Whither Europe?

From the perspective of social theory Brunkhorst’s approach is based on the assumption that in history there are two cosmic forces at work, forever battling it out with one another. On the one hand there is the good force of reason and emancipation, informed by the ideal of egalitarian freedom. On the other hand there is the bad force of domination. Christina Lafont (2014) aptly visualizes the battle between these cosmic forces as a fight between David and Goliath. David stands for reason and emancipation, Goliath for domination and subjection.

Once you get this point you can see the struggle taking place in all spheres and at all levels of society. Here is a description of how it goes: all of a sudden, amidst blind change, a new insight, an inspiring ‘idea of freedom’ erupts. In the wake of this idea, a battle ensues between the opposing forces of emancipation and of domination, with one party attempting to steer the idea of freedom in the direction of further emancipation, and the other trying to bend it towards the goal of domination.

Cristina Lafont, rightly I think, points out that it’s difficult to see the struggle, as Brunkhorst sometimes does, in terms of an opposition between a blind evolutionary force, on the one hand, and an emancipatory agent on the other. To be able to visualize the struggle as a class struggle, you have to posit not forces but opposing collective agents, involved in what Lafont calls a ‘clash of ideologies’. In such a clash both parties are trying to figure out which direction society should take in order to meet their opposing goals. 

One may feel uneasy with this idea of a cosmic battle between good and bad. But I believe that, as philosophers, it’s quite natural for us to visualize the world in this way. It’s part of our business to separate what’s good from what’s bad, and to find out which side we should be on. Philosophy is about making wise choices, and sometimes it helps to see the world in terms of opposing agents or forces. As Einstein said, “everything should be made as simple as possible. But not simpler”.

This is certainly the case when we are dealing with an issue that is so conflict-ridden as the ‘idea of Europe’. Who stands for David here and who for Goliath? And what are their chances of winning or losing? What role can or will Europe play in the attempt to achieve smart, sustainable, inclusive, forms of economic growth which respect human dignity?

Interestingly, Brunkhorst often describes the struggle over Europe in terms of two opposing mindsets. On the one hand there are those who defend the ‘Kantian mindset’, and on the other those who defend the ‘managerial mindset’. The Kantian mindset is usually ‘good’, the managerial mindset usually ‘bad’. Sometimes Brunkhorst rephrases this opposition as one between ‘democracy’ and ‘capitalism’. Overlapping with the other two, Brunkhorst also refers to a third opposition between ‘embedded’ and ‘disembedded’ forms of capitalism.  

In what follows I will take my lead from this last opposition. The distinction between embedded and disembedded forms of capitalism stems from Karl Polanyi. In his classic The Great Transformation, originally published in 1944, Polanyi described the rise of capitalism against a background in which he assumed that the work provided by the laboring classes had always been embedded in social relationships that made the construction of market institutions and impersonal exchange extremely difficult. This remained so until the advance of capitalism and the commodification of labor finally led to the creation of “disembedded” markets, thus inaugurating what Polanyi called the ‘great transformation’.

In reaction to the rise of ‘disembedded’ markets and the commodification of labor, workers mobilized and demanded protection from the state against the strictures of the market. This was Polanyi’s great insight, the ‘double movement’. By this he meant that those dislocated by the market will make use of the state to protect themselves, the consequence of which is large-scale institutional change.

However, Polanyi concluded that the new institutions which states developed in response to the double movement of his time – welfare states within an institutional order that heavily regulated the movement of capital and scope of markets – marked a permanent change in the institutional make-up of capitalism. In other words, the great transformation was seen by Polanyi to be a one-way process. We had arrived at the end of history.

Which of course we haven’t.  As Mark Blyth (2002) recently pointed out, there isn’t one, there are many ‘great transformations’. If disembedding the market led to a double movement where labor demanded protection through an institutional re-embedding, then wasn’t it reasonable to expect, in turn, a reaction against these “embedding” institutions by those most affected, namely capitalists? What one sees after Polanyi’s Great Transformation took place is a constant political struggle, a series of repeated contests to disembed and re-embed the market, a battle which continues until this day, even though its contours have dramatically shifted since the first transformation. The contemporary neoliberal economic order can be seen as merely the latest iteration of Polanyi’s double movement.

The neoliberal disembedding of embedded markets began in the 1970s and early 1980s. It was triggered by the oil crisis during which states in the Western world started to experience problems such as stagflation, which neither of the contending parties seemed able to address. Existing ideas and institutions were simply not prepared for this new phenomenon, in which both prices and unemployment rose to unsustainable heights.

In the wake of these developments institutions that had once served as the basis of the embedded liberal order themselves became objects of critique and contestation. Institutions and instruments such as dependent central banks and active fiscal policies were now diagnosed as “part of the problem” rather than as “part of the solution”. The existing policies lost their legitimacy and the old central banks were systematically dismantled.

In contrast to the previous double movement, organized business groups and their political allies displaced states as the principal actors responding to economic dislocation. Such business groups used a variety of monetarist and other “neoclassical” ideas to redefine the boundaries of political economy away from the Keynesian emphasis on redistribution and growth and toward the neoliberal emphasis on inflation control and monetary stability.

Just as labor and the state reacted to the collapse of the classical liberal order during the 1930s and 1940s by re-embedding the market, so business reacted against this embedded liberal order during the 1970s and 1980s and once more sought to “disembed” liberalism.

In this effort, business and its political allies were quite successful, and by the 1990s a new neoliberal institutional order had been established in many advanced capitalist states with remarkable similarities to the regime discredited in the crisis of the 1930s. That is, both ‘classical liberalism’ and ‘neoliberalism’ are characterized by high capital mobility, large private capital flows, market-conforming tools of macroeconomic management, a willingness to ride out balance of payments and other disequilibria by deflation, and a view of the rate of employment as dependent upon the market-clearing price of labor. During the 1980s and 1990s Polanyi’s double movement was put into reverse gear.

All went well for business until the outbreak of the Great Depression of 2008. Since then everything is up for grabs again. It is now 2016, and we still do not know how to get out of this crisis. David and Goliath are not only battling it out, they are also becoming more deeply divided within. We are again in one of those periods when nobody really knows what direction society ought to take. The contending forces find themselves in a situation in which they must constantly argue over, diagnose, proselytize, and impose on others their views of what the crisis is actually about. There is no clear definition of the situation, making the clash of ideas all the more poignant.

Brunkhorst’s view seems to be that the only way to fight big business, re-embed markets and achieve sustainable and inclusive forms of growth, is through developing a new and inspiring idea of Europe. He may be right about this. But where does his appeal to Europe leave the state, which for so long has been one of labor’s most important allies? And who or which collective agent or coalition of collective agents is going to fight big business? I wish Brunkhorst would be more clear about this, because Europe, at the moment, is not a very inspiring idea. It is in the hands of big business. Europe as it now exists is their idea.  

To rephrase this problematic in Brunkhorst’s terms: if you have your doubts – which Brunkhorst evidently has – about the managerial mindset, then there is much reason to be worried about Europe, where this mindset reigns unopposed, and where democratic opposition is weak -much weaker than democratic opposition on the level of the nation-state. Europa is not an institution that has done well in re-embedding markets, quite the reverse.

The European market, in its present form:

  • Has not brought sustainable and inclusive forms of growth. Individual states like Denmark or Sweden have done better in that respect.
  • Contains differences in wage levels which are much more extreme than wage inequalities on national markets, which make it all the more difficult for labor to organize on a European level.
  • Has not enhanced the powers of the welfare state but has tended to undermine them.
  • And has, through the obsessive concerns with sound finance and budget balancing of the managerial-mindset-gang (monetarists, supply-siders, rational expectations theorists, and public choice theorists), pushed us into an ever-deepening recession, with only now slight signs of growth.

In sum, it is not clear what the advantages will be of Brunkhorst’s appeal to Europe. ‘The idea of Europe’ has been captured by the managerial mindset, and Brunkhorst doesn’t make clear how he thinks this idea can be recaptured by those sympathetic to the Kantian mindset.  

Let me conclude by spelling out my worries about Brunkhorst’s appeal to the idea of Europe by means of a trilemma derived from the development economist Dani Rodrik (2012). Instead of a choice, an ‘ideological clash’ between either Europe or barbarism, we face a much more difficult choice between different kinds of Europe:  

  1. We can choose for the ‘advantages’ of the European market in combination with strong (authoritarian) states, but with little democracy: the technocratic solution based on the managerial mindset.
  2. We can choose for the ‘advantages’ of the European market in combination with democratized European institutions, but with states which have lost much of their sovereignty (and hence run the risk of having to conform to one-size-fits-all solutions set by Europe): this seems to be Brunkhorst’s solution based on what he summarizes as the ‘Kantian mindset’.
  3. We can choose for the ‘advantages’ of the European market, but only on the condition that European nation-states, each, preferably, with strong democracies, and with a currency of their own, can, within internationally coordinated limits, decide when and how to integrate: a solution, which might be bad for big business and for consumers, but is good for citizens. This solution, though different, is also based on what you could call the ‘Kantian mindset’.  

