interest” would predict on individual self-protection and welfare.  

In practice, there is a firm rule that can be extracted from all accounts of human action:  No long-term interest wins without moral and ethical institutions supporting it (Frank 1988 argues this point at length).  Short-term considerations will always govern or undermine rational choice.     

4

Recognizing that moral codes are socially constructed through interaction, and not worked out by wholly rational individuals, and then made available to the masses, clears up many problems.  First, we realize why moral codes are always ambiguous and changeable: they are negotiated in society, between individual actors competing in the social arena.  They reflect a lot of jockeying for position, debate between interest groups, balancing of rival demands, and mistakes corrected slowly and erratically over time. 

Rather than being constructed by “rational persons” living in isolation, they are constructed by the interaction of real persons—persons who are emotional, short-sighted, often selfish but often incredibly altruistic.  They are enforced not so much by individuals’ innate sense of good and right as by social pressure.  Directly affected groups react to whatever is affecting them.  Society as a whole enforces conformity through ridicule, ostracism and other personal sanctions.                             

This leads to development, within individuals, of concepts we sum up in the words “responsibilty” and “commitment.”  People are expected to be responsible for their behavior—to regulate themselves, to follow the social codes even when not being watched.  They are also expected to commit themselves to those that depend on them, and to the social group and its needs.  A moral individual owes certain duties to all living things, or at least all humans; but he or she owes more to some beings.  Commitment to family, friends, livestock, fields, and even a favorite wilderness is a real moral choice.  It entails many obligations.  Most of us, probably, would sacrifice our lives for our families, and would defend them by killing enemies who could not be stopped any other way.  

Differences in the real situations of societies then create the differences in morality that we observe in the world.  Valuing honesty varies with the need for honest, above-board dealing with strangers (who do not know us well enough to know how trustworthy we are).  Nonviolence is most valued in societies scared of larger, inimical neighbors, next most valued in strong harmonious societies with strong formal or informal legal codes.  Violence is especially common in chaotic situations, of course, but it becomes institutionalized as a highly moral thing to do in societies characterized by high levels of poverty and social inequality.  A major worldwide study by P. J. Henry (2009), backed up by experiments and interviews, led to the conclusion that violence is particularly valued in bottom-dog cases:  poor and marginal groups that still have enough autonomy to get away with it on a social level and are not scared into pacified tranquility.  Henry was testing a theory that herding societies were especially violent; he found it wanting.  Herders are violent when they are marginal players in wider social worlds, and have on the one hand very little vested interest in peace, on the other a good deal to gain by maintaining “honor” and by taking land.  Thus, indeed, many herding societies are violent—one thinks of the Mongol hordes and the ancient Israelites.  But so are farming societies in the same situation, as in highland New Guinea, the Caucasus Mountains, and Afghanistan.  Conversely, herders in tranquil settings are peaceful enough.  The tranquil shepherds of Arcadia are proverbial.  Herders sometimes get a bum rap; America’s Wild West gunslingers are popularly thought of as “cowboys,” but the violence actually centered in mining communities, and even then was usually carried out by bandits, gamblers, and other shady elements (see e.g. Mark Twain’s wonderful Roughing It). 

Trust, and trustworthiness, are obviously the most basic and absolute necessity for a functioning human society, and accordingly is highlighted in moral codes.  Pace Immanuel Kant, absolute honesty is not; it leads to blunt statements (“yes, you’re fat, and that outfit looks terrible on you”) that no society could tolerate.  But a more general trust is necessary.  Thus, people have to know what kinds of honesty are tabooed in their culture, and what kinds of honesty and trustworthiness are required.  Generally, people are expected to support and defend each other, to honor major promises, and to avoid stealing and trickery, but are expected not to be totally honest about others’ faults and uglinesses or about their own intense feelings, especially such disruptive ones as sexual urges and states.  Accounts of this sort of hedging on honesty are widespread in the anthropological literature, but have never been brought together in a cross-cultural survey.  This is a real lackin the literature.

Moral codes are also internalized and continually individualized and reconstructed as individuals grow up.  The biological substrate of morality, such as it is, becomes supplemented almost immediately by parental teachings.  Long before they can consciously think about or choose their morals, children develop a “habitus” (Bourdieu 1978), an internal representation of the social codes of family and peers.  This habitus is accepted unthinkingly, and rarely changed.  It is what gives us the picture (so often remarked by grave authors) of the modern ethical philosopher constructing arguments that clearly are intended to prove a pre-existing belief, not to construct a new vision.  (This point is, for instance, often argued against John Rawls; see below, and also Schmidt 1991:161-163.)                                                    

Indeed, morals may simply come about through the needs of parents to keep life bearable.  A “Calvin and Hobbes” cartoon (note those names) once showed Calvin refusing to take a phone message for his father, with the line “What’s in it for me?  People always assume you’re some kind of altruist.”  There is little doubt that his father will have something to say about this, and Calvin will learn, painfully and unforgettably, to be more altruistic in future.

Some things considered moral almost everywhere are usually directly beneficial to the person who has them:  courage, patience, wisdom (or at least interest in learning useful knowledge), industry.  Others are pure cost, in rational-individual terms:  generosity, self-sacrifice, tolerance, accommodation.  Naturally, moralists have to work harder to sell these latter morals, and thus said latter ones often become privileged and specially honored in moral codes.

This constant negotiation gives moral codes the necessary flexibility to allow them to function in this rapidly changing world.

Moral codes are also constructed from the dialogue between individuals and society, which, of course, brings us back to the dialogue within the individual between autonomy needs and social needs.  As usual, we must recall that “society” is not some literal being or object; it is the summation of a lot of individuals interacting with each other.  Each individual has demands; society represents the compromise.  This observation predicts, but does not resolve, the endless conflict between those like Robert Nozick who stress freedom as a major and irreducible ethical end and those who see it as, at best, a means to utilitarian ends.  

Of course, one must negotiate from some sort of principle.  One cannot negotiate in a vacuum.  The need to construct a viable society is the absolute floor.  The other necessary component, for any sort of environmental morality (or any morality at all, for that matter), is the classic thing that makes morality: the pressure to take long-term and wide-flung considerations into account, rather than stick with narrow and short-term interests.  Obviously, most morality also concerns itself with reducing harm and favoring help. 

Thus the great religious teachers agreed that, from natural feelings of love for one’s family and neighbors, one must generalize as much as possible, and try to love everyone.  Usually, we live in a world of fast-fading generalization, in this regard.  We love our families (some do not manage even that).  We tolerate our neighbors and people like us.  We often fear, and therefore hate, everyone else, and sometimes pervert the teachings of the religious leaders to justify this.  But the vine of love is a stubborn one, and I have experienced the most incredible hospitality in Mexico, Afghanistan, China and other places very different from my own and very much less cosmopolitan.  Ethical teachings do work.                                

Conversely, depersonalization is the greatest threat to an ethical system, perhaps especially an ethical system involving human-environment relations.  Judging some people as intrinsically more worthy than others is a deadly game.   Thus, the ethical position summed up in “Judge not, lest ye be judged” is both widespread and pragmatically well grounded.

The general goal of human action is to make the actor and his immediate group better off.  The wider the group of reference, the better for everyone.  This is a pragmatic point; ethical codes build on the realization.  Ethical codes are usually concerned with maximizing help and minimizing hurt.  They are based on people’s internalization of group concepts of social responsibility.  This much is descriptive.  Cultures differ somewhat (perhaps more than somewhat) in what they consider “helping” and “hurting,” but always there is a major focus on individuals sacrificing some of their personal agendas, in exchange for social support and acclaim, so that the rest of society may do better.  In many societies, elites take advantage of this, forcing the masses to sacrifice so that the elites may live in even more luxury.  This undeniable fact–which has negative ecological consequences, as we have seen–should not blind us to the wider utility of ethical and moral codes

The most accepted, and thus happiest, people are often those who are gentle, low-key, even-tempered, and positive.  They reassure others simply by being there and being what they are.  They are generally good listeners—“sympathetic ears.”  They can actively and openly reassure others without seeming somehow “weak” for doing it, and without making the reassured ones feel weak either.  The aggressive, confident people may wind up running the country, but the gentle and tolerant ones have the better lives.  They have the happiest marriages and make the best parents.  One cannot imagine a society running without them.

            The human average lies somewhere in between the above types.  Ordinary people—my neighbors, your neighbors, our friends everywhere—tend to be gentle and caring with their families, reasonably responsible to their neighbors and friends.  They are often good leaders in some situations—fatherly or motherly with the young, encouraging with peers, respectful but firm with others.  But they are also easily offended, and vindictive when feeling so.  They tend to be defensive and even suspicious, especially toward potential-rival groups in their own societies.  They are usually calm, but will flare up, and will join or support without much hesitation when war or raid are called by their leaders.  They are fairly trustworthy and reliable, but, especially when scared, they will sometimes lie, cheat, and betray trust.  This, they will learn, often costs them a great deal later on.  Few indeed are the persons who can face such problems without turning a hair.  Most of us get depressed or furious, and fall apart or fight back //fn//.

//Fn  It has been interesting to watch the fate of 1960s radicals as the ideals of the 60s wither and die.  Among my many friends from that universe, some committed suicide.  Some sold out.  But most have gone on to keep the faith as best they could, getting rid of the more extreme and hopeless goals.  They have become liberal to moderate, or even conservative.  We are now professors, teachers, lawyers, “green” entrepreneurs, and the like.  More than a few now codemn the younger generation for being indolent and into drugs….

However, the most interesting ones are those few who have kept claiming their radical ideals, but have become bosses who now treat their subordinates with classic bossist oppression.  I know several of these intimately.  They are the ones who always had chips on their shoulders (unlike the gentle romantic idealists).  When young and poor, they hated the oppressive upper class.  When older and successful, they shifted slowly, almost imperceptibly, to seeing their underlings as the threat.  These underlings were not idealist enough, not class-conscious enough, not anti-colonial enough, or the like.  Eventually many of these ex-radicals became extremely elitist, and indeed replicated the evils of bad bosses throughout history.  I now understand how Stalin and Mao could continue to maintain their ideals while butchering millions of helpless poor.//

All achievement of human individuals must come because they have been supported, helped, and mentored, somewhere along the line.  No one grows up without care, and no one is unaffected by the caregivers.  People who describe themselves as “self-made” and “independent” usually prove to have been the most dependent of all on mentoring and early help.

Whatever potential the child has must be actualized through learning, inevitably in a social and cultural context.  A child born ten thousand years ago might have been the world’s greatest computer designer, but never had the chance to show it.  A child born in modern New York will never develop his or her potential as a mastodon hunter.  Morals develop similarly; cultures bring out some moral potentials and not others (d’Andrade 1995; Cole and Scribner 1974; Shweder 1991).

Conversely, the child develops courage, based on innate tendencies to explore, adventure, love, and otherwise take risks.  In so far as these are supported and praised, the child is literally “en-couraged.”  Cowardice is usually shamed out of a child, mostly by peers.  Both courage and cowardice are modeled by parents and peers.  It takes tremendous courage to interact with people and to be a moral individual in society. 

The best caregivers teach their children to cope competently and courageously with life’s problems, but no child or adult ever fully loses the deep-buried memory of a time when every stress was an uncomprehended and unmanageable menace.  The worst caregivers subject their children to random brutalization; the children learn to cope by violence and cruelty.  Life is a dialogue between strong, exploratory, confident, outgoing tendencies and scared, weak, abject ones.

Philosophers from Aristotle on down have reminded us that true courage is not the same as fearlessness; true courage lies in facing openly the fears we have, and going on anyway.  This in turn requires some self-confidence, some sober evaluation of risk, and some ability to face real risk and go on.  Rarely do people do this.  Defensiveness of every sort is the more common recourse.  Preemptive, undirected, and displaced aggression are not courage, but cowardice.

The corollary is that the key to social functioning is inclusiveness.  Are disadvantaged groups to be supported, as less fortunate members of one’s own society, or bullied, as structural opponents?  This is the basic question in politics, conservation, economics, and much else.  The content of the support matters less, though debates over whether support means “doing things for” people or “letting them do their own work” can be sharp and interesting.

These real-world moral codes are all contractarian in the sense that they are social institutions worked out through negotiation.  It is safe to say that no one in premodern times actually sat down to draw up a contract.  Hume was right: family and kinship, not formal contract, was the source of moral society.  However, there is a sense in which Hobbes’ “social contract” (Hobbes 1657) tale is a realistic fable.  Since neither “family values” nor “moral intuitions” are complete guides, a society must have a set of institutions, worked out through mutual accommodation, mutual commitment, and mutual negotiation, that end “warre” by laying out rules for “peace.”  In modern terminology, they convert a sort of worldwide Prisoner’s Dilemma into an assurance game.  They allow people to exchange and cooperate long enough to develop assurances of reasonable dealing.  Social behavior thus arises out of individual exchanges of goods and information nested in an emotional and social context of kinship and friendship networks.

The old belief that cultures (at least traditional cultures) had rigid values systems, to which everyone conformed, has turned out to be false (see e.g. Bourdieu 1978, 1990—or any modern ethnography).  This is fortunate; it was a depressing and totalitarian view.  In reality, all social groups deal with dissent, debate, argument and a plurality of values systems.  Some deal better than others, but all face the same irreducible tendency of humans to disagree about both basic principles and immediate applications.

One major problem with the contractarian view, especially its Hobbesian form, is that we now know, beyond reasonable doubt, that states came into existence through conquest and military force, not through voluntary contract.  Free people simply do not put themselves under state government unless military force scares them into the arms (in both senses) of the state. 

Even later states, of a more explicitly contractarian nature, have problems with the scope and enforcement of the contracts.  The United States was established on contractarian grounds—with explicit acknowledgement of the contractarian theory—with a government limited to white male property-holders.  It expanded the pool of citizens very slowly, and by ongoing negotiation.  Most other countries have similarly limited pools of founding fathers.  Virtually no one wants to reverse the negotiations of subsequent centuries and go back to such a leadership pool. 

The decline of the political unity and power of the working classes in the United States has enormously affected our debates over morals, and not in any very positive direction.  One effect has been to foreground ethnicity, and thus make ethnic separatists out of (former) liberals; this has continued the division of the working classes, leaving the elites in firm control—not a good outcome, however it may have transiently helped some ethnic groups.           

This leads us to a conclusion: negotiation is the way rights are constructed.  Partly because of this, there is reason, deontological or simply utilitarian, to prefer a wide construction to a narrow one.  To that extent, we must rely on intuitionist and deontological views that seem to me impossible to prove.  Minimally, we have to assume that all humans have “inalienable rights…[to] life, liberty and the pursuit of happiness.” 

The same must, to some extent, go for the environment.  Decent environmental conditions seem obviously worthy of valuing, for utilitarian reasons; but it seems reasonable to assume that we all have rights to a decent environment, even over and above immediate utilitarian concerns.  We have a right to know that there remains some of the wonderful beauty and variety of the world.

Humans are social and want a good social life.  Humans are all different, and thus every society must, to some extent, assess each person as an individual.  In every society, one person’s rights start where the other’s stop, and minimal fairness suggests that all people should have equal rights except in so far as is absolutely necessary for enforcing efficient laws.  These seem minimal tenets of a functioning society.  Beyond that, until the ethical philosophers give us clear and unequivocal guides, we can do no more than look at what real-world codes actually accomplish.

5

There is rather little in anthropology about moral codes—their origin, propagation, and practical application.  The reason for this lies in the history of social thought.   Anthropology has been greatly influenced by political economy and by Weberian sociology.  Both tend to see ethics and morals as derived.  Marxists and other political economists—including even conservative economists—maintain that ethics follow interests.  One can dismiss the problem of morality: it is wholly predictable from economic reality—from the workings of the market and the relative power of the economic interests involved.  Marx held that the ruling class writes the codes to maximize its own interests. 

            Weber opposed such naïve economic determinism with a more complex and nuanced view.  Weber’s own position is too complex to discuss here (see Weber 1992),  but anthropologists who follow Weber rarely capture the full complexity.   They have usually been content to say that ethics and morals are part of an ideological framework that must be interpreted.  They thus tend to move to a high level of abstraction, seeking to interpret the underlying and usually implicit principles that  provide the broad grounding for action in general (see e.g. Kluckhohn and Strodtbeck 1961).

One can, however, extract generalities about moral rules from the anthropological literature.  One can assume there is a minimal level of moral action necessary for society to function at all.  Near-universals probably capture this code.

No moral rule is completely universal, but, worldwide, some moral rules seem close to universal (Brown 1991; Goldschmidt 2005).    Richard Shweder (1997; see also Gigerenzer 2007:187) sees five dimensions of morality:  harm (vs help), autonomy, hierarchy, ingroup/outgroup, and purity.  These cluster into ethics of the individual or individualism or autonomy (the first pair), of communitarian values (the second pair), and of divinity (the last).  I find this scheme rather preliminary, and will develop my own (I fear equally preliminary and simplistic) schemes below. 

Social-scientific studies of actual morality, as opposed to philosophic speculations on ideal morality, also disclose that people tend to evaluate active, independent agents differently from those who are mainly acted upon, such as children and the mentally incompetent (Gray and Wegner 2009).  The natural tendency is to evaluate the former more thoughtfully—to praise them is they do well, blame them more if they do wrong, protect them less (they can take care of themselves) if protection is needed. 

Also visible in anthropological studies, as in traditional moralistic writings, is an opposition of proscriptive and prescriptive morality (Janoff-Bulman et al. 2009).  “Thou shalt not” is always stricter, more precise, and less loved than “thou shalt.”  Ethical philosophers have deplored the frequency and importance of the former, but banning the bad does seem both easier and more typical of humans than promoting the good.  Of this more anon.

            All codes share broadly similar restrictions against murder, antisocial behavior, exploitative sex, and the like.  Traditional literature everywhere—both elite and folk literature—celebrates helping, generosity, unselfishness, courage, restraint, civility, considerateness, following general social codes, and so on.  Basically, this is the helping code we all know from childhood.  Even domestic animals have been bred to be tame, pacific, gentle, and docile; some have been trained to be loving, trainable, reliable, and obedient.  Not the highest of virtues, surely, but if “man has created dog in his image” (as someone once said), to say nothing of cats, llamas, and the rest, “man” has some good within.

Ethical and moral codes always discourage members of the same society from injuring each other.  Indeed, one could easily construct an ideal ethical code on the simple principle of “do no harm,” or on the more complex one of “do no harm unless it is clearly necessary to do harm to prevent a much greater harm.”  However, all social codes insist that individuals must suffer for the common good.  In environmental matters, an example is the denial of fishing rights when the fishery is severely depleted.  In extreme cases, a few individuals may have to starve to death, if the society depends for survival on maintaining its fishery. In the modern world, we are mercifully given more flexibility than that, but sacrifices of a lesser sort remain necessary.  The devastating overlogging that took place in California forests until recently could not last, but stopping it inevitably threw many loggers out of work; they complained, but most of them realized that they would otherwise lose all the forests and be out of work anyway, so they adapted.