In the first case you get disembedded markets. Although the second and third cases exclude each another, they are both versions of the attempt to embed markets, which is why you could present them as expressions of what Brunkhorst calls the ‘Kantian mindset’. 

Seen in this way we face a three-way choice. Moreover each choice has unavoidable trade-offs. I think it is difficult to reconcile this idea of a three-way choice with Brunkhorst’s picture of a stark choice between two opposing forces with no alternative solutions.

David and Goliath may still have to battle it out, but winning the peace, for each of them, will unavoidably be a matter of accepting trade-offs, seeing alternatives and convincing the losers. For the choice is not between either freedom or domination, but between different freedoms, with different benefits and costs.

To sum up, I have four questions for Brunkhorst:

  1. What to make of the difference between the Kantian and managerial mindsets and how to accommodate complexity into this starkly dual framework?
  2. How and to what extent do the notions of (a) different mindsets, (b) embedded and disembedded markets, and (c) the opposition between capitalism and democracy overlap?
  3. How to reconcile the story of blind societal evolution with Brunkhorst’s other idea that much of history is determined by ‘ideological clashes’ between two or more collective agents?
  4. Finally, what to make of Europe given the fact that (a) the idea of Europe is now governed by the managerial mindset, and (b) we face a trilemma with unavoidable trade-offs?

The Pedagogy of Law and its First Mover

Wanting to have the cake and eat it may be a trait of scholars in the Critical Theory tradition. Illustrative of this is the following quote from Brunkhorst’s manuscript:

“To explain the take-off of the social evolution I will combine the Hegelian notion of negation with Luhmann’s idea of communicative variation, Marx [sic, WS] concept of class-struggle, and Habermas [sic, WS] assumption that normative validity claims are unavoidable once Alter understands a symbolic expression of Ego.” (Brunkhorst 2013, 8).

Although this sentence seems to have disappeared from the final version of the book, it does very accurately describe what happens in the book. And I actually like this a lot. I want to be convinced, and so I’m going to problematize the effort Brunkhorst undertakes somewhat. This band of four men, Hegel, Luhmann, Marx and Habermas, is no doubt easiest to deconstruct – that is, to take apart and to reconstruct anew from the inside – by focusing on the role of Luhmann. For having your cake and eating it too here seems to mean to speak of the system of law, of its evolution also, in terms of its mechanisms of variation, selection and retention or stabilization, and to yet combine this with a conception of a normative driver of evolution that is related to class struggle. Quite simply, this is impossible. On the one hand, having your cake and eating it too is an inability to choose, and maybe it’s just being greedy, or being a miser. Maybe it’s part of the universalistic claims typical of Critical Theory. But on the other hand, having your cake and eating it is a paradox, which is a very Luhmannian figure of thought. I’m going to take it as such, and I’ll continue to like it. And, to have said this as well, I want to admire the brightness of the analysis in Brunkhorst’s book.

So I’ll interpret the main problem Brunkhorst’s book struggles with as the problem of combining an evolutionary perspective with a normative perspective. I’ll first take on the role of the Luhmannian critic. Then I’ll try to step away from that somewhat, and present a few issues from more esoteric angles. Let me first say though, that I struggle with this myself, and I know that many colleagues do as well. As for the systems-theory point of view, one cannot easily escape from the hold it has on one. As soon as one starts to combine it with other elements, critical elements for instance, troubles ensue. And from the perspective of critical theory, the potential gains are obvious – they lie in a much more consistent conception of system and environment – but the losses are immense because they lie in the normative core of the theory, which basically threatens to get jettisoned. The feeling one gets with Luhmann is that he already ate all the cake there is. What’s left are crumbs, and so, at best, we appear to be ‘after virtue’, to borrow Macintyre’s terms.

Luhmann on law, norms and evolution

Let’s start from Luhmann’s lapidary statement that “Die Gesellschaft ist, zum Glück, keine moralische Tatsache” (Luhmann 1987, 318). It indicates right away that social evolution cannot – at least in Luhmann’s view – be moralized. That is to say that social evolution never entails a driving role of normative claims, and neither does it result in some form of normative learning that is not internally induced. Likewise, under conditions of functional differentiation, the codes of functional subsystems are morally indifferent. There is no congruency between what is true and what is good, between what is powerful and what is good, or between what is lawful and what is good. The world is definitely unplatonic, hence not a unity but functionally differentiated. Even the unity of the world appears many times in many systems and in equally many ways – and when it appears, it always appears as the unity of the difference between system and environment. So I’m starting off with some hardcore Luhmania here. I have no illusion of teaching Brunkhorst anything here, but I’m laying it out in order to highlight the tensions in his approach. Fundamentally, Luhmann’s conception boils down to the incongruence between law and morality, or between law and universal reason, or between law and anything it considers environment. That means there may be legal revolutions, or at least legal evolution, but what is legal has no bearing whatsoever on what is normatively good beyond the realm of law.

Moreover, norms do not codify the system of law, and hence they do not make up the core of its self-organization. Any functional subsystem that operates on the basis of a specific medium and code does not operate through a normative code, nor can a normative code – under conditions of functional differentiation – be a functional equivalent of the codes of subsystems. Secondarily, certainly, one can normatively ground legal, political or economic action. But primarily such action is grounded by systemic codes that are normatively indifferent (cf. Luhmann 1993, 85). Therefore, Brunkhorst’s thesis that social evolution is driven by normative claims, argument or dissensus seems hard to maintain. It can be maintained, but only as one contingent take on social evolution that must then give up on connecting with the primary form of modern differentiation. In other words, norms are not social supermedia. At the level of subsystems, such as the legal system, norms are replaced by forms as drivers of autopoiesis, and hence ultimately of evolution – forms such as the binary code of law, lawful/unlawful.

Luhmann in fact takes issue with the very notion of normative ‘learning’ in any other form than an internally induced learning (Luhmann 1993, 81). To connect normative learning to externalities, such as class struggle, seems to me to have effects akin to efforts at turning the hermeneutic circle into a spiral upwards towards better, more universalized understanding. For Luhmann, on the other hand, norms are expectations that are kept even when they are disappointed. That is, norms are primarily ways of not learning. Likewise and relatedly, Luhmann says of values: “unsolvable problems par excellence are today called ‘values’.” (Luhmann 1994, 19). Where Brunkhorst emphasizes normative learning, Luhmann considers norms as ways of not learning. One can argue, of course, that there are ways of learning in this not learning, but this would not exist as externally induced, and it is certainly hard to maintain that learning not to learn is a driver instead of a consequence of social evolution. Likewise, norms only function internally in the system of law. The legal system can refer cognitively to its environment, but not normatively (Luhmann 1993: 85).

In a sense, evolution in Luhmann’s terms is nothing other than the possibility of social systems to ignore expectations – including normative ones – in order to produce variation, and the temporalized restabilization of new variations. In that sense, the normative plays a role in evolution only insofar as it exists in a range of variation and can be selectively ignored. Most generally, social evolution is a process of demoralization, in which neither morality, nor values, nor norms are a source of integration. Rather, evolutionary complexity entails the heightening of implausibilities.

This provides some background for the main issues I would like to highlight.

The problem of social evolution

A crucial issue concerns Brunkhorst’s conceptualization of evolution. He distinguishes between evolutionary adaptation to a system’s environment, and to evolutionary constraints on such adaptation. Given the above, the question is how norms, or anything normative, could ever be a constraint on cognitive evolution? Because evolution concerns the primary differentiation of society, which is evidently not normatively supercoded, this seems altogether unlikely.

But in my view, this conception of evolution is problematic in a more fundamental respect. In one particular sense that I wish to highlight, it marks a decisive break, although I don’t believe this is made explicit in Brunkhorst’s book, with Luhmann’s conception of social evolution, and it makes it harder yet to perform the balancing act between Hegel, Luhmann, Marx and Habermas. Brunkhorst says, for instance, that

“…modern law is not only the result of morally neutralized, gradual evolutionary adaptation of social systems to their environment (and hence of the cognitive learning of social systems which do not care about their negative externalities), but also the outcome of class struggle and revolutionary change (and hence of normative learning processes of social groups who demand rights for the victims of history, but with ambivalent effects).” (Brunkhorst 2014, 2-3).

Throughout the book, Brunkhorst refers to evolution in the cognitive sense as a form of adaptation. But this is not at all how social systems relate to their environment. In fact, one uses a biological, organism-centered conception of evolution when adaptation is central. Evolution of social systems does not occur through adaptation, but through the maintenance of the incongruence between system and environment by means of irritation. Crucial to this is the relative degree of complexity between system and environment. The autopoiesis of social systems prevents them from ‘adapting’ to their environment. Their evolution is internally triggered by irritation from a self-induced environment, and it does not constitute adaptation because social systems do not thrive by adaptation to their environment, but by incongruence with their environment. In such an evolutionary perspective, there can be no question of linear – or quasi-linear – development (Luhmann 1994, 7).

This distinction between adaptation and irritation has consequences for Brunkhorst’s conception of law as providing normative constraints on adaptive evolution. First of all, as I just said, there is no adaptive evolution. But secondly, even if one were to hold that there is, it is altogether hard to imagine how law could provide normative constraints on it. After all, this would mean that the system of law could interfere in other autopoietic systems, and that is fundamentally impossible in autopoietic systems. And for the same reason, it is hard to see how social evolution in the form of normative learning in law could be considered as externally triggered, namely by class struggle, which, as Brunkhorst literally says in his conclusion, ‘causes’ legal revolutions (Brunkhorst 2014, 464). For that would mean that class conflict directly interferes with law, in which case there is no functionally differentiated system of law. Luhmann (1993, 77) maintains that the system of law is normatively closed and cognitively open, but that still means it can be directly steered neither normatively nor cognitively – nor, for that matter, by class conflict. Class struggle here emerges as an equivalent to what musical innovation was for Plato, when he wrote in The Republic: “for any musical innovation is full of danger to the whole State, and ought to be prohibited. So Damon tells me, and I can quite believe him; – he says that when modes of music change, the fundamental laws of the State always change with them” (Plato 2000, 93). For Luhmann, that too would be a quite impossible impingement of the system of art on the system of law. Let me summarize the points I’ve just made as the first two main problems I see:

1) Normative learning in law is construed as externally triggered, but normative learning can only be internally triggered, and anyhow social systems do not undergo direct external influence.
2) Law appears as a constraint upon its environment, which is considered here as an outside of the law, but social systems do not undergo direct external influence.

These issues come out of Brunkhorst’s, in my view problematic, use of adaptation as central to evolution, which is then constrained by normative learning.

The Kantian mindset

Let me now move on to a second set of problems of a less orthodox Luhmannian nature. These center around what Brunkhorst calls the ‘Kantian mindset’. This he relates to the role of normative dissensus, as well as to the role of rational argumentation and the forceless force of the better argument in social evolution. I find the role he accords to normative dissensus or conflict, as well as the role of the Kantian mindset in this, problematic.

If we, for starters, because it is the conceptual framework Brunkhorst uses, look at what Luhmann says about the evolutionary mechanisms of variation, selection, and retention or stabilization then it immediately becomes clear that norms do not figure anywhere. Variation has to do with language and its potential for negation; selection has to do with codes, and not with norms as Brunkhorst seems to imply; and stabilization has to do with system differentiation (Luhmann 2005a, 188). The point is that communication itself gives rise to negation and thereby to variation and evolution. In Brunkhorst’s book there is a constant slippage from “communicative variation” to “dissent over normative expectations” (Brunkhorst 2014, 16). In contrast to this, Brunkhorst seems to want to identify a driver of social evolution that is itself quasi-external to social evolution. He says for instance that:

“…only interaction that generates argument and contest can explain how negative communication reaches such a large quantity that social evolution can and must take off.” (Brunkhorst 2014, 16-17).

I believe this is problematic in a number of ways. First of all, it assumes that social evolution can only take off after the occurrence of what is itself a complex evolutionary achievement, namely argumentative, normative contestation. So I would take issue with normative contestation as a precondition, when it occurs in a certain ‘quantity’, for social evolution. But more importantly, I would criticize the entire move to find an external, perhaps even universal, driver of social evolution. For this is, ultimately, the role Brunkhorst accords to the Kantian mindset. The Kantian mindset operates in his theory as a universal driver of social evolution. He allows that it develops in social evolution, but at the same time it is, albeit in perhaps rudimentary form but existing since the Axial Age, a precondition and driver of social evolution. What happens is that in the negative potential of communication, which drives evolution, he sneaks in the Habermasian features of rational argument and its forceless force, which moreover gain certain universality. The decisive move is the sneaking in of rationality. From that moment on, he can claim that social evolution provides normative constraints for cognitive evolution. And from that moment on, the Kantian mindset can assume its magical function of allowing us to have a cake and eat it. It is also how Brunkhorst can make the following slip:

“my main thesis is that of the co-evolution of cosmopolitan and national statehood. Throughout the evolution of modern law and politics, cosmopolitan state formation (…) has preceded and enabled particular and national state formation.” (Brunkhorst 2014, 7).

The slip is from ‘co-evolution’ to ‘cosmopolitan state formation has preceded…’ Because the Kantian mindset operates as First Mover in Brunkhorst’s theory, the cosmopolitan is not really a co-evolutionary achievement, but it can precede national state formation.
Most importantly, I would argue, normative dissensus, and ultimately what Brunkhorst calls the Kantian mindset, thus becomes a pre-evolutionary universal, which, en passant, divorces the take-off of social evolution from natural evolution, i.e., from the evolution of the capacities of language or communication more generally. So, in addition to my earlier two points, I’ll summarize my remarks on this issue in two further points:

3) Social evolution does not take off as a consequence of a certain quantity of normative argument and contest. Such contestation is itself a product of social evolution, which emerges out of the inherent drive to negation and variation of contingency in communication. Not rational argument, but communication is in the driver’s seat.
4) There is no external trigger to social evolution, other than, perhaps, natural evolution. In Brunkhorst’s book, the Kantian mindset functions as a pre-evolutionary universal. That is a lot of work to do for a mindset, even if it is a Kantian one that predates Kant by over 2000 years.

Let me venture a guess as to why the Kantian mindset plays this role of a First Mover in Brunkhorst’s theory. The effect it has is one of moralizing social evolution, and I would say that that is what provides critical theory with its task and raison d’être. On the first page of his book, he immediately comes clean as to the purpose of critical theory:

“Critical theory is about the paradox of reason within an unreasonable, brutish and random history. Methodologically, critical theory operates as an instrument to find the traces of reason and truth within a reality that as a whole is unreasonable and ‘untrue’.” (Brunkhorst 2014, 1).

I have to say I’m not such a fan of this type of gesture. It seems to me that it denies the rest of the world conscious access to that – namely Reason – to which it in the same move claims a monopoly on discovering. Now, inserting a Kantian mindset in between the three evolutionary mechanisms of variation, selection and stabilization as a universal driver of social evolution inserts just enough reason in the world for critical theory to have a job. And as a corollary consequence, the negation still appears in some form as the way toward the positive, which here appears as the normative. The situation is akin to the response to the marginalization of the subject in modern society according to Luhmann: “Das theoretisch marginalisierte Subjekt kehrt als normatives Postulat menschenfreundlicher Ausrichtung der Gesellschaft zurück oder es rächt sich durch ‘Kritik’.” (Luhmann 1981, 251). Instead, I would argue that the negation does not help universal reason to unfold through normative learning processes, but that it merely enhances the contingent.

Side comments

Let me end with some side comments, four in total, and perhaps admittedly somewhat esoteric to Brunkhorst’s concerns.

1) A first one has to do with an issue that runs through Brunkhorst’s argument and which I find interesting. The growth of the Kantian mindset can, I believe, be read as an alternative theory of secularization, in which the unfolding of reason through rational argumentation and the appending normative contestation grows out of initially religious developments and then, perhaps, evolutionarily frees itself from them. In many other approaches, including for instance Marcel Gauchet’s and Charles Taylor’s, the religious gives birth to the secular, but here, my question would be simply if, taken to its evolutionary logical extreme – if not end-point – this conception, unlike at least Taylor’s, means that religion in the end will turn out to be a Weberian ‘vanishing mediator’. Does this development of the Kantian mindset entail the slow but gradual disappearance of religion? Probably not, at least I don’t see this empirically confirmed, but I would be interested in Brunkhorst’s take on the issue.
2) A second comment concerns the contingency of Brunkhorst’s starting points. I have taken the route via Luhmann to deconstruct Brunkhorst’s approach, but what if we were to, for instance, take up Walter Benjamin’s perspective on law as laid out in Zur Kritik der Gewalt? In Benjaminian terms, the Kantian mindset operates as myth in Brunkhorst’s theory. And it remains locked in the vicious circle of instrumental language and law. The consequence is that it does not adequately grasp the violence of law in the way the exception continues to manifest itself in law. Empirically, there is much to be said for this (cf. Frankenberg 2010).
3) Third, Brunkhorst explicitly denies Eurocentrism. But really? These four white German men informing his theory, do they get him beyond Eurocentrism? Obviously, just because certain trends, such as modern international law, are global does not mean they are not Eurocentric or, more generally, hegemonic in various ways. I doubt whether Brunkhorst actually has the tools, in his approach, to be reflexive about his own position. In the end, this is all a very modern story, which claims universality. Many a postcolonial scholar might almost consider that a definition of Eurocentrism. No doubt Brunkhorst starts with the papal revolution and not with, say, the Code of Ur-Nammu or the Code of Hammurabi, because the latter did not yet constitute a differentiation from politics. But they did constitute written law, and as Luhmann says, law is extremely vulnerable to evolution already because it consists of text, which is loaded with the potential for negation and variation (Luhmann 2005b, 223).
4) Finally, when I try to take a wholly ‘external’ perspective, the entire focus on ‘constraints’ appears to divert attention away from what social evolution has meant in terms of natural evolution. A primary characteristic of what human world society does to the world is not to constrain anything. Brunkhorst focuses on constraints because his is an internalist focus within world society. But does that not draw attention away from the role of world society on a planetary scale? The only model that adequately describes the evolution of human world society is that of the plague. Is that, finally, and putting it evocatively, not something a critical theory would want to scrutinize, rather than the various internal normative constraints humans amuse themselves with, all the while eating away at the world in a richer sense of the word?