            Environmental damage is generally condemned, but what counts as “damage” varies enormously.  Flagrant waste of key resources is usually condemned, even when not effectively regulated.  Some very small, technologically simple societies with low population densities, however, have no such rules, but most ethical codes take the environment into account, at least marginally (Bierhorst 1994; Callicott 1994).  People are typically enjoined not to take more than they need, to “leave some for others,” and to avoid waste and cruelty.  Many codes are more specific, demanding protection of forests or trees, of rare animals, and of particular landscapes or landscape features.  In general, traditional moral systems usually are fairly good protectors of the environment, though there are some spectacular exceptions.  Unfortunately, when the modern world impinges on traditional cultures, they lose the old rules and at the same time acquire vastly greater powers of destruction.  

All societies praise fairness, generosity, mutual reciprocity, mutual aid, and cooperation.  All have stiff sanctions against abusers (“cheaters”), though some allow a lot of presuming on others’ tolerance.  The range is, however, enormous, from extremely self-sacrificing to rather bloody-minded societies (Henrich et al. 2004).

            Property is always protected; theft is always forbidden, but some societies have almost no private property to steal, which makes theft a minor threat.  Some hunting-gathering groups regard everything as common property except personal equipment (such as one’s knife or bow), and enjoin generosity even with that.

Sex is always regulated.  Marriage to legitimate sex and descent is universal, though reduced to the barest figment in some local groups (not—contra some anthropological claims—in any entire society).  All cultures ban incest; however, incest is variously defined, and some societies make exceptions for royal couples who have to keep sacred bloodline pure. 

            Mutual respect, and politeness based on it, is universal.  The politeness rituals differ from culture to culture, because they have to be arbitrary to work, but this should not blind us to their universal functional resemblance.

            Hierarchy is universal.  At the very least, elders have some nominal authority over younger adults and adults over children.  Almost all societies have a good deal more than that.  Disrespect for social inferiors is considered bad almost everywhere, but almost universally practiced.  Even the idea that clients (considered underlings) deserve to be taken seriously is a rather radical concept in bureaucratic regimes, as Max Weber pointed out a century ago.

            Many religions and moralists agree with Jesus that “greed for money is the root of all evil.”  However, no society really moralizes this.  There is a great range, from societies that adulate wealth to egalitarian societies that dislike and fear it.  However, every society recognizes that people have to go for material security.  A well-known corollary of human optimism is that people tend to undershoot, getting less than they really need for safety.  A society that encourages acquisition thus tends to do better than one that devalues wealth.

All ethical and moral teachings note that humans do not live by bread alone.  Systems therefore enjoin varying amounts of attention to social needs and autonomy needs.  They also define justice, usually with some reference to fairness and to recourse for the powerless.  Unforunately, hierarchic societies get very far from fair principles.  They are notorious for creating moral codes that reinforce their hierarchies and their grossly unbalanced distributions of power.  Such codes are incompatible with any acceptable ecological or environmental policy.

All moral codes enjoin solidarity—support, mutual aid, self-sacrifice—to keep the social system functioning.  They even order enjoyment of the social fabric, by enjoining people to attend festivals, celebrate holidays, and attend gatherings.  One of the more thought-provoking effects of secularization in the United States has been the decline of festivals.  People just don’t have time or money, unless religion tells them to find some anyway.  It is axiomatic among social scientists that a society holds itself together partly through festivals.  The decline of celebration in America has, indeed, accompanied the rise in crime and social disruption.

Anger and hate are especially condemned by Buddhists and some Christians.  Coarse, unregulated, mean-spirited behavior is especially condemned by aristocrats and elites everywhere.

Widely, religions (self-servingly?) see a particular cluster of virtues:  mysticism, a sense of unity, love for at least some created beings, spirituality, detachment from the worst traits of “the world,” thoughtfulness and mindfulness, and arts as creation of beauty and pattern.

Social thinkers, and some religious ones, are more apt to foreground a cluster of cooperation-and-support values: Caring, helping, sociability, solidarity, acceptance, tolerance, mutual aid, collective standards for behavior, warmth, forgiveness (within reason), sense of shared fate (“we’re all in this together”), fairness, civil and human rights, support, empowering, duty, responsibility, sharing, mutual respect, rational considered judgment, charity, environmentalism, respect for all and for human spirit and its accomps, laudable pride, self-reliance within reason, modesty, humility, deference, and so on.

Basic to society, also, is a third, defensive cluster:  loyalty, courage, bravery, steadfastness. 

Work produces its own cluster: hard focused sustained effort, industriousness, doing one’s share, and zeal.  More broadly, work within society leads to a sense of need for productiveness, usefulness, education and training, self-dedication to feeding the hungry and curing the sick, and so on.

All this entails, in modern societies, a science and learning cluster: search for truth and good, originality and independence of thought, inquiry as opposed to received dogma.  Here, the modern world breaks with the traditional one, that usually values received wisdom over inquiry—a logical and reasonable position in societies where change is slow and accumulated wisdom is usually the best guide.  (We tend to forget how often even the best scientific ideas and innovations fail, even in contemporary society.)

Finally, most societies respect the value of laudable enjoyment: loving one’s family and enjoying life with them, enjoying wider good company, enjoying good food and other innocent pleasures and amusements.

All societies have a wealth of taboos, avoidances, minor social rules, and so on; these vary wildly from place to place.  What matters is that they exist.  Every society feels the need to micromanage life.  Above all, these trivia announce membership in particular social groups and classes, and thus are all-important to a category-conscious social animal.  Again, recall how much of moral outrage is focused on using the wrong fork or wearing an “inappropriate” shirt.

            The reason for this is clear:  one has to show one is willing to pay a cost for belonging.  (Atran 2002 makes this point memorably for religion.)   One must put oneself on the line, doing something irksome and unpleasant.  This proves one is actively engaged in one’s society and its culture.  Active nonconformists are hated, but even passive nonconformists, who peacefully go their own way without bothering to do much to mark membership, are shunned and ostracized.  Consider how much gossip is of this sort.  Such gossip has its effects, shaming nonconformists into making the effort.

            Equality, tolerance, civil and human rights, and religious leeway are far less universal than the above rules.  Most societies put a value on personal freedom and on tolerance within the local community, but some do not, and many limit freedom and tolerance to very narrow aspects of life. 

All ethical systems must deal with defense of the society.  Defense–more broadly, peace–is the classic case of a public good; it benefits everyone.  Many individuals, often the best and brightest, must die in defense of their societies.  All ethical codes condemn unreasonable aggression.  Unfortunately, many ethical codes construct “defense” exceedingly widely, making it seem moral to wage war against weaker enemies on the slightest provocation.  Without going into wider concerns, this is ecologically unhealthy; war is as damaging to the environment as to everything else.   

Modern American and west European society definitely stands at one extreme in allowing more personal leeway and freedom than almost any other known society.  This certainly goes back to the dramatic privileging of individuals—especially, the tragic hero, standing tall against fate—that characterized Greek drama and Celtic ballads and epics.

Conversely, the stricter forms of modern Islam seem almost unprecedented in human history in their regimentation of life.  They are quite unusual within Islam, formerly a relatively tolerant and liberal religion.  This may be part of a widespread reaction against modern freedoms. 

Rising regimentation is not limited to Islam.  Today’s strict forms of Catholic and fundamentalist Christianity appear to be unprecedented in the history of Christianity in the detail of their rules and the thoroughness of their enforcement.  Earlier Christianities killed more people, but had much looser de facto rules.     

Conversely, consider the universally condemned evils of the world.

First on almost everyone’s list would come a meanness cluster:  defensive aggressiveness, hurting self just to hurt others too, cruelty, viciousness, sadism, hostility, general bloody-mindedness, sourness, neuroticism, vindictiveness, controllingness and abuse of power, maliciousness, malicious neglect and irresponsibility, passive-aggressive behavior, hatred, excessive anger, hypocrisy.

Close to this is an amoral-selfishness cluster: theft and crime, sociopathy, using others cynically, power hunger, arrogance, jealousy, envy, greed, denial, vanity.

This leads to an injustice cluster: unfairness, injustice, oppression, exploitation, nonreciprocating.  Part of it, or possibly a separate bias cluster, come prejudice, selectiveness, anti-intellectualism, hatred of other (especially weaker) groups, displaced anger, scapegoating, “ignoring” the weak and other malicious ignoring.

Almost all cultures recognize a rudeness cluster:  in-your-face irresponsibility, rude remarks, mean and icy politeness, inconsiderateness, thanklessness, gracelessness.

Worst of all, to many in this world, is the cowardice cluster:  cowardice, abjectness, debasement, dependence, selling out, withdrawal, flight, self-handicapping, escapism, conformity, popular culture, mindless dogmatism, mindless following of received wisdom.

Much more pardonable, if deplorable, is the sloth cluster: laziness, sloppiness, carelessness, preventable ineptness, failure to learn needed skills.

Finally, there is a mere self-indulgence cluster: gluttony, ordinary greed, taking no thought of the morrow.

The common thread in most of this is acting from fear.  This is obvious in the cowardice case, but the mean, selfish, unjust, and bias clusters all involve defensive aggression.  They are, I would argue, almost always the aggression of the weak, scared person who feels trapped and cornered.  At any rate, they are clearly defensive actions. 

Mere sloth and gluttony are not fearful, but often laziness and greed are defense mechanisms of weak persons, and so do indeed fit the general trend.

Thus, in general, “evil” is really a set of defense mechanisms used by people who think they are one-down and put-upon.

Evidence comes from the really significant case of things that can break either way.  Societies are generally ambiguous toward  competition, independence of mind or conversely overdependence, originality, fun, pride, ambition, humility, religious faith, and sexual morality.  All these can be considered good or evil, depending on the society or on how they are actually used.  Without ambition, we would still be swinging from trees; yet, zealous, competitive, cutthroat ambition has ruined thousands of governments.  Without humility, we would never get along in society, but without pride we wouldn’t be able to hold our heads up; we need to balance both of them.  Without sexual morality, society could never operate, but some sexual moralities are so perversely destructive that they ruin societies.

Moreover, pace the ancient Greeks, moderation would not solve the problems here.  The idea is not to be moderate about, say, competition or ambition or sexual morality, but to compete fairly and freely without ill will, to be ambitious but not at others’ expense, and to be strict about sexual morality but also make it a reasonable, humane form as opposed to the insane sadism we often observe.  Religious faith needs to be strong and deep, not “moderate,” but it needs to be loving and caring, not bloody and murderous.

In all these cases, we observe that the basic qualities are indeed virtues. It is only if they are combined with defensive aggressiveness that they are evil.  We need all those dubious virtues, but without the defensive aggressiveness that often makes them poisonous.

Humans reveal a horribly vicious and cruel streak (even in breeding and training guard dogs).  It is almost never directed at people-in-general.  It is directed at two classes of people:  flagrant nonconformists and rebels within one’s society, and direct enemies, especially group enemies.  Moralities generally are about helping one’s own, and minimizing hurts to one’s own, but often include maximizing hurts to one’s enemies.  Most moralities powerfully advocate hurting enemies, at least in wartime.  All moral codes counsel restraint in dealing with personal enemies; almost all counsel kind and generous treatment of strangers.  Most counsel restraint in dealing with group enemies.  However, all (except some very modern ones) seem to emphasize the need to be condign to groups that are traditional rivals.  Especially condemned and treated prejudicially are those subgroups of one’s own society that do not follow all the social rules, and thus seem enemies, or at best competitors, within.  These are the cultural, religious, and political minorities that suffer genocide and discrimination.

Most and worst of all, people love to shift the blame for problems onto scapegoats. 

People are prone to anger and love, aggression and aid.  Individual experience cuts the difference.  Society always influences–and frequently constructs outright–this experience, and thus writes on slates that are not blank but are easily cleaned and rewritten.

Bias and prejudice are worst, and most often “moral,” when people are defending their current behavior against challenges—real or imagined—from structural opponent groups.  The crudest line is “what I do is moral, what anyone else does is immoral.”   For the Chinese of old, not speaking Chinese proved one was an uncouth barbarian; for Americans in the 19th century, the Chinese were immoral for speaking Chinese.  Everywhere, people find some salient, deeply emotional points in their own tribal moral code, and savagely judge anyone not conforming to those particular points.  Hatred of homosexuals, opposition to birth control, killing of those who shave beards, and similar moral points are currently familiar in the world.  Much research needs to be done on why these particular items are seized on; all have to do with male dominance and privilege of a particularly crude kind, but that may not be an adequate explanation.  In any case, other moral sticking points are not sexist.  Clashes over rights to teach or deny evolution, over global warming, and over trade policies are equally involving in some quarters.

            Finally, all morals are off when dealing with notably inferior beings—as defined by the wider society.  If they are in a moral universe at all, it is only to consign them to a lower, despised level, where stricter rules apply to them but very loose ones apply to their “superiors.”  Risk factors for such definition are poverty, low status, female gender, and minority ethnicity.  An impoverished minority woman, almost anywhere in the world today, is fair game for almost anything anyone of status wants to do to her.  Outright murder may be considered a bit out of line, but killing her by denying her medical care, a lifesaving abortion, or an opportunity to make a living is rarely condemned and is often considered downright praiseworthy.  In the United States, for instance, no one except the victims seems to mind that African-American infant and maternal mortality rates are many times as high as those of affluent whites, though the causes of the differential are trivially easy to prevent.

At this point we may break out some related concepts that will be useful to define.  Outright hatred is common and deadly, but far commoner and arguably far more deadly is selective indifference.  Groups are tuned out, as if they simply do not exist, or, at best, are unworthy of consideration (Sen 1992).  Many people tune out everyone outside their immediate family circle.  This is bad enough, but worse is granting humanity only to elites, or only to whites, or only to fundamentalist Christians, or only to academic liberals.  Usually the ignored group is low in status, but anthropologists often privilege the small, indigenous groups they love to study. 

In short, harm to individuals is wrong only in certain cases, and extreme harm is taken as a social good in many contexts.  The human race certainly has its flaws.  Moreover, it has not improved much through time.  Anthropologists have learned that traditional small-scale societies, once condemned as “savage” and “primitive,” have standards of morality at least as high as most modern states.  In so far as there has been progress, it has consisted of making moral codes applicable to wider areas—but usually this merely means that the societies have grown from face-to-face societies of 500 people to large nation-states.  War and murder have consequently become less frequent in the lives of individuals, because there are fewer states and individuals within them are more protected, but on the other hand the total world incidence of violent death, rape, robbery, and so forth remains high.  Moral codes expand to include wider and wider networks of people, because polities are larger; but there is little change in the content of the codes.  World religions do show much progress, by teaching that all humans should be subject to the same morals, but the actual practice of real-world societies never approximates this.  Christian nations war with each other as much as any nations do, in spite of Sunday preachings about universal love and peace.  Christian and Muslim nations are at least as cruel to their minorities as others are, in spite of teachings of equality and love for neighbors.

Morality is supposed to be about caring, helping, and supporting, but it often—perhaps usually—is about condemning, attacking, and harming anyone different from the speaker.  Moralists all too easily lapse into sin-shouting rhetoric.  Often, this covers up the fact that their own personal lives do not bear inspection.  Sinclair Lewis immortalized the breed in Elmer Gantry, but not only preachers succumb.  University professors of ethics are not always exempt.

A great deal of the differences between moral codes lie in how closely we regard members of our own society as deserving full moral recognition, and still more in how much we regard everyone else as deserving of very little.  Above all, the definition of “us” and “them” is negotiable, differing widely from place to place.  This simple cut explains much of the worldwide differences in moral codes.

One can see five conflicts endemic to all human societies throughout all history and prehistory.  All moral codes, everywhere, have to deal with them.  We could classify moral codes according to how they deal with these.

Individual vs. community has been addressed above; the range from the 19th-century United States frontier (privileging individual freedom) to places like modern North India (cf. Shweder 1991) covers much of the variation in real-world codes.

Pursuant to that, originality vs. conformity covers much of the same ground, but one can be highly social yet an original person (like the English “eccentrics” or the fishermen I knew in Hong Kong).

Egalitarian vs hierarchic choices have been noted above.  Jonathan Haidt would usefully add loyalty (a value within hierarchic systems) and purity (Haidt 2007). 

Purity vs indifference.  Haidt (2007) has also reminded us of this this worldwide concern.  Purity, especially chastity, is idealized in the Abrahamic religions, though Christians have rather gotten away from it within my lifetime.  Jews and Muslims avoid impure animals, mostly those that obviously eat blood or carrion, like pigs and dogs.  Hindus maintain caste purity as well as avoiding the same pigs and dogs while idealizing the cow as pure (even its urine and dung is purifying).  Indeed, most, if not all, religions have some concern with ritual purity and contamination (Douglas 1966, 1970).  Religious formalism takes us out of ethics and into ritual, but many religions, including the Abrahamic ones, elevate sexual purity—often, in practice—oppression of women—to an ethic.  With the coming of modern medicine, concern about ritual purity gradually morphed into concern about germ and chemical contamination.  This very real problem is now a major moral concern worldwide, but especially in the west and in Japan—both areas having long traditions of ritual purity.

Extent of application of basic values is the final, and most interesting.  Some traditional societies extend their moral codes only to their own borders.  The neighbors are more or less fair game for slave-raiding, head-hunting, and acquiring meat for cannibal feasts.  Most traditional societies do recognize moral rights more widely, but still see outsiders as fairer game than insiders for, say, raiding.  Many traditional societies assign more rights and moral personhood to animals and even plants in their own territory to humans in other, distant territories; the same Northwest Coast natives who apologize to a tree for taking a bit of bark from it used to raid neighboring societies for slaves and trophy heads. 

The progress of morality has largely been one of extending more and more rights to more and more beings.  Buddha and Jesus taught compassion and love for all humans.  Buddha added at least some regard for all sentient beings.  Jains and some Hindus went farther and recognized even plant rights, thus going beyond even the “animal rights” ethicists of today.

With the rise of world religions, ideas of love for all humanity were propagated.  World moralities, such as Christianity and Buddhism, try to be as inclusive as possible—to see the world as family.  (Biologists have made the obvious connections with William Hamilton’s concept of inclusive fitness.)  Bloody-minded people try to be the opposite, for whatever reasons.  Over the centuries, more and more charges have been extended worldwide.  We now work for universal justice, universal human rights, and most recently of all universal prosperity.  The idea of aiding the African poor is a very new thing; only two centuries ago, the rest of the world was concerned with them only to capture them for slaves. 

So we now have a globalized moral discourse.  Unfortunately, it does not always affect actual practice.  And the globalized morality is not always what Kant or Mill would like.  Worldwide, one sees the same mix of love and hate, tolerance and bigotry that I found in tiny isolated villages in Malaysia and Indonesia a couple of generations ago.  The world is indeed a global village, complete with a village’s gossip and pettiness.

However, globalizing the debates over standards of morality is no mean accomplishment.  Making it serious, and turning the world into one real community, has to be the major goal for everyone in the near future.  The human race simply cannot afford any longer to write off whole communities and peoples as “inferior” and beneath moral consideration (Sen 1992, 1999).