Quiet legal (r)evolutions? TRIPS, TTIP and corporate power in post-democratic times

 

“The basic constitutional idea [of] neo-liberalism is the idea of changing law from something that functions as the immune system of society into something that functions as the immune system of transnational capitalism, triggering an autoimmune disease by declaring civil war against the rest of the societal body and its legislative organs.”

Brunkhorst 2014a, 445-446

 Introduction

Near the end of his fascinating socio-historical account of two millennia of legal revolutions, Hauke Brunkhorst (2014a) offers a scathing critique of the rise of the neoliberal constitutional mindset in the European Union (EU). Brunkhorst argues that the neoliberal project, in constitutional terms, aims at nothing less than dismantling ‘democratic legislative control’ and subsuming the ‘political constitution’ – the set of fundamental democratic rights and freedoms hard-won through social struggles – under that of ‘law and economics’ and the prerogatives of transnational capital. At the core of this ‘great transformation’, unfolding across Europe and beyond since the late 1970s, lies “the transformation of state-embedded and state-controlled markets into market-embedded and market-controlled states” (Brunkhorst 2014a, 446; original emphasis). Brunkhorst’s Polanyian diagnosis closely resembles David Harvey’s dissection of neoliberalism as an elite political project. Its central aim, Harvey maintains, is to ‘disembed’ capital from the post-war Keynesian “web of social and political constraints” (2007, 11) or, in Brunkhorst’s words, to reverse the achievements of the ‘Egalitarian Revolution’, which ushered in the constitutionalization of social and economic rights and the consolidation of ‘democratic capitalism’ since the early twentieth century.

The evolution of EU governance since the 2008 financial crisis has made the pervasive grip of this mindset dramatically apparent, including its tragic social consequences in the EU’s periphery. Following the electoral victory of Syriza in Greece in January 2015, Jean-Claude Juncker, the European Commission president, issued a stark warning to those who wish to deviate from the script laid out by Europe’s elites: ‘there can be no democratic choice against the European treaties’ (Hewitt 2015) nor, by extension, against the constitutionalization of neoliberal orthodoxy. The rule of the Troika, warns Brunkhorst, constitutes an outright assault on the Kantian mindset of collective democratic self-determination, spelling “the end of democracy as we know it” (Brunkhorst 2014a, 452).

In this article, I take a cue from Brunkhorst’s analysis of the hegemony of the neoliberal mindset for the survival of meaningful democratic politics. Focusing on a central pillar of contemporary international economic law – the World Trade Organization (WTO) Trade-related Intellectual Property Rights (TRIPS) Agreement – the aim is to highlight an important limitation of Brunkhorst’s reading of the unravelling of Kantian advancements in international and national law in recent decades. The key argument proposed here is that Brunkhorst’s account is, in a nutshell, too state-centric, neglecting the central role of transnational corporations (TNCs) in shaping the content, interpretation, and enforcement of the international legal framework governing actually-existing neoliberalism capitalism. Recent decades have witnessed a vast expansion in the rights of TNCs vis-à-vis states and their populations, to the point where the ‘global firm’ is now considered by some observers as the “key institution of the post-democratic world” (Crouch 2004, 31; see also Chomsky 1999; Sklair 2002; Wilks 2013). Yet, aside from a brief discussion of the Dutch and British East India Companies during the colonial era, the modern business corporation – a legal invention of the nineteenth century managerial mindset par excellence – is conspicuously absent from Brunkhorst’s otherwise prescient account of the evolution of international law. The expansion of corporate power, I argue, is not only a root cause of the contemporary post-democratic predicament in the Global North but also contributes to endemic violations of basic social and economic rights of the global poor. Therefore, taking the role of TNCs in shaping the evolution of international law seriously is indispensable towards a critical theory of legal revolutions that engages with contemporary struggles for global social justice.

 Corporate power and post-democratic law-making

The modern business corporation is in large part a product of a ‘legal revolution’ in the nineteenth century which saw a dramatic transformation and expansion of the rights of joint-stock companies in the United States (Sellers 1991).[1] Since then, corporations have become a ‘constitutive element of modern capitalism’ (Djelic 2013). Permeating virtually all spheres of the life-world, they have become “accepted…as the irreplaceable organisation constituting the free enterprise system” (Wilks 2013, 168). Propelled by the forces of economic globalization, trade and capital liberalization, and revolutions in communication technologies, there has been an exponential growth in the number of TNCs in recent decades (Sklair 2001). Despite its avowed commitment to ‘free trade’ and ‘free markets’, the neoliberal project has thus greatly expanded the influence of these ‘concentrations of private power’, which now occupy a central role in the global economy (Chomsky 1999, 160). TNCs account for one third of international trade and, in 2007, made up 48 of the ‘100 largest economic units’ globally, with the sales revenues of the world’s largest company, Wal-Mart Stores, higher than the GDPs of all but the 25 wealthiest countries (Wilks 2013, 6).[2]

In capitalist democracies, this kind of phenomenal concentration of economic wealth inevitably translates into political power exerted directly via political lobbying, advocacy and political party funding, and indirectly by shaping the ideological milieu within which policy-making processes unfold and by diffusing cultural norms favourable to corporate interests within public spheres. Indeed, since the 1970s a vast, multi-billion institutional complex of public-relations companies, corporate-funded consultancies and think-tanks has emerged whose core purpose includes diffusing the neoliberal lingua franca of ‘free markets’ and ‘free trade’ across the globe and shaping the laws and regulatory standards governing markets and corporations (Miller & Dinan 2008).

In the Strange Non-Death of Neoliberalism, Colin Crouch (2011) provides a compelling account of how giant corporations have effectively blurred the distinction between the putatively autonomous spheres of the state and the market so sacrosanct to classical liberal thought by gradually colonising both spheres. While global markets in many sectors have become structured along oligopolistic lines, the state has not so much been weakened as captured by corporate capital to its own ends through complex (and contested) processes of deregulation, marketization and privatization (Leys 2003; van Appeldoorn 2000). Consequently, relations between states and transnational capital have become so intimately intermeshed that “the state, seen for so long by the left as the source of countervailing power against markets and corporations, is today likely to be the committed ally of giant corporations, whatever the ideological origins of the parties governing the state” (Crouch 2011, 145).

Sustained by pervasive corporate lobbying activities, in the most advanced post-democracies such as the UK and the US, “the large corporation is a privileged institution integrated into government itself through elite interaction” (Wilks 2013, 62). In the United States, corporations’ rights of political speech were further extended by the Supreme Court in 2010 in the Citizens United case “which effectively lifted all restrictions on corporate political spending” (Wilks 2013, 11). For example, in the case of ‘the health-care-industrial complex’ in Washington DC alone, this has reached beyond US$5 billion since 1998 (Brill 2013). Needless to say, such resources to influence law-making processes at all levels of global governance vastly outnumber those of counter-veiling forces, be they trade unions, activist groups, NGOs, or progressive social movements.

Though ubiquitous in contemporary political systems, the term ‘lobbying’ is, however, somewhat problematic: 

“The origins of the term ‘lobby’ lie in the literal meaning of the word, denoting…a space outside a ruler’s council chamber…where persons wishing to plead a cause with members of the council would a seek a chance to speak with them on their way in …The representatives of today’s TNCs are not in the lobby, outside the real decision-making space of government…They are right inside the room of political decision-making. They set standards, establish private regulatory systems, act as consultants to government, even have staff seconded to ministers’ offices” (Crouch 2011, 131).

A similar process of corporate capture of policy-making is unfolding at the EU level, too; the institutional complex in Brussels has become a key site for corporate political activity. In fact, particularly in the realm of EU trade policy, the relationship between the European Commission and private-sector interest groups at times assumes the form of “reverse lobbying” where “the public authority lobbies business to lobby itself” (Woll 2011, 48).[3]

The neoliberal reconfiguration of global capitalism has been an extremely lucrative affair for the privileged few, generating concentrations of wealth and levels of economic inequality across the industrial world not seen since the Great Depression. Together with the growing political power of TNCs, this constitutes both a key causal factor and symptom of the wider shift towards ‘post-democracy’, a system in which “politics and government are increasingly slipping back into the control of privileged [political and economic] elites in the manner characteristic of pre-democratic times” (Crouch 2004, 6). Post-democracy is the political counter-part to the neoliberal transformation of the economy; they are two sides of the same coin. As Wofgang Streeck (2011) notes, “economic power seems today to have become political power, while citizens appear to be almost entirely stripped of their democratic defences”, a diagnosis lent empirical support by the 2012 Democracy Audit of the UK. The audit found

“very firm grounds to suggest that the power which large corporations and wealthy individuals now wield on the UK political system is unprecedented. Bolstered by pro-market policy agendas and deregulatory measures, corporate power has expanded as a variety of countervailing forces, such as trade unions, have declined in significance…[P]olicy-making appears to have shifted from the democratic arena to a far less transparent set of arrangements in which politics and business interests have become increasingly interwoven” (Wilks-Heeg et al. 2012, 16).

In Habermasian terms, this suggests that the impulses on which the legislative and administrative apparatus acts rarely originate in communicative action between citizens in public spheres but rather in the ‘unofficial circulation of this unlegitimated power’ within national and transnational sites of political decision-making (Habermas 1996: 328). Writing about the European context, Brunkhorst alludes to the post-democratic predicament as

“the hegemony of the managerial mindset, and the reduction of politics to technocracy that today allows the political and economic elites to bypass and manipulate public opinion and democratically legitimated public law on both levels: the European as well as the respective national level. At the same time as it is growing legally, the public power of the people and its representative organs is more and more deprived of real power and replaced by grey networks of informal government”  (Brunkhorst 2014b, 46).     

According to Brunkhorst this ‘evolutionary process was performed under the lead of the managerial mindset of Europe’s political elites and professional experts’ (ibid). While this is certainly correct, it is also the case that this process has been driven by the concerted efforts of Europe’s transnational corporate elites since the 1980s, acting via powerful peak business organisations such as the European Roundtable of Industrialists, as extensively documented by van Apeldoorn (2000). The same argument, as discussed further below, applies to processes of economic constitutionalization at the international level as well. Before we turn to the illustrative case of the WTO TRIPS agreement however, this raises the question of whether the notion of the ‘managerial mindset’ is not perhaps assigned too much explanatory work. At times, it appears as a transhistorical force, assuming the quality of a deus ex machine in Brunkhorst’s account. But if it is indeed the case, as Brunkhorst maintains in his typically dialectical fashion, that the managerial mindset need not be normatively oriented towards serving dominant class interests, then the question arises: who are the concrete political actors relentlessly pushing it in that direction?

Beyond the private/public dichotomy

An attempt to answer this question necessitates a political sociology of corporate power and an account of the specific strategies and practices whereby large TNCs attempt to shape the international legal framework and construct a system of global rules in line with their interests (Danielsen 2005). In other words, the role of ‘private’ actors must be incorporated into an analysis of not only private international law but international public law as well, which far too often is seen as the preserve of states alone. One reason for this is that, historically, international law has been state-centric. Despite recent developments in international human rights and economic law, non-state entities such as TNCs do not as yet constitute clearly defined subjects of international public law (Duruigbo 2008). Nonetheless, the deeply problematic nature of the public-private distinction in liberal theories of international law was recognised by Wolfgang Friedman some four decades ago:

“International companies or cartels – though often controlling enormous assets and exercising vast powers not only over their members in different countries but over economic and political decisions of great magnitude – have been treated as institutions and arrangements of private law. In this field perhaps more than in any other, the unreality of any watertight distinction between ‘public’ and ‘private’ law… is becoming increasingly apparent” (Friedman 1957, 172).

Today, the distinction has clearly become even more empirically untenable. What is more, as Cutler (1997) argues, the public/private dichotomy effectively “operates ideologically to obscure the operation of private power in the global political economy” (Cutler 1997, 279) and the extent to which organised corporate interests have been able to shape the evolution of international public law in recent decades.

Indeed, in parallel to the Egalitarian Revolution and the constitutionalization of social and economic rights around the world, the post-1945 era has witnessed the emergence of an international legal and institutional framework which has greatly facilitated the growing importance of TNCs as political actors in global governance (Wilks 2013). Decision-making in core economic policy domains has shifted beyond Westphalian boundaries towards an institutional architecture consisting of international financial institutions and the WTO, elite clubs such as the G8/20 and the OECD, together with rather more opaque but important bodies like the World Banks’ International Center for the Settlement of Investment Disputes (ICSID). Alongside these institutions, various transnational elite policy planning forums have emerged such as the ERT, the World Economic Forum, and the Transatlantic Business Dialogue – key sites of power inhabited by factions of transnational political, economic, bureaucratic elites who operate with minimal publicity and, thus, accountability to wider publics.

At the same time, a complex web of international treaties from the General Agreement on Trade and Tariffs (GATT) to the WTO, plus thousands of bilateral and regional trade and investment agreements, has significantly enhanced the prerogatives of transnational capital and corporations in the global economy and imposed new legal and normative constraints on state behaviour. A prime example is the instrument of investor-state dispute settlement (ISDS) – a core feature of the international investment regime – which allows foreign investors to challenge a host state in international arbitration courts if they deem that their investments are being harmed by regulatory or legislative changes.[4] ISDS arbitration panels can override domestic courts, penalise states and award multi-billion compensations to investors. What is more, ISDS does not provide for an appeals process, proceedings and rulings are often kept confidential, while arbitration panels consist of elite lawyers trained in international investment law who normally work for corporate clients (Corporate Europe Observatory & Transnational Institute 2012). ISDS thus effectively constitutes a parallel international legal system “intended to shield the market from the intrusion of vulgar democratic politics” (Schneiderman 2001, 531). In other words, it embodies the ‘categorical imperative’ of the neoliberal constitutional mindset: “Give the judges what you have taken from the democratic legislator and the parliamentary controlled government!” (Brunkhorst 2014a, 444).

Yet, while the codification of second-generation human rights in the form of the International Labour Organisation (ILO) and the Universal Declaration of Human Rights (UDHR) is explored in considerable detail, an analysis of international economic law is comparatively sparse in Brunkhorst’s account. This seems particularly odd given the fact that international trade and investment law is supported by precisely those enforcement mechanisms – such as the WTO’s dispute settlement mechanism and ICSID – that are currently lacking in the case of the ILO or the UDHR.

Let us now briefly turn to the instructive case of the WTO TRIPS agreement, the origins of which reveal much about the capacity of TNCs to translate private interests into public law.

TRIPS: A quiet revolution in international economic law  

As Susan Sell argues in her authoritative account, the WTO agreement represents “a stunning triumph of the private sector in making global IP rules and in enlisting states and international organizations to support them” (Sell 2003, 163). In brief, the origins of the agreement lie in the concerted agency of a small number of US-based corporate executives of some of the largest pharmaceutical, chemical and software corporations such as Pfizer, Merck, IBM and Monsanto, who were determined to globalize American intellectual property standards. With privileged access to trade policy-makers and by skilfully framing stronger intellectual property protection as a means to address the perceived loss of competitiveness of the US economy since the late 1970s, the corporate lobby was able to conscript the power of the American state to coerce developing countries into ever-stricter TRIPS standards by imposing trade sanctions for alleged violations of the intellectual property rights (IPRs) of US corporations.

The US-based lobby then engaged in a ‘massive consensus-building exercise’ to get their initially reluctant private sector counterparts and governments in the EU and Japan to endorse a binding treaty that would significantly expand IPRs around the world (Drahos & Braithwaite 2002, 116). The Union of Industrial and Employers’ Confederations of Europe (UNICE)[5] – ‘the key portal of European business influence’ in Brussels – together with influential organisations such as the European Federation of Pharmaceutical Manufacturers and Associations lobbied heavily to enlist the support of the European Commission and key EU member states (Drahos & Braithwaite 2002, 128). By the time the GATT Uruguay Round negotiations were in full swing in the late 1980s, the EU was fully committed to the TRIPS project (Pugatch 2004).

The ideological pre-condition for what became a radical expansion of the rights of intellectual property owners was to tie the protection of intellectual property to the wider project of creating a global ‘liberal trading order’ that ‘would place investors first’ (Drahos & Braithwaite 2002, 68). As Sell explains: “By wrapping themselves in the mantle of ‘property rights’ the private sector activists suggested that the rights they were claiming were somehow natural, unassailable, and automatically deserved” (2003, 51). Henceforth, violations of patents, trademarks, and copyrights were tantamount to piracy and expropriation and, given the massive rise in trade in knowledge goods, antithetical to the neoliberal vision of the global economy that was taking hold at the time. Once intellectual property was grafted onto the ‘free’ trade agenda – hence the term trade-related – the issue was simply how far the new regime would go in expanding those rights. Indeed, early drafts of what eventually became the TRIPS agreement were drafted by corporate-funded lawyers and, in the case of the United States, corporations “provided considerable legal support to the negotiating team” (May 2000, 82). Facing little organised opposition from civil society or the Global South (with the exception of India and Brazil), the corporate lobby ultimately “got 95 percent of what it wanted” (Sell 2003, 115).