No society can go all the way to either end of any of these four dimensions.  Total anarchy and total conformity are impossible in practice.  Totally hierarchic societies have been tried; they fail quickly (think of Hitler’s Germany).  Jesus notwithstanding, treating all humans exactly the same as one’s own family is not really viable.  Neither is isolating oneself or one’s family as the only morally relevant beings.  Today, in fact, isolating humanity and denying moral personhood to nonhumans is flatly suicidal—as it was in the animal-dependent, crop-dependent world of the ancient Israelites, who pragmatically recognized that “thou shalt not muzzle the ox that treadeth out the corn” and many other such charges.

Few genuinely new moral dimensions have entered the world since the first humans found they had to deal with those four.  The ancient Greeks added moderation in all things, and contempt for mere material possessions.  The ancient Asians (Chinese or Indian, probably) added an ideal of mystical quietism.  Kant’s logical defense of the individual as an end (and Levinas’ extension of it discussed below) and the consequent expansion of the Golden Rule to a concern for “universal law” ranks as an original transform of earlier morals, and the utilitarian code (see below) is a new way of looking at the old problems.  Most moral leaders, however, do nothing more than restate in the languages of their times the classic ideas on the classic topics.  I see nothing deeply original in St. Francis, Ryokan, or Gandhi, for instance, though they are among the highest among my personal saints and inspirations.

6

Obviously, cultures differ greatly in moralities, and this has led many into moral relativism.  Cannibalism, sati, genital cutting, and so forth are “moral” in some areas; why not simply eliminate all moral standards and say that anything goes?

The first and main answer is that everyone, everywhere, recognizes that some things help people and some things hurt them.  The problem comes from the fact that everyone also recognizes that exceptional circumstances force people to suffer for a better future or for the common good.  The most obvious such circumstance is war.  If a group suffers all-out attack by powerful neighbors, everyone must unite, and must sacrifice goods, safety, and often life itself in the defense effort.  A famine or flood may be less dramatic, but still forces sacrifice for the common good. 

The second answer is that some things simply cannot be left to individual choice, because they are so notoriously disruptive.  Sex is the most obvious one.  Every culture has strong sexual codes, to keep the young and wild from totally messing up the social system and producing countless children with no one to care for them.  Almost any sex code seems to work, as long as there is one.  Weak and sloppy enforcement is typical, without social meltdown, but, again, there has to be something.  The same applies to property and exchange, “honor” (whatever that may be in a given culture), and other touchy matters. 

The third answer is that evil people often take over in this imperfect world, and they institute evil moralities for their own selfish purposes.  Hypocritical sex codes that torture women gratuitously, or lead to brutal repression of normal youthful enthusiasm, are particularly typical and common (see above). 

Leaving aside this last case, every moral code has to be a balance between morals that are good, pleasant, and helpful and those that are defensive and thus condign and stringent.  The balance found in a particular society depends on that society’s history.  The strict protective sexual morality of the Near East, for instance, is in large part (probably all) the result of a 5,000-year history of warfare involving organized and systematic rape, capture and enslavement of women.

Thus, moral differences among humans are not arbitrary, not ludicrous, and not proof of the nonexistence of universal morals.  They are systematic, and result from local contingencies that influence universal tendencies. 

Cross-cultural comparison of ethics and morals has scarcely begun as a field, but it is advanced enough to allow us to speak, very roughly, of three broad moralities:

1.  A defensive one, characterized by rigid codes of conduct, strong focus on “honor,” and proneness to violence at slight provocation.  Often, this leads to hate, intolerance, exclusiveness, confrontation, immediate violence toward anyone perceived as a threat, and admiration of anger, vengefulness, and cruelty.  This is usually the sort of behavior that warfare brings out toward enemies, but it is notoriously common within strongly hierarchic societies in which life is perilous and insecure because of competition for power.  It is even found commonly within families, especially in such societies—the behavior of elites toward masses is mirrored in the behavior of patriarchs toward women and children.   This is a morality based on fear and defensiveness, and consequent adulation of power. Broadly, societies that have long histories of constant war and conflict have stern, controlling ethics that often involve foregrounding vengeance and oppressive protection of women.  Conversely, societies with histories of relative peace and growing prosperity are more liberal and less condign.  This would seem fairly tautological (of course, violent societies have ethics of violence) if it were not for numerous exceptions; there are enough exceptions to make one wish devoutly for further research on this little-studied issue. 

2.   An abject one, characterized by passivity, accommodation, and conformity for conformity’s sake (often glossed as “being nice” or “appropriate”).  This is also commonest in hierarchic situations, especially among those on the very bottom.  It is perilously close to many of the “communitarian” moralities now advocated in some circles, including environmental ones; but it would destroy the possibility of environmental responsibility.  This is based on the same dynamic as the foregoing, except that weakness and hopelessness replace a drive to take power and abuse it.

3.  A morality of concern, caring, and respect.  This leads to fairness and even-handed justice, and to the use of violence only as a last resort for protecting one’s group.  It also leads to self-improvement as a virtue—in striking contrast to the other two moralities, which regard self-improvement as foolish at best and pernicious at worst (it is not deferential or conformist enough for Morality 2).  This sort of morality is usually found among equals within a group; only rarely is it extended widely.  It is the “natural” morality, in that it is what our “best instincts” tell us—in a very literal sense.  It is the product of social instincts, not of rational formation of a social contract.

            Obviously, a single individual may display any of the three, at different times, depending on the social situation.  It is also clear that morality has to be seen as part of a wider social vision, based on emotional reactions to social situations, rather than as an individual and rational matter (as argued by Rawls, for example) or as a direct product of economics (as Marx thought).  Economic systems do produce their own morality—capitalism has made “private property” a holy cause, and gross wealth a proof of moral virtue—but such things can be seen as elaborations on more basic social codes. 

These moralities have management implications.  Management that creates strongly hierarchic systems automatically increases Moralities 1 and 2 until they take over the system.  Management for bottom-up participation, in which decisions are made by equals negotiating at each level in the system, is necessary if Morality 3 is to survive.  This involves a great deal more openness and tolerance, as well as forbearance and responsibility to the workforce, than is typical of current management systems, governmental or corporate.

            7

            The picture that emerges is of a species that is preeminently social, living largely to care for other members of the social group, by helping one’s own and protecting them against enemies—especially, rival groups.  The worldwide differences in morality seem due largely to the relative felt needs for caring vs. defense—or, in other words, the relative sense of whether the most immediate and serious threats to one’s own are from problems like sickness, loneliness, and hunger, or are from enemy humans.  This in turn has much of its effect via definitions of groups:  who’s in, who’s out, who’s friend, who’s enemy.

The nature of the universals, as well as the thousands of ethnographic studies of traditional societies and their conflicts, makes one thing clear:  Ethical and moral codes are not only for individuals, but are also for societies.  They lie at the core of the “social contracts” that Hobbes and Locke proposed.  (The full “social contract” also includes a charter stating who makes the decisions.)  In practice, in every society, the ethical and moral code is the set of ground rules for playing the social game.  It is the rules for interpersonal dealings and for all actions that affect others.                        

In spite of all the cultural and social codes that seem so “right,” the basis of morality in playground fairness is widespread.  As everyone knows who has lived in small traditional communities, such communities have about the same range and kind of goods and evils as the most sophisticated community of moral philosophers and educated intellectuals.  Moral philosophy per se does not change people much.  The cultural codes are almost noise in the system, however frantic people get over them.  Using the wrong fork, or holding chopsticks the wrong way, do not bulk large in ultimate moral judgments, even though people have no doubt been killed over such matters.

In classic terms, people are “basically good,” unless crossed.  Yet the “basic evil” is there, largely taking the form of paranoid or psychotic perception of everyone, or of every even trivially different group, as enemy.  The political leader who sees a potential assassin or traitor in even his closest comrades is a well-known figure in history.  Most of us know individuals who recapitulate this on a small scale.

            Consider the way individuals grow up:  trained gradually, and hopefully empowered but often simply scared.  Rejection and harsh judgment are the lot of us all, much of the time, as we form moral consciences.  It is all too easy to internalize the negatives, and deal with the world that way, harshly judging everyone, especially those significantly different from what one has been taught to fear and obey.  The more irrational and cruel the standards, the more people tend to identify with them, because of the phenomenon of cognitive dissonance; feeling shaky in one’s belief makes one argue oneself into believing it all the more strongly.  Weak people make bad thinkers and bad judges.  They are prone to a characteristic suite of evils:  hatred, cowardice, treachery, betrayal, faithlessness, and bullying.  With the rise of bigness, and consequent loss of control and self-efficacy, more and more people inevitably fall deeper and deeper into these ills.

The social scientist often seems to face an infinite regress.  Everything is explained by something else.  In morality, there is a kind of endpoint, or at least a nexus, in personal responsibility:  “The buck stops here.”  This still leaves us with the question of how people become responsible, but that is really a question in a different realm (education).  In dealing with moral behavior per se, grounding in personal responsibility is the real necessity.

            Probably the most reasonable overall position is that which is reached by common sense, or by looking at human needs in order of imperativeness, or by following the great religious teachers, or by simply looking without bias at what people do:

            First, saving the environment—at least that which is necessary for human survival, such as water, breathable air, and biodiversity—is essential. 

            Feeding the hungry, or at least producing food, is the next most obvious and immediate need.

            This is followed by medical care, shelter, and other basic physical needs.

            Security and defense normally come next, but in times of war they have to have absolute priority, driving those differences mentioned above.

            After this come the basics of keeping a society together:  Generosity, common decency, morals related to sex and reproduction, and so forth. 

            Finally, it is morally good to make life worth living.  Plain personal niceness matters.  So do arts, good food, exercise, and other such amenities.  Puritanism and dour self-mortification should be immoral everywhere.

            8

Individuals obviously differ greatly in their level of obedience to moral rules. There is a huge range from the good to the bloody-minded and defiant. Personality psychologists speak learnedly of inborn differences in openness, conscientiousness, and agreeableness—but, confusingly, the same individual may be good all week, then defiant and outrageous on Saturday night at the bar. 

Power makes people more rule-oriented and rule-based in moral thinking; lack of power makes people more outcome-based (Lammers and Stapel 2009).  This makes sense, especially when the power is bureaucratic, within structured systems.

More interestingly, people differ in their ways of conforming.  Some prefer the spirit of the rule to its specific demands; Jesus was one such, judging from his statement that “the letter killeth, but the spirit giveth life.”  Others, however, are meticulous literalists.  These, according to psychologists, are high in conscientiousness, low in openness.  Many of us combine approaches, following the spirit when dealing with major rules, the letter when obeying local traffic laws and the like.  Then there are those (low conscientiousness, high openness) who ignore conventional morality as much as possible.

            Societies, like individuals, differ rather stunningly in the degree to which they live by their (ostensible) moral teachings.  Small towns in Scandinavia and much of North America a couple of generations ago were almost painfully moral (remember Lake Wobegon).  The slums of major cities, worldwide, tend toward moral chaos, even by their own local standards—which are inevitably quite different from, but not necessarily looser than, those of the wider society.

9

Morality rarely changes dramatically, but it does change.  Like all cultural rules, morals are constantly being negotiated, tested, and renegotiated (Bourdieu 1978, 1990). 

One dramatic change has been the downfall of slavery.  Until the late 18th century, slavery was universally accepted without question in all civilizations and most simpler societies that had any hierarchy to speak of.  Many isolated individuals came out against it, but no organized opposition surfaced.  Even revolted slaves usually accepted the system, often taking slaves of their own.  Finally, the Quakers decided in the late 18th century that it was unacceptable.  Even John Stedman, who provided the classic and horrific account of slavery in practice (Stedman 1988, orig. 1806-1813; note the introduction by Richard and Sally Price to the 1988 edition), did not question the institution until he met Quakers in London after his book was completed. 

However, once the Quakers raised the issue, anti-slavery propagated fast.  Serious antislavery movements began in the 1770s.  Within a century, slavery was eliminated almost everywhere.  The progress of capitalism, which substituted more productive and manageable proletariat labor for forced and inefficient slave labor, explains a large (if debatable) amount of this change.  Slavery persists today in out-of-the-way corners of the world (largely southeast Asia and west Africa), and is still accepted there. 

The fall of slavery was thus due to Christianity and capitalism, two forces now associated in many quarters with all things evil.  An ironic sidelight.

War, including unprovoked war purely for looting, has never been banned or discouraged by any full society, and all societies have long histories of it.  Theoretically banned by religions and most moral codes, it is in fact engaged in as often as countries can afford to do it. 

Rape in the course of war (and often even in ordinary life) has generally been excused.  Most modern societies ban it, but few outside of the richest nations take the ban seriously.  Only within my adulthood has it been really considered a bad thing in the United States; when I was growing up, a woman who was raped was “asking for it” by “dressing provocatively” or some such fiction—unless the rape was committed by a minority member on a woman of higher status.

Child molesting is now much more widely condemned than it once was, and marriage of extremely young teenagers, though still routine and widely accepted in most societies, is declining.  Marriage of young teens was common in the United States until a generation ago, but is now rare, and teen birth rates are falling sharply there and in Europe.

A fairly typical case of the evolution of morals is shown by the solidarity ethic in labor unions.  Individuals felt aggrieved by low wages and bad working conditions; they acted alone and got nowhere.  Joining together brought more success, but also more personal risk (bosses penalized union members) and the possibility of free-riding.  A solidarity ethic had to be sold to union members.  This, notoriously, was only partially successful.  It has grown less successful with the breakdown of community in the last couple of generations, and union membership in the United States has declined precipitously since the high point of the 1950s.

10

Another way to look at this—oversimplifying for rough classification, as anthropologists often love to do—is break morals along individual, interactive, and social lines. 

Aristotle’s original “ethics” were strictly for individuals.  The moral side of his ethics involved cultivating virtues:  courage, forbearance, and so on.  Virtue ethics and various descendents of that are still important.  Much ordinary advice of the sort parents give children is at this level:  be reasonable, be nice, be considerate, be disciplined, and so on.  Another, quite different, sort of individualist ethic is that of mystic hermits, like the Chinese sage Han Shan, who go off to mountaintops to meditate and enjoy aesthetics.  They can escape worldly cares, competition, and rejection—the “red dust” of Chinese literature.  Daoism and much of Buddhism, as well as the monastic and eremitic strains of Christianity and other western religions, are based on this ethic.   

Interactive codes privilege the virtues that appear in direct face-to-face interaction.  One common code foregrounds honor, shame, generosity, loyalty, personal courage, self-control, and the like.  It usually goes with an attitude toward women variously termed “protective” or “oppressive.”  This is preeminently the code of warrior bands, chiefdoms, and small village communities facing a hostile world.  This ethic is familiar to us from the Iliad and other epics, and from any war movie.  It is also the ethic of Mediterranean folk society, according to some authors (e.g. Peristiany 1966); reality is actually more complex, but the honor-and-shame ethic is certainly foundational.  It surfaces today in militant Islam.  It is also the basic morality of fundamentalist Christianity.

Another, essentially opposite, interpersonal interactive code evolves in families:  love, caring, self-sacrifice, helpfulness, sharing, and so on.  This code was memorably generalized to the world by Jesus, Confucius, and other sages who saw the world as family.

With widening circles, however, come needs to foreground more abstract virtues:  justice, fairness, mercy, care for the poor, civic responsibility, abstract “Good,” holiness, purity, and so on, as well as less pleasant virtues of competition, hierarchic power-assertion or obedience to it, conformity, puritanism, oppression of the “undeserving,” and generalized deference.

Any modern moral code will hit all three levels, but most have a natural resting place at one level.  Religion generally operates at the interactive level; the high theology is often familial, as noted, while the folk version is militant.  However, mystical religiosity is individual, while modern movements like the “Social Gospel” are, well, social.   Modern secular ethical philosophy, from Hobbes and Kant to Mill and Rawls, also prefers the social level. 

11

“One cannot predict from any economic data the content or shape of moral codes.  Marx’ economic determinism is useful only in predicting that there will be some environmental code.  Perhaps not even that; in fact, some traditional groups (such as many Near Eastern societies) have or had virtually no sustainable-use codes.  I describe below four different systems, each about equally effective or ineffective at saving resources.  They had quite different content, were phrased in very different language, and were justified in very different ways.  The most basic content of the codes—the idea that one should save resources for others—has some economic rationale, but is obviously a social matter, too.  All four codes differed widely in how the general goal of conserving resources was phrased, taught, and socially constructed.  Values and social beliefs determine much of the difference.

The above implies six interesting conclusions.

First, morals come from practice.  They come from people’s actual experience of what hurts them and their loved ones.

Second, morals are especially concerned with real life-or-death matters—in these cases, with livelihood.  It is more important to protect the resources on which the community’s life depends than to protect the merely beautiful.  However, in all these codes, the moral teachings run far beyond the necessary, and enjoin protection of the rest too.  In the Northwest Coast, especially, unnecessary killing of any animal, no matter how useless, is heinous.  And Third, morals are phrased in terms of the culture’s cosmological belief system.  They may have the immediate practical function of saving trees, but the ultimate reason why saving trees is good (and cutting them is bad) depends on the cultural teachings about ultimate cause.

Fourth, morals have to be taught.  This is obvious, but the ways of teaching are at issue here.  Obviously, from the first finding, there is no sense thinking we can teach by mere exhortation.  Children have to have at least some real experience with the resources in question.  They have to know something about proper and improper use.  They have to live the experience.  Thus it is properly a source of very great concern, among environmental educators, that most children in today’s world have very little contact with anything except urban or intensively industrial-farmed environments. 

Fifth, morals are effective.  They work.  The commonly held belief that people act according to immediate self-interest, not according to morals, is simply wrong.  (Most of the people that make the cynical claim are quite honest and reliable sorts; one wonders if they ever look at themselves.  Perhaps they think they are the only moral ones!)

Sixth, they are not perfectly effective, and no one expects them to be.  There have to be sanctions to keep the dissenters in their place.  Moral codes vary a lot in their effectiveness, depending on the thoroughness and effectiveness of the teaching.”

(Quoted from SAVING THE WORLD)

12

Most major problems in the world depend on group rejection, indifference, or hate, especially prejudice against weaker groups.  Environmental destruction, for instance, appears to be simply “greed” or “jobs vs owls,” but inspection always proves it really consists of passing the costs of production on as “externalities” to the weak, the poor, or the unborn (Anderson 1996, 2006; cf. Sen 1992).   If we could control this, we could have Utopia and Ecotopia.

            Privileging one group as the only one that matters has an obvious distorting effect on affording services, planning, and justice.  If only the elites deserve consideration, the costs of production are passed on to the poor as “externalities.”  If only the ranchers, or the local indigenous people, or the loggers deserve consideration, then wider concerns over environmental use lose out completely.  This concept has been much better developed in the literature on health care and food security than in the environmentalist literature, but it is a key point for environmentalists too.

            The solidarity that I shall advocate further on, with all its legal and moral entailments, also depends on prior attachment of intrinsic importance, worth, and dignity to humans and other organisms of concern.  Again, a minimal solidarity is possible without this.  We can feel some lukewarm fellow-feeling for those we pity and despise.  Even that would be far preferable to tuning them out totally. But the kind of solidarity necessary to drive environmental action and policy is not of this weak order.

13

A moral code need not be perfectly consistent and proof against all criticism.  It need only hold society together.  It is an institution, one of whose functions is to make transaction costs lower (North 1990).  Morals are cheaper than lawsuits; Japan, held together by a widely shared ethical code, has fewer lawyers than the Bay Area of California, where self-interest and diversity prevail, leading to frequent legal conflicts. 

A moral code should allow people to choose rapidly under uncertainty and imperfect information.  It also, above all else, is internalized.  It stops the poacher even when the warden is not around.  It stops the potential water thief at the irrigation head, even when the water boss is not there.  It calls together the community when one member is cheating; a cheater can succeed only when the people he is cheating cannot unite against him.

Ethics and morals free us from the artificial “means-ends” separation that vitiates so much of rational choice theory.  They are thus logically preferable as a way to regulate society.  Ethics are both a means–a way of achieving justice, social survival, or general welfare–and an end in themselves, internalized by individuals as goals to living.  Moreover, they define what is permissible as “means” and as “ends” in all sectors of action.

It is interesting to observe the course of intentional societies.  Some succeed, others fail, depending on the moral codes they succeed in establishing.  In the 1960s, a large number of people lived on communes.  These intentional societies almost always failed quickly.  I asked many people what had happened.  The answers were surprisingly uniform.  Children were undisciplined and drove childless adults to distraction.  Lack of sexual rules led to continual jealousy, and also to wasting an inordinate amount of time on seduction and resulting conflicts.  Finally–and, significantly, last after the two more substantively divisive concerns–Mancur Olson’s free-rider problem surfaced; people would not do their share of the work or respect collective property.  Selfishly individualist models worked, then, for societies without established rules—even though the societies were self-consciously utopian.  The extreme value of “unwritten rules” and general morality to a functioning, traditional society could not be more strongly demonstrated.

Intentional religious communities, such as monasteries, Hutterite and Mennonite colonies, and Buddhist ashrams, usually succeed well enough.  They have clear codes, and members of the communities are intensely involved—emotionally and personally—in those codes.      

            14

            It is notorious that most people do not follow the highest values of their ethical traditions.  Few Christians are as self-sacrificing, or as simple in living, as the Twelve Apostles.  Few Buddhists seem poised to achieve Nirvana on the basis of immediate deeds.  Therefore, many grave cynics have asked whether ethical codes matter at all.  If people are usually motivated by everyday concerns—getting by, making a living—what good are saints and sages?

            The answer is that the few who do approximate the highest ideals start a lot of institutions and organizations.  They disproportionately influence the laws, the courts, the charitable foundations.  They are always causing trouble, from the point of view of princes and powers.  And they follow their cultures’ codes.  It is hardly surprising that the very concept of human rights, as well as the major human rights organizations, emerged from the northwest European cultural area, with its strong traditions of personal freedom and individual rights (traditions that, by the way, go back as far as we can trace history—not just to the Enlightenment).  Devout followers of the major world religions are overrepresented among founders of charitable foundations everywhere.  The specifically healing focus of Christianity is not unrelated to the importance of medical research in Europe and America, but one remembers that Jews and Muslims have been deeply involved in this enterprise from the first. 

            Conversely, devout followers of harming and repressive philosophies have similar effects.  Hitler and Stalin were true believers.  So were the “Christians” who organized the Inquisition, witch-burning, and the Ku Klux Klan.  No ordinary person, devoted to just getting by, could do so much damage.

            The general conclusion is that high ideals do matter, because even if only a few people try hard to follow them, those few have an enormously disproportionate impact on culture and society.  It therefore remains exceedingly important to get these ideals right, especially when we consider the devastating results when certain ideals are put into practice.

15

Moral codes are notoriously prone to be subverted, often by the powers-that-be, who naturally wish to enshrine themselves as above criticism.  Thus we have the divine right of kings, laws against criticizing the government, discouragement of open enquiry and learning (it discloses too much), and above all the valuation of the letter above the spirit.  At worst, moral codes can be frankly anti-poor, anti-woman, anti-minority, and anti-human.  To an anthropologist, it appears that such codes occur when elites are locked in zero-sum, or negative-sum, games with the rest of the population.  They are less likely in improving economies, or when common struggles make the elite feel that they have common cause with the people.  They are least likely when there is no elite—or when the elite is not sharply separated from the masses.  Social justice is a good idea not only for its own sake but also to keep the elite at least minimally involved in society—or, put another way, to keep civil society from flying apart and creating two very uncivil class-defined societies.

A nice example of elite morality masquerading as “science” is social Darwinism. (It is misnamed; it was developed by Herbert Spencer, not Darwin.)  The claims that humans are innately savage, vicious, selfish, intolerant, and so forth are best seen as the views of certain academic elites playing zero-sum games with each other, and invoking a thoroughly religious set of beliefs:  the old Calvinist claims about the sinfulness and selfishness of human nature.  Whether advanced by sociobiologists like Dawkins (1976) or economists like Olson (1965), these claims are ideology in the Marxist sense, not science. 

16

Finally, there is a thoughtful place here for a revival of the moral lifestyle of medieval China.  This was a period when scholars were intensely involved in government, but were also meditative and contemplative.  Social rules led to regular alternation of work with periods of retired contemplation of  nature, which involved writing poems or other creative work.  These periods allowed the scholar-poet-bureaucrats to drop the barriers of ordinary social conventions and ambitions—the “red dust,” as their Buddhist phrase had it.  Without the red dust blinding them, they could see clearly what really mattered in the world:  people and nature, honesty and loyalty, fearless criticism of dissolute emperors, refusal of corruption.  Many lost their lives or endured long periods of exile in consequence, but they never stopped working or writing.  People we now know largely as poets, like Yuan Zhen and Su Shi, were not professional poets like those of the west; they were fearless political activists who suffered many setbacks.  The west has surprisingly few great poets who were also great social philosophers and ethicists (one thinks of Goethe, and, in his retired way, Milton, among others).  Even rarer are contemplatives who seek mystical clear sight but then use it to get their minds clear for political action.  There were a few:  Gandhi, Martin Luther King Jr., possibly Lincoln and others.  But it is hardly a recognized lifestyle, as it once was in China and other Asian countries. 

One reason is that, in the west, political action has generally been either very much easier or very much harder.  The medieval Chinese empire was a quite open society, especially compared to China today.  But it was no democracy.  In freedom of speech and advocacy, it stood midway between a western republic—where people need not periodically flee or suffer exile—and a western dictatorship, where no criticism or independent moral action is tolerated.  Rough equivalents in the west were the Italian Renaissance city-states (where a Medici could patronize arts and take some criticism) and absolutist France (where the Enlightenment grew and grew in spite of royalty).  These did indeed produce fusions of politics, aesthetics, and ethics.  The whole question of the social correlates of ethical systems arises here. 

Leaving that for another book, we may observe that the current situation in the western world seems perfect for a revival of the Chinese ethic.  Democracy is stiffening into rigidity, and in the United States into something perilously close to fascism.  The open society is as dead as the frontier.  But political and moral discourse is not yet dead.  We can still have some effect.  I believe we can now have an effect only if we can follow the medieval Chinese poets into some degree of retreat into nature and into quietism, to get our minds clear and reasonably calm for work and action.  But quietism for its own sake is dead; we have to devote our lives to making the moral program work.

Part III:  Some Traditional Moralities

1

These stories have two conclusions:

Moral suasion  is effective in proportion to how well it is rooted in immediate practical concerns, but it must also be tied to broad cosmological or scientific principles to succeed.

Environmental morality must be grounded in a wider sense of responsiblity.  We have to realize we are hurting people we care about, to say nothing of other beings we may care about.  We have to want to stop hurting and start helping.  We have to be able to justify uniting and acting to stop abuses.  One problem with many moral communities, including the ones in which I now work (Mexican rural society and American academic life), is that they have become too tolerant.  There is a strong ethic of letting other folks do what they will, even if it is flagrantly destructive.  We wouldn’t do it ourselves—but we don’t feel right about stopping someone else doing it.  That way lies world destruction.

2

            Moralities in modern thought-systems are variously grounded.  Christian morality was traditionally grounded in love for one’s neighbor.  (It now seems grounded in hate for one’s neighbor, and there is far too much precedent for this.  However, love is still the official line.)  Buddhist morality is based on compassion—a concept similar to love, but not the same.  Jewish morality since the Prophets has explored justice in all its aspects, as well as being aware of love and charity.  Confucianism values proper social relations of respect. 

Outside of the religious arena, feudal morality everywhere was based on loyalty, and on mutual but asymmetrical rights and obligations; the leader owed protection, the followers loyal service.  Civil morality since Locke and the Enlightenment has been based on human rights and on learning and improving.  Puritanical morality is always based on restricting others’ sex lives and pleasures.  Modern political moralities are often grounded in economics:  free market, socialism, and so on—more concessions to the rational self-interest paradigm. 

Aristotle’s virtue ethics held that people should improve themselves by being better citizens and family members as well as by staying healthy and learning useful knowledge.  For some of these reasons, “virtue ethics” and “virtue language” have been advocated by some environmental ethicists (Sandler and Cafaro 2005), notably Louke van Wensveen (2000).  Indeed, virtues cannot be ignored.  Certain personal qualities seem particularly well designed for the new world:  courage, patience, industry (hard focused work), learning.  On the other hand, Rolston (2005) points out that for environmental protection they place too much on individual qualities, not enough on social rules. 

Needless to say, none of these moral systems remains simple, straightforward, or faithful to founding principles.  All grow up in complexity and accommodation.  They have to. 

For one thing, standards based on face-to-face interaction have to change in a globalized society.  Christian morality, otherwise, would work only for the face-to-face communities it was originally designed for.  Most of us really cannot love, in any meaningful sense, people across the world that we never meet and do not really understand.  Amazingly, some do love them.  Perhaps Christianity’s appalling record as a religion of murder and cruelty rests on the very impossibility of loving everyone.  Even the Aztecs, who sacrificed thousands of people—including women and children—to their bloodthirsty gods, were horrified at Spanish brutality and intolerance. 

Confucianism explicitly sees world as family—again, a rather limited and limiting world.  It too has had to generalize.  Confucius recognized this at the beginning, and his followers have expanded its gaze accordingly, over the centuries.  Confucian ethics depend on serving properly in one’s social roles as parent, child, ruler, subject, or friend.  This has given it a major place in ethical behavior toward the environment in China (Anderson 2001).  The downfall of the Confucian order in the 20th century released a holocaust of environmental destruction, especially after the far less eco-friendly philosophy of Maoism became dominant, replacing harmony with “struggle against nature.”

3

            All the above leads us to view in a charitable light the “Enlightenment project”:  the development of a bundle of goals including peace, reason, enlightened self-interest, progress, valuing of individuals, “propagation of useful knowledge,” and tolerance.  This project is under attack on all sides today.  Conservatives, whether elitist or libertarian, have always opposed it.  Today, many “liberals” follow communitarian or anti-rational positions that are equally opposed.  Still, the old project deserves a further hearing.  One thoughtful observation about the Enlightenment project is that its goals are process goals:  they are not goals that can be perfectly achieved in this world, but every step in the direction of them is an improvement.  The more peace we have, the better (as long as it is actual peace, not just oppression to the point where everyone is terrorized into submission).  Of this, more anon.

4

However, most current environmental-ethical philosophy can be divided into one of two camps: Utilitarianism and Kantianism.  Without going into technical matters, we can crudely summarize these positions as follows. 

Kantians hold that humans should never be treated as means, but only as ends; that there are absolute standards of ethics and morality; and that these absolutes are binding on all persons at all times (Kant 1956; Korsgaard 1996).  For instance, he defended a strong position on honesty: it is binding, and an individual cannot lie.  Kant also privileged the individual.  Respect for the individual and his rights (sic; Kant was equivocal about women’s status) took precedence over communal goals.  Individuals were always to be treated as ends, never as means.

Kant advocated institutions that would guarantee freedom and fairness beyond the immediate community.  A rather cynical individual in a hard time and place, he worked to ground Christian morality is a more harshly realist view of the world; cold logic and some degree of political realism, not love of all, grounds his Christian values.  Kantian ethics seem best at dealing with justice issues; John Rawls’ justice-as-fairness morality has a Kantian base.  (And thus a Christian one.  Rawls has been accused, not without basis, of sneaking Christianity into a supposedly secular ethic.) 

Kant deduced these absolutes from his version of the Golden Rule:  Act so that the moral principle behind your actions could be taken as a universal law.  This principle, however, is highly problematic. The Golden Rule has not done well lately, largely because people don’t keep it, but partly also because people want different things.  If I am eating Brussels sprouts, do I really wish everyone were now eating Brussels sprouts?  No, Kant meant that we should extract the basic principle, the “maxim.”  But how does one determine the maxim?  Does my act imply I wish everyone would eat dinner?  Or eat healthy food?  It turns out to be impossible to extract a valid maxim that would find universal agreement (beyond, perhaps, moral truisms like the universals above).  The most intractable problem is logical, but a close second is the practical one of sheer human difference.  Roger Williams, in Biochemical Individuality (1956), showed that each human is not only psychologically but also biologically and biochemically unique.  Brussels sprouts might poison someone. 

More seriously, a masochist or a self-denying ascetic following the Golden Rule would not be a good neighbor.  Neither would the far commoner true bigot, willing to make himself suffer horribly just to make his structural opponents suffer even a tiny bit.  The fact that bigotry is a negative-sum game is surely not lost on all bigots—perhaps not on most of them.  The hatemongers who try to ban Hispanic immigration know that much of the United States economy depends on said immigration, and that throwing out the Hispanics would make everyone a great deal worse off, but the hatemongers still want Hispanics out.

In all such cases, we have to “extract the maxim” by Monday-morning quarterbacking.  The maxim must involve being considerate and not hurting people, rather than doing exactly what I would want.  One might as well begin with a help-not-hurt morality—a variant of utilitarianism—and drop the Kantian Golden Rule entirely.  We are then left with Kant’s directive to take people as ends, not means. 

Individual differences mean that one key aspect of morality is to be considerate of people by respecting those differences.  The general rule is to be good, not to serve Brussels sprouts to everyone.  The practice differs according to circumstances; the rule, or maxim, is the same.  Kantians hold, correctly, that even in a world of negotiation and personal difference, a society’s basic moral charges have to be absolute, however much they may be qualified in practice.  The Ten Commandments say:  Thou shalt not kill; thou shalt not steal; and so on.  They do not say: Thou shalt not kill except in self-defense (which you have to judge), thou shalt not steal unless you need to.  Even Moses must have known that situations sometimes force those latter qualifications on the faithful, but he was wise not to add them. 

            Any fundamental moral teaching has to be absolute, if only to give us a mark to shoot for.  Any qualification has to be at a higher or less basic level, and has to be taken in full knowledge that you are breaking a basic rule—perhaps in a necessary service, but still you are doing something very, very shaky.  In many societies, even the most necessary exceptions to basic rules necessitated some form of absolution.  Among the Akimel O’odham of Arizona, for instance, killing even in defensive war required a long expiation procedure.

Yet, this absolutism has major costs.  Kantian morality tends to be inflexible.  Critics, from Kant’s own time on, have asked how Kant dealt with social fictions.  Was he really too virtuous, or obstinate, to answer “I’m fine” to the question “How are you?”  Since he was not married, he did not have to answer “You look lovely, dear,” to a wife’s questions on her appearance; this saved his principle.  The rest of us are aware that absolute honesty is impossible in a social world.  Faced with such needs as a wife’s for approval, one is forced to be a utilitarian—to recognize that the greatest good for the greatest number takes precedence over honesty. 

The same problem holds for intellectual property rights.  Anything short of absolute perfection in fairness is anathema for many indigenous rights organizations.  For instance, since perfection is impossible in this world, some forthrightly advocate the cessation of all ethnobiological research (Pat Mooney and Rudolph Ryser, personal communication in response to direct questions by myself and others at the International Society of Ethnobiology meeting in Athens, GA, 2000).  At least by implication, this extends to all ethnographic research.  Ultimately, all questioning of anyone about anything could be considered a sin. 

By this time, we are back with all the classic problems of religion, such as the theoretical need to kill anyone who insists on eating leavened bread at the wrong time, or shaving.  (The Taliban movement actually kills barbers guilty of shaving men, which is banned by extreme Islamic rules.) 

Thanks to this rigidity, also, many Kantian goals must be achieved 100% to count as being achieved at all.  By contrast, utilitarian goals are usually set such that any progress toward them is improvement.  Because of the need to check bad impulses and valuations, moralities around the world come to stress deliberation, openness, and owning up to responsibility.

Utilitarians hold that the ultimate guiding principle for action should be “the greatest good for the greatest number over the greatest time” (Mill and Bentham 1987; see also Brandt 1979).   

Mill, who appears to have been a more hopeful individual than Kant, grounded ethics in rational self-interest, making popular the concept of “utility” as a self-interested goal.  Mill’s ethics owe a lot to Christianity too, and a great deal to the Celtic and Germanic tribal ideals of freedom and equality that kept cropping up irrepressibly throughout North European history.  The cold utilitarian calculus, however, is not well suited to the human animal, which is wired to be warm, generous and kind to immediate family and friends, not so much so to the distant.  We get internal reinforcement as well as the external sort for being nice (Moll and de Oliveira-Souza 2008).  Cold calculation to sacrifice one for the good of many is necessary in war, and is done, but no one enjoys it, and doing it outside of a conflict situation is truly difficult.  In Hong Kong in the bad old days, I knew families that, with agony and suffering, had sacrificed a child (giving it up or even letting it die) in time of famine so that the others would have enough food to survive.  The parents, especially the mothers, never got over it, and were depressed decades later.

It does seem that Kantian ethics fit troubled, harsh times, and utilitarian ones go with expansive, hopeful periods when children don’t have to be sacrificed.  This would account for the shift from Millian utilitarianism to a Kantian concern with individual harms in the contemporary United States.  This shift has led to better rights protection.  Unfortunately, by ruling out even the least harm no matter how huge the benefits, it has also led to the end of playground and outdoor games in schools.  (Some kid might get hurt—no matter that literally tens of millions receive major benefits.)  It has shut down utilitarian searches for traditional remedies among indigenous peoples.  It is, in fact, shutting down all public goods that might conceivably harm a rare individual somewhere.  Individual rights to protection continue to gain rapidly against even the smallest sacrifices for the public good.  This is partly a rise of sheer selfishness, but mostly a real shift in morals.  It tracks the decline of perceived control in society.  As people lose control of their lives to giant corporations and government agencies, they desperately assert what control they have, by “suing the bastards.”