The WTO agreement came into force in 1995. As Drahos and Braithwaite note, it marked “the beginning of a quiet revolution in the way that property rights in information were defined and enforced in an emerging global information economy” (Drahos & Braithwaite 2002, 19). In brief, the TRIPS agreement stipulates the minimum level of intellectual property protection that member states must enforce in domestic law, with significant implications for the creation, ownership, dissemination of, and access to, knowledge goods (May 2000). Most contentiously, WTO members must guarantee patent protection for a minimum of twenty years, including in the field of pharmaceuticals. During this period, patent-owners are effectively granted monopoly power. Consequently, “pharmaceutical patents, by design and function, increase the price of medicines to consumers” (Abbott 2002, 18). In the case of life-saving HIV treatment, this enabled pharmaceutical companies to charge more than US$10 000 per patient per year in the late 1990s, including in the poorest countries of the Global South. To fully appreciate the significance of the agreement for public health, we must recall that pharmaceutical products were not patentable in most developing countries prior to TRIPS, or only with significant limitations (Hoen 2009).[6] In India and Brazil, this allowed for the emergence of generic pharmaceutical industries which supply affordable medicines to the rest of the world. One major consequence of the new system has been to significantly diminish the policy space available to countries for promoting their knowledge-based industries and to limit their capacity to provide citizens with affordable essential medicines.

Intellectual property revolves around a delicate balance between private and public interests, that is, “between the private ownership of the fruits of intellectual labour and the social benefit of the distribution or useful ideas or knowledge” (May 2000, 10). The social contract between rights-holders (say, pharmaceutical corporations) and the rest of society is therefore maintained only if the benefits of, for example, developing medicines that extend or enhance the quality of life, outweigh the costs of temporary monopoly power. But, as many critical observers contend (Sell 2003; May 2000), the WTO agreement has shifted the balance between public and private interests decisively towards the latter. It has effectively created an international legal system for the transfer of rents from the Global South to the North or, more precisely, major American and European corporations who are the primary owners of intellectual property and the agreement’s erstwhile architects.

The WTO agreement was a project whose success lay in the ability of the private sector lobby to forge an elite consensus amongst a relatively small number of senior corporate executives and key policy-makers at different levels of global governance. For the senior executive of Pfizer, which spearheaded the campaign since the 1980s, this was about ‘influencing the public policy agenda and ultimately securing the right regulatory agenda’:

“Like the beat of a tom-tom, the message about intellectual property went out along the business networks to chambers of commerce, business councils, business committees, trade associations and peak business bodies. Progressively Pfizer executives…were able to enrol the support of [business] organizations for a trade-based approach to intellectual property. With every such enrolment the business power behind the case for such an approach became harder and harder for governments to resist” (Drahos & Braithwaite 2002, 69-70).

The campaign to establish the existing TRIPS regime thus occurred almost entirely outside the public sphere. The general public simply did not figure in the equation and the mass media played only a subsidiary role in the lobbying effort. Instead, the corporate lobby mobilised influential policy think-tanks like the Heritage Foundation and the American Enterprise Institute to disseminate pro-TRIPS messages within policy elite circles (Drahos & Braithwaite 2002, 70). The TRIPS project thus did not constitute a ‘normative learning process’ (Brunkhorst 2014a) in sociological terms, in so far as mass publics were almost entirely excluded from elite considerations. As international trade negotiations are conducted with minimal publicity, it is unlikely that many outside the insular trade policy arena were aware of the agreement’s existence, let alone its possible disastrous implications for the global poor (see below). Yet, although it occurred outside those momentous historical shifts that are the focus of Brunkhorst’s work, TRIPS is emblematic of how contemporary international economic law is made. It is a product of the ‘factual strength of privileged interests to assert themselves’ by circumventing the public sphere (Habermas 1996, 150) that characterises the exercise of political power under conditions of globalised post-democracy.

Conclusion

TNCs have become key actors in transnational class struggles and the dialectical interplay between the Kantian and managerial mindsets in recent decades, struggles whose outcomes steers the evolution of international law. Through the example of the ‘quiet’ legal revolution in international property rights law, I have tried to illustrate the importance of bringing the corporation into the centre of analysis.

The expansion of the rights of these largely unaccountable institutions is at the root of many emancipatory civil society struggles around the world, including those led by victims of corporate human rights abuses (Amnesty International 2014). Indeed, as Brunkhorst shows time and again, Kantian ideals of freedom, universal human rights, and political autonomy can be repressed but they can, and often do, “strike back against the law’s oppressive (and frequently effective) use as class justice” (Brunkhorst 2014a, 3). The global campaign for access to AIDS medicines is a case in point. At the turn of the millennium, a transnational network of NGOs, activists and ordinary citizens emerged to protest against the injustice of denying life-saving medicines to millions of people dying of HIV/AIDS. The campaign exposed that the high cost of these medicines was not an ineluctable, if regrettable, predicament of the social world. Rather, it was, at least in part, the product of the existing global patent regime and the pricing policies of pharmaceutical corporations which had succeeded in capturing the trade agendas of the most powerful economic blocs, and thus susceptible to political change. And although the WTO TRIPS agreement remains firmly in place and is, in fact, being expanded via various bilateral and plurilateral trade agreements (Sell 2011), the inherent tension between two rights enshrined in international law – the private rights of intellectual property-owners and the human right to health  – can no longer be effaced from public discourse. 

The WTO TRIPS agreement was one of the main grievances around which the alter-globalisation movement had coalesced in the late 1990s, a movement which has challenged the colonization of ever more spheres of social and political life by corporate capital. Most recently, a key arena of political struggle is the Transatlantic Trade and Investment Partnership (TTIP), currently being negotiated between the US and the EU. With potentially far-reaching and detrimental economic, social and environmental impacts, a growing civil society campaign in Europe is challenging the treaty’s substantive content and democratic illegitimacy. One of the most contentious clauses of the proposed agreement concerns ISDS. As Colin Crouch (2014) argues, TTIP is a thoroughly post-democratic treaty and what binds the campaigns against TRIPS and TTIP together is opposition to attempts by transnational elites to undo the ‘normative constraints’ of the Egalitarian Revolution – namely, the system of national and international laws designed to protect public health, workers, consumers and the biosphere from the (self-)destructive forces of unregulated markets dominated by concentrations of private power.

To conclude, if we accept that TNCs are perhaps the dominant institutions of the post-democratic era and demonstrably implicated in systemic violations of basic human rights, then no critical theory of legal revolutions – which Brunkhorst’s work has done so much to advance – can proceed without addressing the question of unaccountable corporate power, a force driving the hollowing-out of democratic systems, or whatever is left of them.

 

Learning Processes With Varying Outcomes

First of all, I have to thank my critics who have discussed my books Critical Theory of Legal Revolutions – Evolutionary Perspectives (= CLR) and Das doppelte Gesicht Europas – Zwischen Kapitalismus und Demokratie (EKD) from different points of view. I am again very surprised and honoured by the great variety of sound and brilliant critics, as was already the case with the two earlier published critical exchanges.[1] I begin with the criticisms of the legal revolutions book (I), followed by the criticisms of the Europe book, other papers on Europe, and parts of the last chapter of CLR (II).

I

(1) René Gabriëls objects in particular to the one-sidedly externalist explanation of the emergence of modern science in the seventeenth century as an effect of Protestantism. His point is that there are not only normative learning processes, but also cognitive learning processes that have path-disclosing and path-directing power. Gabriëls’s main objection is that I take cognitive learning processes only from an externalist perspective into account, thereby reducing it to the function of systemic adaptation. I do not think that I completely reduce cognitive learning processes to systemic adaptation. This is only partly true, because first, even if normative learning processes cannot be disentangled from our moral sensibilities, resentments and feelings (they are in fact indispensable for normative learning), I understand normative learning (and in particular the driving force of its presumed and always already ambivalent progress) cognitively as better insight, autonomy, universalization, enlightenment, rational will formation and decentering of egocentrism. These are all cognitive operations inherent to normative learning and the evolution of normative constraints.

Moreover, I understand normative progress as progress in the consciousness of freedom, relying on our growing ability to make our own history consciously and deliberatively. This is why I think that I do not (as Gabriëls assumes) exclude a “dialectical […] relationship between cognitive and normative learning processes”. On the contrary, I presuppose such a relationship.[2]

Nevertheless, I think that I have recognized in CLR that “collective learning processes get their strength from the way in which cognitive learning processes are intertwined with normative learning processes”. It is not only in the quote from my old essay on the exodus-story, where have I argued that normative learning processes deeply depend on cognitive learning processes, but also in CLR. Interpreting the exodus story, I refer in the old essay and in CLR to Jan Assmann’s recrediting thesis that “all power is drawn out of the relations between the people, and recredited entirely to the account of God.” (CLR 27). This thesis reflects upon a cognitive learning process that was triggered by the contradiction between the mythical theodicies of fortune with their implicit meritocratic philosophies of virtue and the poor, shabby and deeply unjust reality of brutal exploitation and imperial class rule of (mostly) unvirtuous aristocrats. The new religious world-views of the Axial Age enabled for the first time a radical criticism of the entire hierarchical society because (as Gabriëls quotes from my old essay) they in a way denaturalized injustice.[3] However, it is not accidental that this complete secular and ideology-critical reading of the old story stems not from biblical sources but from the Hegelian left of the nineteenth century (therefore I did not repeat it in CLR, even if I draw a short outline from Axial Age’s unleashing of negativity to the negative dialectic of the Frankfurt School (CLR 28-9)). The ideology-critical reading is convincing only because young Hegelian ideology critique marks the end and still is part and parcel of the world-historical process of religious rationalization. The young Marx’s statement that all critique begins with the critique of religion is the (or one of the presumable) end(s) and the (presumably) last part of a normative learning process that was primarily driven by religious motives – the belief in God’s love and the hope of ultimate salvation, which are not at all irrational motives.

The point of Assmann’s recrediting thesis is that withdrawing all power from the people, nobles and kings is possible only on the ground of the at once cognitive and normative learning process that led to the dualism of transcendence and immanence. The new transcendental world-view (that is common to all Eurasian religions and philosophies from the Axial Age) solved theoretical and practical (legitimation) problems of the mythical theodicies of fortune (and other contradictions and inconsistencies of mythical and magic thinking which came to the fore and became a problem only in a society of agrarian production and state-like organized political domination). The solution (and here I refer to Weber) was based on an idea and a method, which had a highly dynamic and reflexive, tremendous rationalizing and latently communicative power because both, the idea and the method, were cognitively much more rational (from a Western point of view) than everything invented earlier (in the Western World). The reflexive idea was to understand the entire universe as a kind of axiomatic system, which could be explained and ordered consistently through one single principle alone (called ‘God’, ‘nirvana’ or ‘idea’), and the method consisted in the imperative of getting rid of magic practices which then could be replaced by rational technical arrangements in the secular as well as in the profane sphere of society (Weber 1978, 512).

Second, the internal rationality of science plays an important role for all legal revolutions. There is no great legal revolution without a scientific paradigm shift, and I argue differently from Kuhn (see my reply to Cressman below) and with Gabriëls that these shifts of the scientific world-view are not beyond cognitive rationality. John of Salisbury’s functional theory of society is cognitively better, more rational, and scientifically more plausible than the political theory of the Norman Anonymous, and the same is true with Pufendorf in comparison with Alanus, Kant in comparison with Vittoria, and Kelsen in comparison with Carl Schmitt.

However, Gabriëls is right that I see scientific progress in close relation with religious rationalization, but I did not want to deny that there is an autonomous cognitive, especially scientific, learning process. I shall make this point more clearly in the future. There was always a profane sphere besides the sacral sphere because people had to survive through cooperative labour and the use of instruments. That’s one of the many reasons why I am a Marxist. As we can see from the legal revolutions, even in the course of its functional differentiation scientific cognitivism, legal positivism, and religious and philosophical normativism often reinforce each other (and I discuss the reciprocal influence between probabilistic-empiricist and experimental scientists such as Boyle and the new historical common law lawyers such as Matthew Hale; see CLR 169-73). They often contradict one another (as do the objectively and cognitively ‘counterrevolutionary’ Hobbes and the objectively ‘revolutionary’ Jurists such as Hale, Selden and Coke – to take it with a pinch of salt). I do not intend to ‘obscure’ with what Gabriëls quotes from CLR the ‘scientific revolution by the protestant revolution’, but I think that there are internal relations between scientific progress and belief in sixteenth and seventeenth-century Calvinist countries.

On the contrary, I presuppose and argue (again) with Weber that the protestant religious rationalization was a great step of disenchantment that triggered all forces of autonomous scientific rationality, which soon became a counter-religious power, mighty enough to support strongly the even more radical criticism of religion performed throughout the eighteenth, nineteenth and early twentieth centuries (as I show in the chapter on the Atlantic Revolution). As I understand Weber, religion (1) from the very beginning of its archaic evolution cannot avoid becoming a power of rationalization, disenchantment and secularization, which is not less powerful than the rationalizing power of the profane sphere. But (2) the process of religious rationalization cannot be slowed down, and finally it leads to a self-destruction of religious world-views, and that is why we live after the time of the world-view(Heidegger 1972). The self-destructive forces from within still seem stronger than the forces that attack religion from the outside (today’s religious fundamentalism can be the endgame, but also could become a renewal and further step in the process of religious rationalization, such as protestant fundamentalism in the sixteenth century).

Therefore, seen retrospectively, it is no wonder that the Protestant Revolution was the last Christian revolution in the course of the great legal revolutions. Protestantism disenchanted this world so much that it enabled deeply protestant scientists to make everything (even religious beliefs) a subject of religiously neutralized research that was completely compatible with their religious belief, because the latter was already reduced to a powerful but silent, individualized, and unanswerable belief (sola fide). Therefore, the protestant lawyers in England of the seventeenth century could reform the legal procedures completely according to modern scientific standards (and that of the Foucaultian microphysics of power), which still are our standards in the same way as the experimental method from the seventeenth century is still the method of micro-physics (or physics). As far as the last base of religion in this world is sola fide, and only if the point of no return in a criminal court is reached (when there is no longer any reasonable doubt based on rational, scientifically-backed proof), the judge, before he decides over life and death, prays alone, asking a God who refuses to give any hint of what to do. However, the English Calvinists were not such solipsistic and isolated individuals as Weber thought because they had already discovered the scientific community, therefore the judge also recalls all living and dead judges and the whole history of judgment in the same way as the scientist appeals to the present and the universe of all his fellow scientists to come to a last judgment on his experimental results (CLR 192-198).

When I read what Gabriëls writes about the dispute between the (‘counter-revolutionary’) Aristotelian Hobbes and the (‘revolutionary’) proto-pragmatist experimentalist Boyle, I had the impression that this was just what I wanted and tried to say about the progressivism of the English scientists, jurists and theologians which consisted in all three branches in methodological thinking, experimentalism and the construction of an internal relation between probable truth, experiments and discussions within a scientific, juridical, national, religious and universal community.

So far I think I can defend myself against Gabriëls’s objections, but his trump card is that I do not take sufficient account of the co-evolution of normative and cognitive (scientific) constraints of evolutionary and functionalist adaptation, which are independent of one another. Against Gabriëls I would insist with Weber and Merton that the autonomy and functional differentiation of science was religiously motivated and reaches far back to the age of the Papal Revolution, even if it was completed only by the Protestant Revolution. I hope that I have “recognized the semiotic of the air pump”, but I think (and here Gabriëls and I differ) that it was enabled by religiously motivated agency.

However, I now think that the introduction of an independent category of cognitive constraints is a good idea for enriching the profile and strengthening my categorical framework, even if I do only try to develop a theory of the evolution of constitutional law and not of society as a whole. However, once the functional differentiation of science is completed it becomes an autonomous force of enlightenment, emancipation and progress, which must be taken into account for the rational and empirical reconstruction of legal and other revolutionary changes. There are also from the beginning of human societies independent cognitive constraints, which belong to the already differentiated and profane necessities of survival. They are due first to the necessity of systemic adaptation to the environment (systemic constraints) but also to the independent and cognitively steered evolution of technique and technologies. Gabriëls is right: “Cognitive constraints refer to limits set by broadly accepted truth claims. Just as normative constraints they can be direction givers of the social evolution”. However, the driving force of technical and cognitive evolution up to the threshold of modern science is religious (and metaphysical) rationalization.

(2) Darryl Cressman begins with a very illuminating comparison of my theory of modern legal revolutions with Thomas Kuhn’s famous book on the structure of scientific revolutions.

(a) Kuhn. When I read Kuhn’s book in the early 1970s and followed the then heated debate, I was very fascinated with his new ideas of scientific change. Even if I didn’t buy his relativistic and empiricist explanation of change, I strongly was in favour of Kuhn in his famous debate with the (very dogmatic) Popper-school of “critical rationalism”. When I wrote the book I often thought about Kuhn, and the attempts of people like Lakatos, Apel, and others to reconcile Kuhn with an idea of scientific progress that can be rationally reconstructed.

Actually, there is a close connection between scientific and legal revolutions. Cressman speaks of “affinities”, and he is right. Throughout the book I refer several times to Kuhn but do not make much explicit use of the specific structure of scientific revolutions.[4] However, Cressman is right, it makes sense to compare the structure of legal with the structure of scientific revolutions.

First of all, scientific revolutions are part and parcel of the four great legal revolutions, which I represent in my book. The earliest awakening of modern law in the course of the Papal Revolution was directly related to the invention of law as an academic discipline. This and all the following revolutions did not only invent a new law but also a new scientific representation, philosophical foundation, and methodological performance of the new law. They all invented a new paradigm of law, new research programmes, and a new disciplinary matrix for the performance of normal legal science.