Modern philosophers, such as John Rawls (1971), who set up impartial justice as the touchstone of morality, are in the Kantian tradition in that they have a single guiding principle, taken as absolute, from which they deduce the rest of the system.  To that extent, their rules are “deontological” (God-given, or similarly absolute), rather than “assertoric” (merely asserted, therefore negotiable).  Utilitarians tend to be assertoric, but the rule of helping-not-hurting is, de facto, deontological for utilitarians.  Rawls, Korsgaard (1996), and other modern Kantians or quasi-Kantians also maintain a focus on individual rights.

However, John Rawls, in A Theory of Justice (1971), derived a Kantian goal—fairness—that is absolute and should be met 100%, but that can also be approximated with much good result.  The closer we get to perfect fairness, the better off we all are; it is a process goal.  Rawls postulates a rational individual behind a veil of ignorance.  This individual is assigned to construct a world in which he (sic) would be happy.  (Rawls has been criticized for a traditional-male view of morals; he partially corrects this in later works; see Rawls 2001.)  He would have to build self-respect into it, as well as fairness and equal opportunity for all, because he would not know where he would wind up.  There is much to be said for this view as one basis for morality.  It foregrounds social justice and defines it the way most of us instinctively define it: as basic fairness, in the sense of equality of opportunity and equality before the law and before the social body.

However, Rawls argued from a highly individualist, almost Hobbesian position: Morality as devised by a detached observer “behind a veil of ignorance,” figuring out what rules society should have such that he or she would be least badly off no matter where he or she wound up.  This neatly allowed Rawls to construct a morality on the basis of individual rational choice.  We don’t need to be “good” or self-sacrificing, we need only be rational about what we want of the social order–assuming we could be anywhere in it.  Rawls’ humans are isolated.  They are also emotionless; they are without jealousy or envy, for example.  His ideals are unworkable for actual humans, with their irrational hates and self-sacrifices.  Since morality is about regulating social interaction in a warmly emotional, compulsively social species, a morality developed for coldly rational beings cannot be quite adequate.  Surely, a rational being behind the veil of ignorance would choose to have nothing to do with people at all, and would be like the anonymous Buddhist sage who wanted “to live alone like the rhinoceros.” 

Rawl’s “justice” is—by his own admission—not very relevant to the environment:  “Justice as fairness…would seem to include only our relations with other persons and to leave out of account how we are to conduct ourselves toward animals and the rest of nature” (Rawls 1971:17).  Since Rawls wrote this, justice-as-fairness has been generalized to apply to at least some environmental concerns (Rawls 2001), but few would deny that it needs some serious supplementation. One is left wondering how far fairness extends to trees and animals.  He also, explicitly, leaves considerations of the arts out; his minimalist government, supplying civil liberties and protection of opportunity but little else, would not endow museums. 

Justice (in anything like a Rawlsian sense) would prevent the rich from dumping toxic wastes on the poor.  It would prevent upstream users from dumping wastes on downstream users, thus impoverishing the downstream users to the point where the latter could not protest.

But it would not solve all the problems.  Putting myself behind a veil of ignorance (and God knows that is where I really am in this matter) does not help me decide the question of fur trappers vs. fur-bearing animals.  If I expand the veil of ignorance to make me ignorant of what species I am (Attfield 1991), I will probably decide for the animals, since there are more of them and they die immediately and horribly.  But then the trappers starve.  If I decide for the trappers, the fur-bearers die.  A general conclusion follows:  From an environmental point of view, justice is a necessary precondition to dealing with the real questions, not the final answer /2/.

Rawls might not like to be called an “intuitionist.”  But his view of the insights of the isolated, “rational” individual come very close to an intuitionist position.  He seems to argue his concept of fairness is clear enough to be culture-free—not a safe assumption. 

Rawls’ view of rational individuals is hopelessly inadequate for the real world. Not surprisingly, Rawls gives no plan for getting from here to fairness.  He admits that invidious and malicious feelings would get in the way.  So would bigotry and religious extremism.  Even compassion would get in the way; the irrationally kind and good would expend too much consideration on the near and dear and on the handicapped, creating “unfair” systems. 

Extreme fairness is unworkable in any case.  The Chinese under Mao Zidong found this out.  Life isn’t fair; chance guarantees inequity.  Moreover, sadly, the conservatives are right in saying that there is really no way to be totally fair except by holding everyone down to the lowest standard.  The only way for society is survive, let alone advance, is by having the best come forward and providing special services for the other end of the spectrum.  Consider the problems that have occurred with treating the mentally ill “just like everyone else”—releasing them to die on the streets.  Consider the related problem that has occurred with “mainstreaming” in the schools.  Out of fairness to brain-damaged children, they are put in regular classes.  Since, inevitably, a class cannot progress much faster than its slowest students, this is devastating to the whole educational enterprise.  The brain-damaged child may be the most hurt of all; he or she is incapable of benefiting from the education, but is all too vulnerable to schoolyard bullies and name-callers.  Perhaps children are better behaved than they were in my day, but in that era the “dumb” kids were sitting targets.  One eventually snapped and went on a rampage, killing several people, including a family just up the street from where I had lived.  I knew him well enough to know exactly what he felt and why he acted.  Mainstreaming fits abstract rational Kantianism; it does not fit this world of cruelly irrational bullies.  Some people really do need special treatment.

Fairness is not the same as equality before the law, equality of opportunity, equality of treatment in emergencies, or tolerance.  All those are clearly necessary to a functioning society in today’s world, but they are not fairness. 

Rawls’ justice, following Kant’s, is based on the classic Golden Rule.  It thus has all the problems registered above for that much-abused rule.

Moreover, it is theoretically possible, under Rawlsian morality, to sacrifice the lives of millions of people to preserve even the tiniest bit of fairness.  Rawls himself would no doubt find a way around this in any real-world case.  Mooney, Ryser, and others, however, are more rigid.  They see any appropriation of indigenous knowledge by the First World as unfair, and are quite willing to live with the loss of knowledge of cures for AIDS and cancer.  (This also was stated explicitly by them in response to direct questioning.)

Somewhat more loosely Kantian is Tom Scanlon’s idea of right and wrong as “what we owe to each other” (Scanlon 1998).  This is based on a contractarian theory, ultimately related to Hobbes’ idea of the social contract.  Scanlon sees individuals as having reasons to act, and as basing their morals on such reasons.  Scanlon is too sharp to assume people are “rational” in the usual limited sense, but his is still a highly rationalistic ethic (note his rejection of psychologizing, p. 154).  As such, it—like Rawls’—has little place for the environment, because plants and animals are not rational and cannot make social contracts with people.  Since they are not reasoning beings, they cannot do right and wrong and thus—to Scanlon—cannot be righted or wronged (Scanlon 1998:178-221).  They are outside the truly moral universe, the universe of right and wrong.  Cutting down a great tree may be destructive to some person’s interests, and torturing an animal may cause unnecessary pain (Scanlon 1998:221), but these acts are not wrong in any deep or basic sense.  Even Kant, though more aware of the moral value of noncompetent humans, argued that torturing animals was bad because it made the torturers worse people (a point I would certainly second), rather than because it is wrong in itself.

I find this morality unacceptable.  It is not just shortsighted; it is deeply immoral, in the same way that other narrowly rationalist and contractarian moralities are.  Plants and animals are alive, animals suffer (as Jeremy Bentham memorably said), and as other lives they help us constitute our very selves.  They may not talk, but they are part of our interaction universe; they are among the infinitely important Others that Levinas discusses.  As such, we may not owe them as much as we owe other humans, but we owe them genuine moral consideration.  I am not arguing that a plant or animal deserves the same consideration as a human, only that it deserves genuine moral consideration, such that wanton killing of such is a genuinely wrong act.  Almost all environmentalist ethicists—especially Kantian ones—argue that denying rights to “nonrational” beings denies them to young children and mentally ill humans as well as animals, and that extending rights to infants makes it almost necessary to extend them to animals too.  Scanlon’s extreme rationalism, like Rawls’, seems hopeless for a modern ethic, even if we do not take animals into account.

Thus, deontological morality can produce a rigidity merciless to other lives.  These may even be human lives.  Extreme protection of individual humans’ Kantian rights may lead to major damage to millions of other humans. German Kantians of the 19th and early 20th centuries were famous for backing powerful autocratic governments. 

Repugnant to Scanlon (1998:171-172), though not to Limbaugh, is the deontological system that represses sexuality in fundamentalisms worldwide.  Millions, probably hundreds of millions, of women have died horribly from honor killings, genital mutilation, beating, starving, and sheer brutalization, because of absolute moral standards that privileged abstract ideals over human lives.  Of course this is extreme, but history reveals that there is no deontological moral system that cannot be used by “fundamentalists” to excuse rape, torture, and murder of women and other “weaker” elements.  Every such system, except purely theoretical ones, has been so used.

Two basic Kantian points may, however, be salvaged, and made basic for an environmental ethic: we’re all in this together and my rights stop where yours start.  These may be “folk Kantianism,” but they follow directly from Kant’s respect for other persons and for the Golden Rule.  In Kantian logic, others are always ends, never means (though Kant did recognize such partial exceptions as the fact that soldiers have to die in defensive wars).  These guiding principles also “pay off” in utilitarian calculus, but they are Kantian formulations.

Utilitarianism means “the greatest good for the greatest number,” a remark found in Jeremy Bentham’s writings, apparently after he died (Sidgwick 1902:244).  Bentham did not add “…over the greatest time,” as later writers did, but Bentham apparently meant this too.  Bentham also ruled “everybody to count for one, and nobody for more than one” (Sidgwick 1907:417).  Note that this sneaks Rawlsian fairness into the ethic /3/!  Like the privileging of helping over hurting, this is a concession to deontology.  It would seem that pure utilitarianism, like pure Kantianism, doesn’t work well for anyone. 

As good a place as any to start is Henry Sidgwick’s classic, The Methods of Ethics (1907).  He argues for utilitarianism:  the greatest good for the greatest number over the greatest time.  He equated good with happiness, on the theory that no one has any better way to judge it.  

Utilitarianism was something of a world-rulers’ ethic, a true child of the British Empire; it was something you could impose over all those local cultural systems. 

Sidgwick eliminated Darwinian evolution as a source of ethics.  The “struggle for existence” (the right of the strong to do anything they want to the weak) and “preservation of the species” simply do not give adequate philosophical grounds for ethics.  (Sidgwick 1907; he was unfair to Darwin; as we have seen,  Spencer was the guilty one here, while Darwinian theory allows dogs, chimpanzees, and people—among other animals—to have some biological underpinning for morality).     

Sidgwick tried to establish utilitarianism at the expense of intuitionism; he showed that our ethical intuitions are inconsistent, incoherent, and unclear.  He knew enough about other cultures to realize that they had very different standards.  He didn’t know quite how bad it could get: the Aztec’s intuition told them it was necessary to sacrifice children and captives to the gods.  In the early 1940s, the best intuitions of several million Germans, Rumanians, Poles, Italians and others, revealed that truly ethical behavior consisted of exterminating Jews, Gypsies, mentally ill persons, and the congenitally handicapped or physically challenged, to say nothing of political dissidents and religious leaders.  Germany’s leading philosophers, such as Martin Heidegger, gave their active support to this cause (Sluga 1993). 

However, by focusing on “happiness,” Sidgwick merely took us another step down a path of infinite regression.  Our intuitions (!) of what make us happy are then the guide. Sadists, rapists, and vandals have debatable ideas of happiness and the Good.  Sidgwick partially countered such claims by strongly advocating individual rights and a sort of society-wide cost/benefit accounting of happiness, but the problem remains with us.

The “one for one” rule eliminates the charge that utilitarianism would hold a nation successful if the dictator is supremely happy and everyone else miserable.  This is a common Kantian charge against utilitarianism.  In fact, it is literally true of one type of utilitarianism: that of the World Bank and IMF.  They have planned, and now revel in, the successes of countries like Cameroun and Gabon, though they know that essentially all the developmental wealth goes to one person and his closest cronies.  Their claims that “China” is “developing rapidly” are similarly appalling, and would most certainly have appalled Bentham, Mill, and Sidgwick.  This is, however, a perversion of utilitarianism.  It certainly is not the greatest good over the greatest time.

The key argument for utilitarianism is that it is the only ethic that tests all actions against actual human welfare.  All other systems end by privileging abstract ideals and sacrificing humans to them.

At this point, we seem to be driven back to a utilitarian calculus.  It has been scorned and flayed by recent ethical philosophers.  Environmental ethicists have been among the scorners (see e.g. the essays in Elliot 1995, especially Routley and Routley 1995, Sagoff 1995).  The attacks are not without reason.  A narrowly construed utilitarian calculus would reduce nature to more groceries.  However, utilitarianism has not usually been that narrow (cf. Sidgwick 1907 on animals), and at least utilitarianism offers something of a beginning.  Richard Brandt (1979) and R. Hardin (1988) have done much to rehabilitate utilitarianism as a general and environmental philosophy. 

Overall, utilitarian ethics, and to some degree most other ethics, are based on the idea that one should help others and not hurt them.  Here they begin to converge on Kant’s Categorical Imperative (a.k.a.the Golden Rule), and its weaker sibling the Silver or Confucian Rule:  Do not do to others that which you would not like done to you.  The farther these rules deviate from a full-scale help-not-hurt morality, the less they help the environment, as a minute’s thought will show.    

A variant of utilitarianism, now investigated for its environmental usefulness, is prioritarianism (Broome 2008).  It assigns varying degrees of priority to the poor or otherwise unfortunate—specifically, to the people disadvantaged by whatever system is being investigated.  In environmental matters, it would presumably prioritize those most directly suffering because of pollution or biodiversity loss or whatever other crisis is being addressed.  Broome considers this in connection with discount rates, an economic concept with major moral implications.  How much are we to prioritize, or discount, the future?  He argues for considering a child a century from now as much as one would consider a child today.  This runs into the problem of knowing what children will really face a century from now.  Maybe the human race will be extinct by then.  In practice, I fear, one has to prioritize the present to some degree.

The real problem with utilitarianism, especially vis-à-vis Kant, is that utilitarianism assumes that people can rationally calculate their own and others’ best interest.  Utilitarianism depends on a Lockean psychology that holds people are good information processors and learners.  They can maximize their utility or happiness, or, following Mill, they can at least do better at it than anyone else can. 

            In fact, however, people are generally unaware of their most pernicious biases, and are not reliable judges of how to reach their own best futures.  Particularly shaking to moral groundings are two truths.  First, people often “enjoy” things they actually hate, if they get social approbation from pretending to enjoy.  Second, people often sacrifice their own welfare, and even harm themselves terribly, if they can hurt opponents in the process.  Suicide bombers are the most conspicuous case, but it goes on down to the lowly level of drivers who incur tickets for acting out “road rage.”

This is what Kant argued long ago.  He believed more in rationality than we do today, but he was acutely aware of human information processing problems and social pressures, and took account of them.  This is one bit of factual undergirding of his deontological ethics (see Kant 1978).

            Even if we allow rational calculation to mature, educated adults, what of young children?  In practice, they have to be raised in a deontological world, and not a Kantian one of sweet reason, but an “irrational” one of “because I say so.”  Even parents who idealize learning through experience, natural curiosity, and situational morals draw the line when the child hits other children or steals the grocery money.  Good utilitarian parents try hard to explain why these are bad things to do, but ultimately they have to teach the child absolute rules, just as Kantians do.  Moreover, the peer group insures that children learn many cultural rules as absolutes.  These carry over into adult life, reason or no.  Thus we all wind up being Kantians. 

            More important, there are some things that are so devastating to society as a whole that they have to be forbidden, even though they might make sense for a lot of people for quite a long time.  Slavery, armed robbery, aggressive war, genocide, repression of freedom of conscience (on which Kant wrote a great deal), and other abridgments of others’ rights have all seemed like excellent ideas in many societies over many centuries.  In the end, they cost too much.  Thus, they are condemned in the last analysis for utilitarian reasons.  However, in real-world societies, this final cost never appears till too late; the societies in question have institutionalized the evils, and kill anyone who challenges them.  But the evils are also unacceptable because they trample on humans.  They use humans as means (at best) rather than ends.  Thus they have to be absolutely banned for Kantian reasons, long before their utilitarian evils could show up.  Real-world societies that have eliminated slavery, repression, and so on have done so for both Kantian and utilitarian reasons.

            So, grounding morals in practical reason is not wholly adequate for society as a whole.  This is perhaps truest of all in environmental matters, where the temptation to cheat is great and the costs of cheating are often unclear or long-deferred.  We need to look at ultimately practical reasons, but have many absolute prohibitions as well.

            Modern utilitarians usually argue, therefore, that what is needed is not individual rationality, which easily declines into greed, but open and free dialogue and negotiation, to allow all positions due consideration.  In fact, this was the basic reason why both Kant and the utilitarians were among the early champions of freedom—especially freedom of speech, press, and conscience. 

This means that environmentalists have to be both Kantian and utilitarian.  An absolute morality of responsibility and safeguarding has to underlie a working morality that calculates actual benefits and harms.  And neither deontology nor utilitarianism solves the basic problems; negotiation has to.

Even if one can figure out the Kantian imperative without considerations of  benefit (which I believe to be impossible), one could never ground, prioritize, or manage a Kantian ethic without considering the results.  A particular Kantian or Rawlsian rule has to be justified by some sort of recourse to results.  It seems genuinely impossible to justify maintaining clean air and water any other way.  Even preserving species has to have an instrumental and result-oriented component.  We do have to sacrifice lives, and total nonviolence toward all species is possible only for Jain monks.  This being said, we have to worry about which lives are sacrificed, and that gets us back to the utilitarian calculus.  When we come to the problems of treating children’s malaria or intestinal worms, we have some particularly interesting calculations: how many worms can we morally sacrifice to save one human child?  A utilitarian speciesist has no trouble with that question.  I cannot imagine what an animal rights activist would do with it.

The ideal example of a principle that satisfies both is the precautionary principle (Cooney and Dickson 2005 provide ecological applications; see also Anderson 2006).  Kantian in origin, it requires utilitarian assessment.  The only problem with it is that both sides of a controversy can use it.  Global warming debates in the early 2000s pitted those who feared the dreadful effects of global warming, in the far future, against those who feared the dreadful effects in the immediate future, or even in the present, of economic chaos caused by sharply cutting fossil fuel use.  Both sides pleaded the precautionary principle—one in regard to future humanity, the other in regard to immediate economic life.

Even so, such principles enable us to get beyond the whole opposition.  If people negotiate and accommodate, and if they do this from a basis in helping the world rather than hurting it, they are in fact getting beyond the opposition, into a shared ground.  The top-level ethics—fairness, helping, not unnecessarily hurting—are given.  The bottom-level rules of managing society—driving at 25, not stealing, not killing your neighbor’s prize begonia—are negotiated, but once they are set, they must be enforced as flat, unequivocal rules.  Only a layer of high-mid-level morality—between a general agreement to keep society functioning and help people, and the day-to-day tactics and strategies of this—is really up for grabs.  This was approximately the situation in the United States, before its negotiating arenas were distorted by fundamentalist religion and giant corporations.  The American formulation of “life, liberty and the pursuit of happiness,” and the folk saying “your rights stop where my rights start,” are environment-friendly.  Freedom, not welfare or obedience, was maximized.  It is no wonder that the United States was the birthplace of conservation (in the works of Thoreau and of George Perkins Marsh).   

5

Some other moralities seem far less useful than those noted above.  Marxism has been an almost totally worthless source of environmental ethics (in spite of partial rehabilitation, recently, by John Bellamy Foster [2000] and a few others).  Marx and Engels were concerned with human-“resource” interactions, and had at least some dim view of ecological problems, but they did not worry about the environment; to the contrary, they gloried in “man’s” appropriation of the gifts of “nature,” and saw little but good in the transformation of the latter.  Their legacy is all too clear today in the ravaged landscapes of east Europe and north China.  On the other hand, Marx accomplished the extremely valuable goal of fusing rational empiricism—in the form of political economy—with Kantian idealism, and thus giving us a useful model for fusing utilitarianism (which derives from rational empiricism) with Kantian ethics.

The “Deep Ecology” of Arne Naess (Zimmerman 1993) is perhaps the closest thing we have to a general environmental ethic, but it is flawed: based on Leopold’s Land Ethic, it makes the same error of alleging a separate and harmonious Nature.  It also has, as its human goal, a fuzzy “self-realization.”   It basically ignores the more serious human concerns of food, clothing and shelter (see debates in Zimmerman 1993).  Naess’ thinking is heavily influenced by Nazi ideas (Bookchin 1982); among other things, Deep Ecology privileges power, affluence(one has to be among the global rich to live the lifestyle), and the strong young male.  On both factual and moral grounds, Deep Ecology must be totally rejected.

The communalist view is equally unpromising.  As expounded by writers such as Aladair MacIntyre, it reminds me irresistably of the worst aspects of my midwestern childhood.  I am afraid that when I read MacIntyre, all I hear is my older and bigger schoolmates yelling the old familiar theme:  “He’s different—let’s beat him up.”  The communitarian ethics so common in America a couple of generations ago produced nothing except abject conformity coupled with vicious brutality against everyone the least bit different in dress, accent, religion, skin color, gender behavior, or anything else identifiable.  Communitarian ethics in the past gave us the Inquisition.   One could go on and on indefinitely, but this should be enough.  MacIntyre and other communitarians not only give us no way out of this sort of brutally enforced  conformity, they seem to welcome it actively.  This is the ethical universe that—even in supposedly “liberal” academic circles–has embraced female genital mutilation, East Asian dictatorships, and other frontal attacks on individual humans and on the human spirit.  It is also the viewpoint of the small towns and extractive communities that react violently and hysterically against any and all advocacy of sustainable extraction, safe practices, or conservation of any sort.  Common, for instance, is the hard-deontological position summarized on a bumper sticker:  “God said it, I believe it, and that settles it.”  This position traditionally goes with an obsessive attention to minor details (avoiding pork, not wearing mixed fabrics, not letting homosexuals marry) instead of concern for matters of general welfare.  It inevitably grades into a third system:  Might makes right.  Probably most social systems today are based to some degree, and some are based 100%, on the idea that the will of the ruler is the whole of the story.  Hitler and Stalin perfected this system, and now they have countless imitators.  This system is as bad for the environment as it is for humans.

Communitarian ethics tend to be based on rigid, extreme religious doctrines.  “Satan can quote the Bible to his own purpose,” the proverb says.  The Bible includes a great deal of sound ecological advice, starting with God’s injunction to Adam to care for the Garden of Eden, but there are those who read the Bible as a profoundly anti-environmentalist document.  Apparently this reading is justified solely by the annoying fact that the first word the Bible says about the matter is that “man” has “dominion” over the rest of creation.  The rest of the Bible, from Genesis 2 on, follows a very different “stewardship” line.  However, both militant Christians and militantly anti-Christian environmentalists never seem to get beyond “dominion.”  Other religious traditions have the same ambiguities (Callicott 1994).  We will have to wait for further divine revelations if we want to ground environmentalism in a divine-will ethic.

Far worse is the new communitarian position that holds that nations, elites, and ethnic groups cannot be critiqued for their behavior if it can be claimed as “traditional” or “cultural” in the area.  Still worse is the communitarian position that says that all human rights rhetoric is western colonialism and therefore an illegitimate attempt to impose western values in the name of “human” values (for examples see Mutua 2002; Shell-Duncan 2008; for critique of this misuse of anthropological tolerance, Brown 2008).  From the Enlightenment onward, human rights were developed with full awareness of Chinese, Islamic, Native American, and other values.  (The idea of government of laws rather than men, for example, owes something to Greece, but more to China, where the concept was really developed; it was brought to Europe in the idealized, romantic accounts of the Jesuit missionaries, and enthusiastically adopted by European liberals.) 

Modern critics of “western” human rights include, ironically, the Communist rulers of China, who defend their purely western form of government against critiques based on Confucian and Taoist ideas.  Similarly, extremist and dictatorial Muslim regimes defend their regimes, which are pure Hitlerian fascism, against local critics who may draw much more on Hanafi or Shafi’i Islam than on western traditions.  On top of that, these elites criticize the west for its heavy-handed ways, but brook no criticism of their own ways.  They discredit western criticism as colonialist while practicing pure western-style colonialist repression in Tibet, Irian Jaya, Darfur, and many similar areas.  Certain westerners are so disenchanted with the west’s sorry history of colonialism and repression that they are willing to turn a blind eye to the same behavior among nonwestern elites.

Using the “tradition” argument to defend, for example, female genital mutilation, or suttee, or dowry killings is based on the long-discredited notion that a given culture is homogeneous and harmonious.  In fact, this essentializes culture.  “Culture” does not exist in the real world; it is an anthropologists’ abstraction.  Real traditions do exist, but they are constantly being negotiated, debated, argued over, qualified, and changed.  Indeed, suttee is an ancient custom in India, but it was very rare until recently, and certainly never popular with most Indians.  And, however widespread and traditional it may be (Kiernan 2007), genocide is hardly popular with its victims.

The inescapable conclusion of all this is that communitarianism is, if not downright evil per se, at best such a perfect excuse for evil that it deserves little consideration in developing an environmental morality for the future.  We may draw on past traditions of particular small cultural groups, but with full knowledge that these were worked out by individuals in dialogue, not by dictators forcing their will on helpless victims and then claiming this is “traditional” and beyond critique.

6

            One related issue that has concerned grave minds (e.g. Nussbaum et al. 2002) is what moral obligations one owes to the world as opposed to family, country, and group. 

This is a special case of the contrast of short-term, narrow interests and long-term, wide ones which I have been foregrounding.

All ecologists and environmentalists recognize that humanity has been far too local in its allegiances, and that worldwide thinking is now necessary.  That said, concerned people range from those who consider themselves true world citizens without local loyalties (as Nussbaum does in the cited work) to those for whom “think globally, act locally” is the ultimate watchword, and concern themselves with their immediate neighborhood, hoping that the world will be saved because other activists in other neighborhoods will act locally too. 

In practice, both extremes are somewhat impractical.  Biology guarantees that nobody can really think globally.  Preference for one’s immediate group—especially, one’s kin—is simply hardwired in all organisms, humans included.  Humans are the most sociable and flexible of all animals in this regard, but we still can’t help thinking differently about our families and face-to-face groups, caring more about them than we do about the “starving masses in (wherever).” 

Moreover, this trait evolved for a reason.  Not only do we have more genetic investment in our families; we can actually do almost everything for them (especially for our young children).  If we tried to do exactly the same good works for all 6.5 billion people on earth, we would do very little per person, especially since we would have to limit our activities to what we could do for people living halfway around the world in unimaginably different situations.  Far better to take care of our own and hope that those people can take care of theirs.

Thus, common sense backs up biology.  We owe most to family and friends.  In this modern world of email, friends need not be face-to-face, but they are people we interact with often enough and intensely enough that we make a real difference in their lives. 

Contrary to the “think globally, act locally” rhetoric, we are rarely in a good position to invest our best efforts on the very local scene.  Suburban housewives and regional politicians are an exception.  As a scholar and writer, moving frequently between large, amorphous, community-weak urban areas, I have been completely unable to make a difference at the community level.  I shop at farmers’ markets and don’t litter the roads, but is that saving the world?  Most people are in the same boat.  They could invest an incredible amount of effort in the local scene and accomplish almost nothing. 

We also owe something, also, to country or other polity, if it has done its job.  Theoretically, it should be protecting, providing justice, defending freedom, educating, providing at least some medical care, conserving resources, building roads, delivering mail, and so on.  If it does this for us, we have an obligation to care and appreciate, and to give back—to vote, speak, write letters, fight in truly defensive wars, and generally try to fix problems and cooperate in service.  If it does not do this, it has broken the social contract, and we owe it a good rousing revolution, as political thinkers from Mencius to Locke have maintained.

A major problem with Nussbaum and with similar political rhetoric is imperfect separation of patriotism and chauvinism.  Patriotism is good citizenship based on active caring and gratitude.  Chauvinism is just hate of other people and places.  Hate comes from insecurity, as we have seen—not from commitment or caring.  Confusing patriotism and chauvinism is like confusing love of family with hating everybody else’s kids.

Beyond that, however, we have to think globally and act globally (as well as locally).  Buying at farmers’ markets and picking up litter isn’t enough.  We have to recognize that our basic kinship is with all humans and, beyond that, all living things, and thus fight for human rights and preservation of the nonhuman realm.  We depend on them.  We all are in the same boat—on the same liferaft, Spaceship Earth.

This implies concentric circles of concern, but the emotions are different.  To family and friends, we owe warm personal love.  To immediate “local” region, we owe whatever we can do to keep it habitable and functioning; this implies real, but not necessarily deep, concern.   To nation and polity, we owe full loyalty and care—as long as it keeps its side of the contract.  But our real problems now are global, and our real concerns are global.  We simply have to care about the Amazon and the Mongolian steppes and the Australian outback.  We have to try to stop genocide in Sudan, war in Lebanon, and brutal tyranny in China.  All these places—their ecologies and their political economies—are now intimately tied with our lives and fortunes.  Our major moral and personal commitments have to shift accordingly.  It would be wonderful to do everything for everyone at all levels; in practice, family and friends still deserve priority (and biology insures they’ll get it), but after that the world comes first.

            This is true morally even without the current unity imposed by economics and ecology on the planet.  With that unity, we really have no hope of regional or narrow moralities now.  Nation-states may or may not be obsolete, but certainly the idea that they can be wholly autonomous—invading each other at will—is obsolete.

7

We may recall the moral universals and the issue of minimal morality.  Today, even the most minimalist moral code has to have environmental protection as a major, basic component.  It also needs a firm commitment to expanding knowledge and developing new technology, since we are in deep trouble already.

I think that even the most minimal of environmental ethical codes must be “Kantian” rather than “communitarian” in the sense of Georgia Warnke (1993): that is, it must be based on a general categorical imperative—saving at least some of the environment—rather than on the practice of a given group of people, real or imagined.  This can be squared with the observation that morality is negotiated, but only if the negotiation is on a worldwide (or at least trans-cultural) level, and if it is directed at developing a general standard that people of good will but of different backgrounds can all accept.

On the other hand, extreme Kantian codes privilege individuals to the point at which the collectivity is sacrificed.  This will not work.  An environmental ethic must be utilitarian and consequentialist.  I do not see these as excluding Kantian considerations.  Recall that real-world ethics are dynamic, negotiated, and always evolving.  Societies have to work out what rules must be absolute (no murder, no slavery…), what must be negotiated and renegotiated for pragmatic reasons (game limits, forest regulations…), and what should be abolished (blue laws, restrictions on liberty of conscience).  Of course this makes me also both “consequentialist” and “contractarian.”  Some modern philosophical writings make a major distinction between these, but surely the reason one draws up a contract is to create certain consequences.

I would, however, strongly tilt toward the consequentialist side.  Contracts are drawn up by elite, adult, fully capable individuals—the people who say they are “rational.”  Therefore, they tend to be most protective of such people and their interests.  Yet what we want in a moral code is “first, do no harm,” especially to the weak.  The real individuals of concern in a moral code are precisely the nonelite, nonadult, and noncapable:  children, mentally ill, plants and animals. 

Also, I would change utilitarianism in one key way that would neutralize most of the criticisms of it:  I would go out to minimize harm, not to maximize happiness.  For one thing, happiness is personal; it isn’t the government’s or the society’s business.  The Constitution correctly guarantees “the pursuit of happiness” rather than the happiness itself.

More seriously though, a utilitarianism of minimizing harm would make the resulting moral code stand clearly, directly, and uncompromisingly against the major human problem:  the urge to do harm to fancied opponents.  In doing so, it would, among other things, provide full justification for preserving liberty and rights.  Taking these away might increase “happiness” by some measures.  However, it would certainly do direct harm by going against the human need for control over one’s life.  It would also harm society, since common experience and common sense tell us that any restriction on liberty of conscience and of political action almost immediately slides over into tyranny.  Focusing on harms and potential harms, rather than on “happiness” or “utility,” brings this into sharp perspective. 

There is much more to say, for instance about defining “liberty” such that we can still restrict libel, shouting “fire” in a crowded theatre, and so forth.  Clearly, the need is not for “liberty” per se, or “safety” per se, but for balancing social bads against each other to minimize overall disutility.  Full consideration of this would take us too far from the environment (see Rawls 1971, 2001;  Scanlon 2003). 

How the anthropologist, concerned with actual functioning societies, envies the philosopher, who can afford to think about absolutes and disregard compromise, accommodation, negotiation, and social diversity!  Kant’s total honesty, Rawls’ fairness, the fundamentalists’ total repression of female sexuality, and MacIntyre’s communitarianism may all seem lovely on paper, but think of how they play out in the real world.  Even the utilitarians’ maximization of happiness leads one to think how perlously close we have achieved to that with TV, Hollywood movies, and throw-away magazines devoted to celebrities.  Having the corporations, or the government, decide what makes us happy, and then feed it to us, is not the best way to run a state or an ecosystem, even if they are correct about the pleasures of the majority.

The sad truth is that people, left to themselves, not only want above all to hurt those that they perceive as potential threats, but tend to think of this as the highest moral good.  Any moral code that takes the environment into account, and indeed any moral code that is functional in today’s diverse and globalized social world, simply cannot afford this.  We have to go beyond the morality of hate that has dominated so much of moral life in the last many thousand years.  The only way to do this is by focusing overwhelmingly on social bads—violence, cruelty, intolerance, oppressio, and the rest.  A utilitarianism of problem-solving is the foremost need.

Humans are also prone to moralize, intensely, their ordinary customs—to think that those who use the wrong fork or wear the wrong colors are beyond the pale and deserve no consideration.  Conversely, the highest good—the most moral action—is to conform to social fads or codes, however arbitrary.  This is, basically, the communitarian position.  I confess that it is a reductio ad absurdum of that position, but I would challenge any communitarian to think of a real world in which communitarianism did not rapidly degenerate to this level.  This too can no longer be afforded.  The world environmental crisis does not respect national or cultural borders, and we have to cooperate with those who do not conform to our pet customs and religions.

            Once again, we are reminded that morals and ethics are designed to produce a livable society.  Above all, if they are any good, they are designed to check precisely those aspects of human nature that are most disruptive—violence and selfishness, but far more the group biases and hatreds that actually cause the vast majority of human suffering, especially when turned against the poor and weak. We need a morality based on a correct perception of the central and basic problem of humanity: social hate.  Utilitarianism is valuable for focusing attention on material needs and wants, Kantianism and its relatives are valuable for focusing attention on the need to respect individuals and to be as rational as possible, but the need today is to ground both of them is to ground them in a deeper ethic.

The philosophers tend to see morals in terms of speculation by rational individuals, or, on occasion, intuitions or innate preferences among (otherwise) rational individuals.  They thus see no need to provide evidence or cross-cultural data bearing on anything they say; they talk in a world of abstract ideas.  Anthropologists see morals as constantly negotiated practice within complex social formations that include infants, animals, trees (that may have spirits), landscapes, and supernatural beings.  They thus see it as absolutely necessary to study the moral codes of different societies around the world, seeing what “works” for what purposes.  They are also aware of the hard choices that most moral philosophers neglect:  not just about the poor man stealing medicine for his sick wife, but about jobs vs. preservation, when to relocate a city on a floodplain, how to allocate water in drying world, and above all how to balance priorities in a world where dozens of environmental problems are exploding out of control.

            This matters in any situation, but in environmental ethics, we are dealing with life-and-death choices about all life on earth.  We do not have time to be perfectly rational about every detail of the code, or to be perfectly fair about every choice.  Humanity for the last century has consistently erred on the side of producing more and thus creating more material abundance.  We cannot do this any more, and are having to make very hard choices about whose livelihood to sacrifice.  So far, the poor, being weakest, have always been the ones paying most.

Part IV:  Interactive Ethics

1

Here we turn to the dialogic and religious phenomenology of Emmanuel Levinas /4/, and the more general phenomenology of Maurice Merleau-Ponty, who wrote extensively and brilliantly of how we construct our perceptions from our interactions with the world around us.

The phenomenologists have been less than concerned with nature (though Heidegger, in Being and Time, has a surprisingly useful few lines on the environment; see esp. p. 100, and Merleau-Ponty was coming to terms with it when he died; Merleau-Ponty    ).  Buber and Levinas were concerned with human-human and, especially, human-Divine relationships, and say nothing about dogs or trees.  What we can learn from them is, however, absolutely basic: the perception that our interactions with what is around us are basic, foundational, and primal, not something we methodically go and do after we are already “beings” who have “knowledge,” “selfhood,” and “rationality.” 

This bears some elaboration.  Robert Zajonc (1980) pointed out some time ago that humans react to stimuli, and evaluate them as “good” or “bad,” “positive” or “negative,” before they are aware of them.  The first thing we do, when we notice something, is rapidly and subconsciously evaluate it.  This quick, preattentive check allows us to decide whether we want to notice it—that is, to bring it to conscious awareness.  Consider the well-known phenomenon of hearing your name mentioned across the room in a crowded party.  Obviously, you were attending to the flow of conversation everywhere in the room, whether you knew it or not.  Or consider the fact that a parent who can sleep through traffic noise and worse is unfailingly (all too unfailingly…) awakened by the softest cries of the child in the next room.  Clearly, even when asleep, we are attending to sounds, and processing them to see whether they demand attention. 

First consciousness must be like that.  In the womb, in the birth canal, in the hospital, we were aware—but of what?  Of sounds, tastes, sensations.  We did not “know” what these “meant.”  We did not even have a “self” or a higher-order “mind” to allow us to figure out.  Those things came later—constructed from our experiences.  No wonder that our memories of our first years are so dangerously fragmentary, disorganized, and deceitful.  We had no “self” or “Being” to file and arrange them, or to sort out dreams from waking experiences.  And, as Freud taught us, all our truly basic experiences—all the experiences that actually went into building that “self,” creating our personhood—took place during those lost years. 

Even in the womb, there was some sort of identity wrapped in that skin; but it was a whole body, a little world of consciousness, an “I” before “I.”  That first “I” felt and responded, and slowly constructed a “self” different from and interacting with other “selves.”

As I look out at bushes and trees, listening to a flow of conversation in the background, I am reacting to these at a far deeper and more total level than I let myself realize.  They are still shaping me.  The main job of laying foundations for “self” and “person” was done more than half a century ago, but—at both conscious and preattentive levels—I am still constantly working on them.  Meanwhile, I am constantly working on the building that has developed on those foundations. 

Emmanuel Levinas realized that, if interaction and evaluation are prior to knowing and being (and they are), then ethics is prior to philosophy, and (as we have seen) ethics is interactive, not individual.  Not necessarily “ethics” in the textbook sense—rational rules of conduct—but the real ethics that govern our dealings with other people.  Our minds are literally created by intense, emotional interaction with those others.  We understand helping, harming, and responsibility before we can “think” in any meaningful sense.  Cogito, ergo sum is the end point in a long process.  No wonder Descartes went so wrong (as Damasio 1994 reminds us).  He thought, but he had forgotten that far more intense, searing, and deep physical and emotional experiences came before the thought—before the rational, self-conscious, self-reflexive thought that he meant by cogito.  And the very core and basis of those blazing experiences that formed our lives were the experiences of help, harm, care, recognition, sociability, love, warmth, anger, forsakenness, and, perhaps most formational to “self”hood, the anxiety of abandonment.  From the fear of being alone and the warmth of active, warm interest in each other, we construct a world. 

Therefore, in its very beginning, before we have even the slightest idea of anything else, we live our social ethics.  Ethics begins as lived experience—not as rules deduced rationally from dispassionate knowledge.  Instead of ethics being deduced from philosophy, philosophy is deduced from ethics.  (So far Levinas.  A more skeptical reader may suspect that philosophy is all too often faked up by someone wishing to avoid ethics.  Certainly, Heidegger was not the first or the last person to use philosophy to argue himself out of acting like a decent human being /5/.)

Ever since Hume, we have known that one cannot deduce an “ought” from an “is.”  Whence, then, can we deduce an “ought”?  Only from our spontaneous social nature: from the immediate sense of empathy with the Other, of understanding of his or her joy or pain and our own responsibility for increasing the joy and alleviating the pain.  We cannot avoid choosing whether to be helpful or cruel, and we all know it.  We know perfectly well what our more serious actions do to the Other, and we know we are responsible for the choice.  From this comes our general decisions to be good or evil, supportive or sadistic.  From these decisions, in turn, come moral laws of various types.

For Levinas, the key words are responsibility and interest.  (He meant being interested in others, not money added to capital.)  He reminds us of etymology: responsibility is the ability to respond.   Interest is Latin: “being between.” 

However, this does not imply a particular content to morality.  It merely provides a grounding for moral codes.  Societies must construct their own moral codes.  This is where the debates come in: Kantian versus utilitarian, puritanical versus liberal, and so on.         

For deeply religious Jews like Levinas, the priority of emotional, supportive interaction is enough to make us infinitely responsible for the Other.  More skeptical readers, and those from other religious traditions, may need further justification and elaboration. I hope to show that Levinas’ perception implies that we must combine utilitarian and deontological approaches rather than treat them as mutually exclusive.

            Levinas was a Jewish theologian as well as a phenomenological thinker: a Rabbinical Kantian.  His position was reasonably close to that of Martin Buber (1947), but there are important differences.   In his own words, he “attempted a phenomenology of sociality based on the face of the other…” (Levinas 1998:148).

            Levinas was motivated partly by a felt need to square his Jewish ethics with phenomenology after Martin Heidegger made the latter a Nazi philosophy.  Levinas was apparently unaware of the degree to which Heidegger was a committed, enthusiastic Nazi to the last (cp. Levinas 1998:116 with Bourdieu 1991, Sluga 1993), but he knew enough to realize he had to devise a new phenomenological ethic that could not be coopted for mass murder (Levinas 1969:45-6; 1998:103-121) /5/.  Unlike some modern apologists for Heidegger, Levinas knew that Heidegger’s philosophy was integral to his Nazism, and not a separate part of Heidegger’s thought.  He also sought to refute other Nazi ideas, notably the submission or submerging of the will into the vast will of the power State (Levinas 1969:120). 

            To save phenomenology, Levinas combined it with Jewish ethics, and came to a powerful and radical vision.

Levinas maintained that humans find their very selves in interaction with others.  To this point, he followed well-known findings in social psychology (Dilthey 1989; G. H. Mead 1964).  Martin Buber created a theology based on the relationship of I and Thou—of human and divinity.  Social psychologists such as Ellen Berscheid have proposed “a science of interpersonal relationships” (Berscheid 1999:260). This is no new field; it was invented by the great German social scientist Wilhelm Dilthey (1985), and transmitted to psychology by his student George Herbert Mead (1964).   

            Humans are excellent at putting themselves in the other person’s place—understanding what others think and feel (Frith and Frith 1999; Mead 1964).  This understanding is localized in the frontal lobes, and is a uniquely human ability; higher apes and other social animals have it in very modest amounts, but human abilities in this regard go far beyond any other animal’s (Frith and Frith 1999).  The Friths find that tickling is localized near the emotion-reason integration center explored by the Damasios.  It will be recalled that only someone else can tickle you—you can’t tickle yourself—and, when you are tickled, whether you laugh or fight depends on your understanding of the other’s motivation.   Humble things best reveal grand processes!

But Levinas pointed out that this makes other people literally infinitely important to us.  Our very selves, our very being, depends on others.  Unbarriered, unchecked experience of self (to say nothing of others) opens the world—we contact “totality and infinity” (Levinas 1969) by our experience of others.  This is truly seeing the face of the other, as opposed to simply looking at him or her.  Of course we can “see” in contemplation, without even having to be looking at that other presence.  Yet this makes us individuals and keeps us so: “the idea of infinity, revealed in the face, does not only require a separated being; the light of the face is necessary for separation” (Levinas 1969:151).  We are unique individuals, experiencing each other and learning from that. There is no isolation, but there is no group-mind or group-will either.

It is therefore reasonable to find what we actually do find: a spontaneous sense of caring and responsibility toward others.  Here, Levinas has evidently been influenced, directly or indirectly, by sociology and anthropology.  He was writing before the recent discoveries in primate studies that show a real if rudimentary morality in chimpanzees and bonobos (de Waal 1996); this work dramatically confirms Levinas’ guarded claims.

            The infinite, or at least unbounded, importance of others is a rational corollary of our recognition of their importance to us.  It is also an emotional response to those who make, shape, determine, and validate our selves and our worlds.

            Of course, such spontaneous feelings are not adequate in themselves, or we would be as happy as bonobos—whose policy of “make love, not war” produces something close to a hippie utopia (de Waal 1998).  Kant grounded ethics in reason (cf. Grenberg 1999).  Levinas takes us farther.  He sees the experience of the other person as a far more shattering thing than Kant did.  For Levinas, it is something like a mystical enlightenment.  Clearly, he agrees with Kant that people are ends, not means.  But they are the ends of a more brilliantly intense program.  From this, the reason naturally infers a greater importance to humansThey are not just the ends of action; they are the very essence of our selves, our lives, and our meanings as people. 

            This ethic solves the major environmental problems.  Clearly, humans depend on the environment, and the human life support system cannot be ruined—that would destroy other people.  But, more to the point, humans are not the only “others” out there.  We owe a great deal to the environment.  It, too, defines and creates us.  It, too, presents itself to our clearest sight with mystical intensity.  We have to save it.  That is a paramount end of human action, and it eclipses all other imperatives save the imperative to care about and care for other humans.  It also follows that preserving the environment from destruction is necessarily more a concern than preserving minor comforts and luxuries for a few humans.  This follows both because the environment has its own importance and value, and because a really healthy environment is necessary for human survival.  It is not moral to destroy the livelihood of millions to provide a few luxuries for a few hundreds /6/. 

 Clearly, again, humans near to us are more directly important than humans we never meet; but even the latter are of total concern, because as humans we are totally personally involved in humanity. We have to care about starving children in Bangladesh and about Albanians butchered in Kosovo’s “ethnic cleansing.”   But we also have to care about rainforests and fish, because we are totally personally concerned with their lives.  This realization would bring us close to Native American environmental ethics, which recognize trees, animals, mountains, and waters as persons—other-than-human persons and needing a different type of interaction, but persons nonetheless.

            Levinas speaks of face-to-face encounters as the basic human act.  The “naked face”—the face I see when I drop my barriers and defenses, and actually look at and encounter the person in front of me—is the Other in pure, immediate form.  Indeed, anyone who looks without defenses or distancing at another person  cannot help being absorbed in the emotional tides that sweep through the mind.  

            This can certainly be applied to the environment.  To look at the face of the land is to be emotionally caught up in it.

            David Hume made the point that we cannot deduce an “ought” from an “is.”  However, it seems that biology gives us some “oughts.”  It is impossible to sustain Hume’s point in practice.  When we see anything, no matter how trivial, we automatically evaluate it as good or bad (Zajonc 1980; cf. Damasio 1994).  Some degree of rudimentary morality thus inheres in all perception.  Certainly, judging people as good or bad is an obvious given of the human condition.  People do it all the time; they can’t help it.  We may not be able to deduce “ought” from “is” by rational logic, but we do it anyway, quite automatically. 

            From the perception that the Other is boundlessly important to us follows a great deal of moral concern.  Levinas cautiously stops short of getting into difficult cases.  He condemns violence and genocide, but he does not talk about everyday questions or about the environment.  

            Reading Levinas through the lenses of Mead, Damasio, and de Waal is thought-provoking indeed.  One is forced to conclude that humans are moral animals far more than they are rational animals.   People want social goodness—in others even if not in themselves.  (Even sociopaths and psychopaths know that they can exist only in a world where most people are good enough to be taken advantage of without their taking revenge.)  People are happiest when they are doing good to others.  They feed the stranger and send money to orphanages halfway around the world.  The curmudgeons among us show signs of brain damage or of abusive childhoods (just as even the most loving dog can be whipped to savagery). 

            I think Levinas would argue that the worst evil comes from an odd mix of  good and cruelty.  It is the evil of “for your own good,” on which Alice Miller has cast so pitilessly brilliant a light (Miller 1983).  Such oppressive goodness ranges from mere parental ignoring of a child’s cries to the massacre of six million people to “purify” the world for the rest.  From parents to tyrants, from inquisitors to deans, wounded humans in authority are most sadistic when they seem most genuinely convinced that they are doing right.  Truly, humans are a moral animal, and they can be truly vicious only when they can argue themselves into thinking they mean well.  Few observations could be more sobering.

            This puts Levinasian ethics into something of a bind.  We are infinitely responsible for the other, but must be infinitely careful not to let our responsibility get out of control.  Infinite responsibility means everything it says: we have to be responsible not only for the other person, but, still more, for ourselves in the interaction.  Paraphrasing Dostoievsky, he says “All men are responsible for one another, and ‘I more than anyone else’” (Levinas 1998:107).

            Thus, interaction becomes a complex and charged invocation, a “religion” in germ (Levinas 1998:7).   Love and mercy follow, and justice should theoretically grow from them (Levinas 1998:108).  For Levinas, love is not the rather banal amour, but something like a sacred flame—people being open with each other and thus totally personally involved with each other.

            Naturally, in such an interactive world, people will want to relieve each others’ sufferings, and this is the base of Levinas’ working ethics.  He never developed an ethical code in any cut-and-dried sense, but left it to humans to work out their own.  He was concerned with the phenomenological grounding of ethics, not their specifics.  Almost all he has to say about that is a quote (used as an example, at that—not as a commandment) about feeding the hungry (Levinas 1969:201).  However, he is explicit about the beginnings of ethical life.  As we have seen, he starts with responsibility.  He works outward from that to a “help, not harm” ethic.  He expects people to work out their own salvations from those grounding principles.

            The environmental applications of this seem to me to be twofold.

            First, people obviously have to care for the environment to ensure that others are not hurt.  No pollution in the drinking water, no pesticides sprayed on farm workers, no ripoff of indigenous forests.  Conversely, however, no appropriation of poor people’s land to tie up in tourist parks, and no bans on hunting and trapping unless something is done for such people as depend on those activities for survival.   This can be worked out on a simple “maximize help, minimize hurt” calculus.  It is, in short, a utilitarian ethic.  But it is grounded on the deeper ethic of realizing we are all infinitely responsible for each other.

            Levinas does not discuss the environment, but, since humans have reactions to animals, plants, and healthy landscapes just as they have to humans, they must necessarily have roughly similar gut-level senses of morality and responsibility.  It seems usual for humans to react more strongly to other humans than to nonhuman lives, but the reactions to the nonhuman can be very strong indeed, particularly to familiar landscapes that are healthy, productive, and diverse.  Many people, for better or worse, do feel more deeply about their homelands than about remote humans.  I assume that Levinas would put people first, but would not put other lives far behind.

            Putting these two together, we can work out an entire environmental ethic.  The second principle gives us an environmental categorical imperative, and one rooted in human nature.  We owe moral responsibility to all lives, perhaps to all environments, just as we do to fellow humans.  How much we owe must be worked out case by case. 

Obviously, I stick at valuing nonhuman lives equally with human ones.  I may be merely mired in anthropocentrism, or my genes may be too selfish, but I think there is a moral point here about taking care of one’s own first.  Among other things, one knows one’s own best—their needs and their weaknesses.   They also are the ones most responsible for constituting and defining us.

I doubt if Levinas would follow me in utilitarian applications, since he is also a Jewish theologian, pledged at some level to regulate his life by divine law rather than by utilitarian calculus.  So, from here, I must make my own choices.  What matters to me is that humans are, quite literally, moral animals, and that they take responsibility for others by simply dealing with them..

            Levinas’ philosophy provides us with a starting place—I believe it is the only possible starting place—for an environmental ethic.  We begin with our interactions with each other and the rest of the cosmos. 

            Some might see hyperbole in Levinas’ “infinity,” and prefer to read “large and unbounded.”  I agree with Levinas:  Infinite is the right word.  But even if our interactive experience requires only some large and unbounded share of  responsibility, it still is so rich, complex, and foundational that the amount of responsibility must be very large, and must grow with further interaction.  Usually, interaction means the kind of involvement that leads to love.  Sometimes it produces hate, but we are still responsible.  Sometimes the responsibility is of a hard kind—we are forced to kill or destroy that with which we interact.  Killing in self-defense is only the most dramatic such case.  Even eating bread takes the lives of countless wheat seeds, and of insects that inevitably were mixed in with them; vegetarianism is no easy out. 

            An inevitable corollary of his view is that we have an actual moral charge to be as open to experience and interaction as we can be.  This does not mean sensation-seeking.  It means opening ourselves to really seeing the other, face to face (Levinas 1998).  If we are to have an environmental ethic, we have to begin by seeing—actually seeing, not just looking at—the warblers, walnuts, and waters around us.  It may be a less intensely and totally involving vision than that which we have when we actually see a fellow human being.   But it is none the less vitally—infinitely—important.

            This involves two things.  First, we have to cut the social and personal barriers that keep us from such clear sight.  This cut requires at least some serious meditation.  Second, we have to do the looking—to see those others who are truly and infinitely important.  Usually, we see daily trivial problems and worries.  At best, we see abstractions and simplified representations.  Following Levinas takes serious moral discipline; we have to cut the old simplifications that blindfold us with indifference, and see the brilliant lights around us.

            Such experience is reminiscent of Taoism and Zen, which teach the same opening to the world through meditative or contemplative clear sight.   Indeed, there is a great deal that is parallel.  (I think that one source of the similarity lies in the Hasidic teaching stories that Martin Buber made famous; they were greatly influenced by Asian traditional religious teaching stories.)  The difference lies in two things.  First, Levinas does not build from a long meditative discipline that guides the looker to a certain sort of experience.  He starts with the newborn baby (if not before), and looks at the whole development of interaction, from raw new experience onward.  Second, he does not construct his experiences into a remote, otherworldly code that idealizes isolation and inner experience.  He constructs it into a warm, directly human, totally engaged ethic of helping people. 

Levinas himself lived a remote, philosophic lifestyle.  Yet the revelation of Levinas’ ethic is that one can go directly from clear sight of the world to caring and engaged behavior in the world.  This may be no more than a sophisticated version of what all normal parents know by experience, at least about their children.  But we need the sophisticated version.  We need even the unsophisticated version.  Desperately.

Levinas assumed an impassioned but rational observer.  He was aware that people are creatures of emotion, sympathy, and reason, and that all of those things are linked.  I suspect that if he had known of Antonio and Hannah Damasio’s work he would have incorporated it in his philosophy.  I know of no other philosopher whose ideas fit so well with the Damasios’ findings.  Levinasian selves–the I and the other—are rational-emotional beings.  The system has a place for feelings—indeed, is based on them.  In this it differs from the cold and inhuman “reason” and the long, arid deductive chains that seem so sadly endemic to Western philosophy.  Levinas’ philosophy is a philosophy for warm, breathing beings.

This being so, I think a valid corollary of Levinas’ ethic is that we should see a full range of emotions as not only desirable but almost necessary to the human enterprise.  In particular, we need to cultivate those emotions that are not barriers and defenses erected as a way of dealing with hurt and fear.  Hurt and fear are natural enough; the point is to find rational or at least natural ways to cope with them.  Once we drop barriers and defenses, we have dropped hate, cruelty, and prejudice, since these are (or are based on) defenses against fear.  We can confront the natural world with warm interest and enthusiasm.  We can contemplate it with the calm intensity of the Taoist poets and Zen artists.  We can engage in it with the passionate and complex emotions that animate the Maya when they deal with their beloved and demanding forest, or the American small farmers of Leopold’s vanished era.  Levinas can be used as the charter for meditative discipline and for walking in woods and mountains, as well as for action on the humane front.

From this we can deduce Kant’s categorical imperative and its variants and relations, from the Golden Rule itself to the recent ethical statements of Kantian philosophers such as Christine Korsgaard.  But, following another fork, we can deduce utilitarian ethics.  If we see those others—human or nonhuman—we naturally care about them and want to help them.  From this comes the sense of consequences that we need to construct utilitarian or consequentialist morals.

Interaction brings us in touch with infinity.  If our eyes are open, we see that the other is infinitely worthy of care and cherishing, and we have an open-ended responsiblity to that other.   That being sensed, we naturally love and care for the other, or at least for the world in which we interact.  Reason extends the emotional message to a general, operational plan.  Caring entails a help-not-hurt ethic—an ethic based on helping others and minimizing harm to them.  This leads us to extend care logically.  We are led to help, and to reduce harm.  We can calculate these things both empirically and logically.  (Obviously, we sometimes have to harm to help, but the details of this may be left to their natural home: the philosophy class.)  We are thus no longer dependent on raw experience and raw caring.  Even when we are not in a Taoist meditative state of total openness to experience of the flower or leaf, we can figure out how to enjoy the flower without killing it. 

It also implies tolerance, in all senses: putting up with the other, except in so far as he has to be stopped from doing harm; and also profiting from others’ experiences, even if those experiences are new and strange to us.  Again, the logic of caring and responsibility has taken us beyond the raw feeling, into a realm where we can calculate behavior rationally.  We are led to figure out how much to tolerate, and how much to learn from others.  The basic rules of responsibility to others preclude some types of tolerance: tolerance for genocide, for oppression, for prejudice-based hate, for instance.  We are enjoined to oppose these to the last fibre of our being.  Tolerance for massive or unnecessary damage to the environment is obviously in the same category, for the same reasons. 

Moreover, this means that valuing diversity is a foundational principle–for far more basic and important reasons than the utilitarian ones.  Biological diversity is important for economic reasons, and cultural diversity because it gives us valuable new ways of doing things, but the real importance lies in that basic responsibility to the other.  If we value the other, the most basic and vital thing we can do is to appreciate as fully as possible all that other’s strengths and contributions.  We must experience, as thoroughly and directly as possible, all that the other can give to the world.  This entails sympathy, charity, and mutual appreciation as absolute moral imperatives, and ones that are particularly crucial to the whole system.

Once we define terms through logical extension of caring and tolerance, we can build a structure by a utilitarian calculus of helping and not harming.  We will look to maximize mutual aid and minimize harm.  It is in this realm that we locate the general policy of minimizing government role in production while maximizing its role in protection, and of giving maximal control and decision power to the people actually using the resource.  These become general rules of thumb because they work—not because they are absolute moral charges derived from Kantian imperatives.

It is at this level that environmental-ethics questions seem to enter the picture.  The pragmatics of grazing and the morality of using animals in medical tests can alike be considered only in the wider framework I have outlined.  The first thing that stands out clearly is that the first and last and most desperate need is to save what biodiversity we can.  This is the one environmental ethic that goes back to the very root of ethics; it is entailed by the basic experience of the other.

The circle has to be completed.  The final step is to check our utilitarian calculations against our own direct, impassioned, open experience.  It is all too easy to follow a logical path to an insane conclusion.  No doubt every evil has been justified at some point or other by recourse to moral arguments, often both utilitarian and Kantian.  I think the only way to avoid evil is to combine both types of argument and to ground them in full meditative experience of the world—in Levinas backed up by Taoist, Buddhist and ancient Celtic ability to confront Nature and merge into it.

When we reach a point of doubt, the appropriate behavior is to sit down and look at the world again—dropping prejudices and logical extensions long enough to see that other, that being for whom we are responsible.  When we see him, or her, or it, face to face, we have the space to reconsider.

Do we feel moral about interactions with nonhuman beings?  Levinas does not address this issue, nor does de Waal.  David Abram, in his wonderful book The Spell of the Sensuous, makes a beginning, and E. O. Wilson argues in Biophilia that humans love and care about animals /7/.  From the evidence they adduce, from Levinas’ logic, and from common experience, we are compelled to answer in the affirmative to the broader question.  We cannot possibly fail to be at least somewhat empathetic to animals’ pain, and we cannot possibly fail to care at least a little about the fate of plants and animals around us.  The logical chain that derives moral rules from spontaneous care for the Other must apply if the Other is a rose bush or a Cuzco street dog. 

However, this is subject to several obvious qualifications.

As de Waal points out at length, the various Darwinian mechanisms that selected for social behavior were working within our species.  Common sense, common reason, and common experience suggest that we feel closest to those who are closest.  This is particularly true in the genetic sense.  There is every genetic reason why we should sacrifice ourselves for our children. 

Modern society constructs completely unnatural groups, such as nations and religious communities.  People sacrifice themselves for these “imagined communities” all the time, and not only in warfare /8/.  Obviously, our genes allow for a great deal of flexibility and a great deal of learning in this regard.

Thus, while we cannot expect the genetics of biophilia to be overwhelming, we can certainly expect some extension of infinitely important interactions, and thus of moral life, beyond species lines (Wilson 1984).  However, such grounding is necessarily weaker than our concern for each other as humans.  Of course, many people love their pets–close neighbors and “family members” of different species–far better than they love human strangers.  Many people, moreover, feel more responsible for their pets than for human strangers.  To assume responsibility for a dog or cat means to pledge oneself to feed it, take it to the vet, house it, and treat it with kindness.  The morality of this is complex and involved, but clear enough in the concrete case.

Morality toward other lives must be expected to attenuate to the vanishing point at the margins of familiarity.  It is really hard to become deeply concerned over the fate of a bush halfway round the world, or of a gopher hidden in the soil, or of an animal utterly unlike us such as a sponge or worm. Contrast even the most rudimentary feelings about grass and birds with the real lack of feeling most of us have about bacteria, which we cannot see or cannot confront.  Bacteriologists, who interact with bacteria, may feel differently.  Doubtless, only training and logical extension of principles can make a person care much about such entities.  As de Waal points out, this is as it should be, at least from an evolutionary perspective.  What if we were equally concerned about all lives?  How would we care for our children and neighbors? 

In general, however, there is no question that human nature (in all senses of that phrase) embeds us in a moral community with all other lives.  We cannot escape it.  In so far as we notice other lives at all, we literally cannot view them as purely neutral. We may hate weeds, but at least we recognize them.  We may desensitize ourselves to maltreatment of animals, but it really is de-sensitizing—forcing ourselves to pretend we ignore perceived maltreatment.  It is a minor or weaker form of the desensitization that Baumeister reports for torturers. 

2

Interactionism thus produces an ethic based on what is necessary for interactions in a functioning society.  Basically, this boils down to mutual tolerance, mutual respect, mutual aid, mutual caring, and a desire to make the best of the human resources offered.  It is the extreme opposite of communalism.  It teaches mutual appreciation, especially the appreciation of personal differences.   Behavior is viewed negatively in so far as it reduces the quality of interaction.  Cruelty, violence, and intolerance become the worst sins.  Making creative use of differences to maximize the richness and variety of society is a high ideal.

Differences that can be used to advance the richness, excitement, creativity, and quality of life are to be appreciated as much as possible; differences that lead to reducing the quality of interactions (in particular, mutual respect) are downvalued.  Note that phrase can be used.  Differences that are even potentially beneficial do not deserve to be crushed in the name of communal harmony.

A science of relationships is a not a science that examines abstract networks.  Rather, it studies the things of this world and their contingent effects on each other. 

            Ethics is basically about interactions—specifically, about the ways in which individuals deal with each other.  As Levinas says, it is our experience of the other, properly construed.

            Our dealings with the environment are, clearly, interactions.  Ecology, by its very definition, is a study of interactions, connections, flows, exchanges, and relations.  Most authors, from Ernst Haeckel (who defined the field) down to modern scientists, have never imagined differently, though a strong and healthy individual-reductionist influence entered also, via Darwinian selection theory.   Concepts such as “ecosystem” and “food web,” and even “conservation,” make no sense outside of a relational grid.

There is no such thing—in the literal, physical sense—as “the environment” or “nature”; there is, instead, a vast summation of human dealings with nonhuman things of many types.  This is not to say that “environment” and “nature” are empty words.  They are useful labels for whole sets of intertwined relationships and complex feedback loops. 

When we study “the environment,” and our dealings with it, we are really studying a highly complex set of interactions and relationships.  Ecologists talk as if “the environment” and “the ecosystem” were real, bounded, identifiable objects.  Postmodernists respond, correctly, that these terms are clearly vague and clearly the product of a long history of contested use, but then go on to say or imply that, therefore, there can be no environmental problem—since the environment itself is pure nonsense.  This kind of pernicious nominalism can be combatted only if we are quite clear about what we mean.  What we mean, when we talk about human-environment issues and problems, is that complex set of interactions.  It may be hard to bound and define, but it is there.  It will not go away.

            Interactionism directs our attention to individuals working together–or even against each other, but at least with reference to each other.  It thus makes us look at grassroots organizations, informal management, and actual political behavior “as it plays on the ground.”   These things seem somewhat neglected in the existing literature, in favor of individualist models or else of models that deal with vast abstractions such as “the free market,” “the legal system,” “government,” “religion,” and “culture.”   Use of such models and languages has doomed some segments of the environmentalist movement to a basically sterile and hopeless approach, in which far too much effort is spent writing about such abstractions, and far too little attention is directed to actual work with people.  Fortunately, grassroots activism is very much alive in the environmental movement, but  it seems somewhat lacking in intellectual charters, in spite of the brilliant work of such inspirational scholars as Elinor Ostrom and Evelyn Pinkerton.  

3

A morality based on love might work if everyone could love everyone else.  This being dubiously achievable, the best we can seriously hope for is a morality based on care.  Even this may be too much, at least if caring is a warm, deeply felt emotion.  Cool caring—responsibility, civic duty, consideration for others’ rights—is perhaps the best we can hope for in these parlous times.  But we can hope for that. 

The corollaries include personal courage, the only real security; real enjoyment, without puritanism or conformity hindering it; and really rational action. 

The time for quietist retreat is long past.  Hermits and divines in previous eras could retain their integrity and shine as examples.  Today, there is no escape, and we have to stand and work actively to help.

/1/  Chimpanzees also have the glimmerings of the distinction between “feeding” and “eating,” “fressen” and “essen”; their social feeding is a quite different type of event from solitary feeding (de Waal 1996).  No other animal seems to make this distinction, so critical for human social life.              

Dogs, when meeting each other, tend to make friends quickly, using a variety of instinctive and highly stereotyped behaviors.  Restraint prevents many of these.  Thus, when dogs on leashes meet, they are apt to be much less friendly than when they meet off the leash, and a fenced dog barks and snarls when a free-running one would not.  The human parallels are intriguing.

Even dogs have a complex social behavior that includes some of the building blocks of morality.  Dogs socialize, play, make friends, reconcile after conflicts, cooperate in hunting, recognize packmates, mutually defend the pack, show deference, and keep their society smoothly functioning (Serpell 1995).  Most of this is mediated through fixed, instinctive behaviors.  For instance, when two dogs are playing and one inadvertently hurts the other, the injured party lets out a distinctive yip.  The dogs immediately stop play, reach out their heads toward each other, and just barely touch noses.  They then immediately go back to roughhousing.  Clearly, this fixed action pattern is the equivalent of “I’m sorry, I didn’t mean to hurt you,” and it is clearly an important aspect of dog society–important enough to have evolved through natural selection.  Dogs are superb learners, and seem to reflect to some extent on what they do, but their behavior does not require intelligence of a high order.  Dogs certainly love, but they don’t think much about it; a literate dog would not write Stendahlesque novels. Yet even dogs must decide when to apologize, when to trick each other, when to play or attack.  Instinct cannot answer all questions.

Dogs and chimpanzees show shame, grief, caring for family members, and even a certain distributive justice to their young; dogs feed their litters, wolves feed packmates, and chimpanzees even distribute food to their whole troops.

/2/ Rawls’ “rational person” behind a “veil of ignorance” is also a bit unrealistic.  The theory appears to be based on the idea of trial by jury, and to share its problems in this modern world of all too abundant information on every case.  Rawls admits that the problem of the mentally incompetent is hard to handle under his theory (Rawls 1993:272). 

Several people have criticized Rawls’ lack of a charismatic voice.  It is a very cheap shot to criticise a philosopher’s style, but there is a real point to be made by comparing the teaching style of Jesus with that of John Rawls.  “Ye shall know the truth, and the truth shall make you free” and “he that loveth not knoweth not God, for God is Love” can be set against Rawls’ latest summary of his position:  “We can summarize the preceding sections as follows:  Given first, that the procedure of the original position situates the parties symmetrically and subjects them to constraints that express the reasonable, and second, that the parties are rationally autonomous representatives whose deliberations express the rational, each citizen is fairly represented in the procedure by which the principles of justice to regulate the basic structure of society is selected” (Rawls 1993:324).  Jesus was teaching ordinary people, while Rawls is writing for an exceedingly narrow intellectual and political elite.  No band of stalwarts is going to die heroically with Rawls’ sentence on their lips.  (Of course, the fact that the same criticism could be–and probably will be–leveled against my present book.  I do what I can.  I suppose Rawls does.)

And Rawls has been more successful than many at getting his position heard.  Weber spoke of the “routinization of charisma”; what we need here is the charismatization of the routine. 

Rawls’ great contribution, and a monumental contribution it is, has been in the realm of defining fairness and justice.  This question lies rather outside the scope of this book, which is narrowly fixated on saving the environment.  However, fairness is a necessary prior condition of society–without it we are all lost, and so is the environment.  For environmental issues, a utilitarian ethic is necessary, but for other social issues one must follow Rawls into questions of the foundations of justice.

/3/ Theoretically, a utilitarian could argue that enormous “good” to one person would justify imposing appreciable suffering on many, or slight good to many would justify imposing enormous suffering on one.  Actually, utilitarians always exclude this possibility by maintaining that each individual counts for one–no one can hog the utilities (Sidgwick 1907).  Of course, all societies do impose enormous suffering and unfreedom on some individuals who reduce others’ welfare and are thus considered “criminals” or “lawless.”  These questions are usefully discussed by R. Hardin (1988).   More serious, and all too common in this world of ours, is for a society to impose terrible suffering on one group–the poor, the nonwhite, the young, the old, the religiously different–in the belief that it will benefit the majority.  This prejudicial behavior is invariably justified on utilitarian grounds, e.g. in the conservative arguments that one group is innately inferior, or that cutthroat competition (resulting in immiseration of the poor) is necessary to progress.  The utilitarian calculus in question very rarely survives unbiased scrutiny, but what if it does survive in some particular case?  Does that make discriminatory laws ethically right?  Obviously not.  Here we really can rely on intuition, because it tells us that there is a more basic definitional issue here: the absolute moral injunction against treating whole groups prejudicially is a qualitatively different thing from the sordid practical reason that might make us want to discriminate.  These issues are powerfully raised and addressed in their environmental applications by Robert Bullard (1990) and the environmental justice literature stemming from his work (Anderson 2006).

Similarly, a utilitarian ethic could become a rigid totalitarianism by finding The Good and forcing it on everyone.  We are forever spared from this as a realistic option by the noncomparability of values and the lack of information about the Perfect Good.  This has not stopped dictators from trying their best to justify tyranny in precisely these terms.  The fact that utilitarianism can be credibly bent to this end, even though dishonestly, is a problem for the utilitarian ethic.

/4/  In what follows, I spare my readers the endless phenomenological dialogues about others, the Other, otherness, etc.  They seem to me to be irrelevant to our concerns here, though I am sure a proper philosopher would not find them so.  I am careful, in these passages, to say “other” and “others” rather than “Other.”  Capitalized, “Other” has taken on a meaning exactly opposite to Levinas’.  In cultural studies and anthropology, “Other” has come to mean the hated and feared structural opposite—the dehumanized person we are always stereotyping, exoticising, romanticizing, depreciating, or otherwise making into an alien and deliberately distanced being.  Levinas’ other is the familiar and warmly welcomed other, the spouse or friend or neighbor–plain common humanity made immanent for us.  His infinity included the infinite regress of knowledge (we have to know things in order to know how to know…) and of interaction (that is an unbounded universe out there). 

/5/ Heidegger was not just a “good German”; he was an active developer of the Nazi worldview, and he became, so to speak, the Nazis’ pet philosopher–docile on a short leash or yapping at strangers–and he remained loyal to Nazism to the last.  The claims that one can separate his philosophy from his Nazism are hopeful nonsense.  He made it crystal clear that he made no such separation.  Moreover, his disciple Paul de Man, who brought postmodernism to America, was also a dedicated and loyal Nazi.  Paul Ricoeur, another darling of the postmodernists, was a Nazi sympathizer until World War II, and remained a rightist.  Postmodernism in the United States has consquently had a strong far-right-wing flavor, in spite of its enthusiastic adoption by certain “intellectuals” who claimed to be “progressive.”  One need think only of its anti-scientific diatribes, its obsession with “race,” and its attitude toward “alterity.”

Heidegger’s background and personal quirks explain some of his attraction to Hitler (Bourdieu 1991).  Heidegger (following, in some measure, Nietzsche) privileged the lone individual, his authenticity, his will, and his power and control.  (I am using the male pronoun deliberately.)  This viewpoint was all too congruent with the Triumph des Willens (to remember the title of Leni Riefenstahl’s brilliant and sickening film).  The core philosophy of Nazism was one of the autarkic, authentic Will constructing a world through its power and control.  Paradoxically, this led to a culture of blind obedience, and, ultimately, to one of mass extermination.  Heidegger and de Man were more than willing to live with all these things.

Hence the need of Merleau-Ponty and, especially, Levinas to construct a phenomenology that held interaction and person-person relationships to be prior to Dasein and its ilk.

/6/  This is not to deny the ironic message of The Fable of the Bees (Mandeville) that luxury sustains the economy by creating work.  Indeed it does, and I have nothing against luxury.  The question arises only when luxury consumption destroys more than it creates, or when it destroys irreplaceable and valuable resources for transient benefits.   By this standard, ecotourism and homemade music survive, but sports utility vehicles and most of the fashion industry look pretty shaky.

/7/  My thinking, here and throughout this book, runs parallel to that of David Abram in The Spell of the Sensuous (New York: Pantheon, 1996).  For the value of phenomenology, and especially Merleau-Ponty’s thought, to understanding human-environment relations and traditional belief systems about the environment, I can do no better than direct the reader to Abram’s book.  He spares me from having to give a full exegesis!  And he has done an exemplary job of rewriting phenomenologists’ tortuous prose in fine English.  However, Abram concentrates on the phenomenology of the encounter, while I am focusing on the morality that we construct from it.

/8/  The phrase “imagined communities” is, of course, a reference to Benedict Anderson’s book Imagined Communities (1991), which provides many details on exactly how people are led to sacrifice their lives or livelihoods for outrageously unnatural groupings.  This book is said to the be the most cited work in modern social science.

/9/  The only area of scholarship in which interactionism appears fairly standard, in analysis, is the study of the arts.  The view of art as “expression” of individual “genius” seems to be definitively dead, and so is the old myth of folk and traditional arts being “communal” creations.  Individuals create art to communicate their experiences of beauty, emotion, or whatever to a target audience.  Often, the target audience consists of other creators.  Recent analyses of the arts usually take account of this, though the old, dead ideas appear as unquiet ghosts.  Social cognition, however, is naturally based on an interactive approach, and is my source for much of what follows; see reviews in the special issue of Social Cognition (vol. 17, issue 2, 1999).  On interactive aspects of morals, see Damon 1999; Kohlberg 1983; Kagan and Lamb 1987.

/10/ Most of the specifics of environmental ethics have been well covered in other books.  Among the most valuable are the excellent survey by Holmes Rolston (1988) and the moving essay by Bryan Norton, Towards Unity among Environmentalists (1991).  

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