Moreover, the revolutionary invention of a new legal science is regularly embedded in a series of scientific revolutions, which I discuss briefly in my book, in particular under the specific headings 1 Ratchet effect, 2 The immanence of transcendence, and 3 Modernism (CLR 95-110, 151-174, 240-250, 326-357). They reappear in all four chapters on the Papal, the Protestant, the Atlantic, and the Egalitarian Revolution. The Papal revolution, for example, is accompanied by a paradigm shift in political and social theory from hagiographic political theology (Norman Anonymous) to a first version of functionalistic sociology (John of Salisbury). Hagiographic political theology was transcended, as was moreover the highly rationalized Aristotelian paradigm of political theory (CLR 95-98). There is a similar paradigm shift from ‘knowledge for the sake of faith’ to ‘knowledge for the sake of knowledge’ in theology and philosophy (CLR 105-107), together with a radical, post-Augustinian reinterpretation of the doctrine of incarnation (CLR 99-102). During the Protestant Revolution the methodological foundation and new invention of common law was an important first step from the history of salvation to history as science (historicization). The reconstruction of the whole method of common law in the light of the great scientific revolutions in physics and chemistry in the age of the English Revolution clearly can be described as a scientific revolution (CLR 167-174). There was also a paradigm-shift in the public law of the confessional state, and in natural law theory (CLR 151-155). The same is true with the following revolutions, for example the conceptual inventions of constitutionalism and popular sovereignty caused a revolution in legal and political theory in the time of the Atlantic Revolution (CLR 20-23), and the radical critique of dualism throughout the twentieth century caused revolutions in philosophy and legal theory which strongly influenced the revolutionary turn of the century to egalitarianism (CLR 339-357).

Second, in a similar way to Kuhn, I analyse legal revolutions as evolutionary events, and as Kuhn does I combine neo- and post-Darwinist theories of rapid, catalytic, and revolutionary change with orthodox Darwinist theory of gradual change by natural, cultural and social selection.[5] Kuhn systematically combines gradual and rapid change, normal and revolutionary science, adaptation through natural selection and poorly adapted catalytic punctuation. In fact, there are many parallels between Structure of Scientific Revolutions and CLR, and Cressman has quoted a striking example from my reconstruction of the Atlantic Revolution that fits nicely with Kuhn’s evolutionary schema of “paradigm → normal science → anomalies → crisis → revolution → new paradigm”. However, differently to Kuhn’s sceptical account of scientific progress, I try to interpret gradual change in scientific, legal, philosophical and general public discourses as progressive learning processes, in particular if they lead to one of the great legal revolutions. There is still enough continuity in revolutionary punctuations to reconstruct the evolution of modern law as a kind of ‘moral progress’ (Kant), at least counterfactually –counter-factuality is an important and indispensable aspect of social reality. Therefore, as Cressman assumes, I do not agree with Kuhn’s famous incommensurability thesis, and in particular the notion of evolutionary universals (which I borrow from Parsons) opposes incommensurability.

(b) Dialectic of enlightenment. However, the provisional and fragile orientation towards progress does not mean, as Cressman rightly mentions, that the dialectic of enlightenment does not often jeopardize and destroy all advances of evolutionary and revolutionary learning (as I try to show throughout the book, summarized in the four sub-chapters on dialectic of enlightenment). Reason is not only a contingent product of the evolution, but can become extinct at any time through evolutionary contingency. I will come back to this point a couple of times below.

(c) Law and media. Now to the more controversial and critical points on media technology. The book focuses on law, mindsets and normative learning processes, and therefore media evolution and revolutions are not at the centre of my theory. However, I consider Cressman’s dualistic opposition between the presumably “immaterial objects” of “rights, norms, emancipation, managerial and Kantian mindsets”, and the “material objects” of technology, and in particular dissemination media, highly problematic. Instead, I do not only extensively represent the twentieth-century critique of dualism, I also celebrate and follow this main direction of modern thinking. I do not understand rights, norms and mindsets as immaterial objects. They exist only within material practices, moves of physically present bodies, performed speech acts, expressive gestures, on printed letters, in sound waves channelled by architecture, and they are embodied in institutions which exist in space and time.

On this assumption I agree that dissemination media have a close and internal relation to the great legal revolutions. Just taken as technical means, they are neutral. The printing press can be used communicatively (as in Europe) or not (as in China where it was invented even earlier than in Europe). However, once they are communicatively used they are no longer just neutral, as Cressman insists. The internet can be used in an acclamatory way, reinforcing a Schmittian acclamatory ‘democracy’, such as exists prevalently in Facebook – or in a much more discursive way, reinforcing deliberative democracy. The latter seems to be the way it is used by the start-up web Plag (Küchemann 2016). It seems that the difference between acclamatory and discursive modes of communication is not only due to the different use of the same technical means of communication, but is also due to the programming and technical design of the web. Therefore I agree with Cressman that the democratization of the internet (and other dissemination media) is not just external, but is also (in a way) internal to its technology.

Cressman’s further suggestions are essential for an evolutionary theory of law and legal revolutions. However, I do not agree with the more or less causal or world-disclosing thesis of Harold Inis and other media theorists that “media of communication are everything” – and complementarily, I do not say “that law is everything”.[6] On the contrary, I would argue that law, mindsets, world-views, technologies, and media of dissemination or functional steering media (money and power) are different points of significance on one and the same map of modern societies. Therefore I argue that media revolutions are as important for the great legal revolutions as scientific revolutions. Maybe I should have said that more explicitly and more extensively…[7] Let me briefly mention three examples illustrating the point that media as material objects are indispensable for my evolutionary approach:

First, I emphasize the catastrophic consequences of the communicative use of writing for egalitarian hunter-gatherer societies, because I wanted to make clear that from the beginning the introduction of new media does not only enable enlightenment’s progress (which they do), but also enlightenment’s dark side. I call the invention of writing as a new medium of communication the “original sin” and the origin of the “catastrophe of modernity”, because writing and reading is a “twofold sword”. Although it is true that ‘alphabetization is emancipation’ one can also agree with Levi-Strauss that “the primary function of writing” consists in facilitating “the enslavement of other human beings” (CLR  24-25). Therefore, nothing prevents the three great evolutionary advances of new media (writing, printing, electronic media) from becoming technologies of domination.

Second, even if I neglect the importance of parchment for the dissemination of the Codex Justinianum, I underline the importance of other new media of dissemination for the acceleration of innovation and communication in the course of the Papal Revolution. New public places were designed where speakers could reach ever bigger masses of people, and could spread their messages inside and outside the churches, and the new universities and university cities. Church architecture for the first time was designed for mass audiences. Churches and cathedrals, which were built rapidly in the same international style all over Europe, functioned as material intersections of communicative reference and generalization of the new world-view – in the same way as the railways in the nineteenth century functioned as a means of communication. For the first time literati wrote for a mass audience of the illiterate, and already used all modern techniques of modern intellectual and revolutionary agitation and polemics to disseminate their ideas in ever shorter time all over Europe, later supported by woodblock printing and other technical and organizational innovations (CLR 104-108). In sum, I argue that the revolution is grounded in a structural transformation of the public sphere (CLR 107 and 112).

Third, Cressman rightly mentions that I see a close and internal relation between the Protestant Revolution and the first great wave of communicative use of the printing press. However, I again do not underestimate the negative dialectic of this great and deeply ambivalent invention, even if I should have made that more explicit here. Actually, the Protestants were the carriers of the new media, but this enabled their Princes to impose their own confession on their subjects, together with a new disciplinary regime, and an organization of domination that was more effective than ever before (CLR 175 and 223-224). Moreover, the printing-press also enabled the establishment of the first common European racist identity during the wars against the Turks, and it was a racist identity (CLR 213), and it also enabled a little later the Bank of England to print money, and to organize the first great push to global imperialism together with the new (state-like) colonial companies (CLR 201 and 217-218).

Anyway, even if media-theory and history do not explain everything (that would be bad metaphysics), Cressman is right, much more media-theory and history is needed for the further development of the evolutionary theory of law and legal revolutions.

(3) Matthew Hoye makes a very important critical point. Taking up basic concepts of my theory such as ratchet effect and normative constraint, Hoye uses the (narrower) concept of ‘ratchet effect’ in the same way as I use (the broader concept) of ‘normative constraints’. This is fine as long as the respective meanings are clear.[8] Moreover, Hoye points to another dimension of the dialectic of enlightenment that is repressed in my book.

(a) Ratcheting up vs. Ratcheting down. The ratchet (or constraint) functions as a kind of barrier against regression to earlier stages of moral and legal insight of social groups and individual human beings. In this case, the ratchet effect causes a ‘ratcheting up of the Kantian mindset’. In 1798, nine years after the outbreak of the French Revolution, Kant has called it “the human race’s continually progressing and improving in relation to its present level of moral attainment” (Kant 1970, 178). Once such moral progress “has taken place in human history”, it “can never be forgotten”, even if the revolution is “filled with miseries and atrocities”, and finally “fails” (Kant 1979, 182 and 184) However, Hoye argues that the “ratcheting up of the Kantian mindset has a ratcheting down effect on revolutionary memory”. His “concern is that under the aegis of Kantian universals that cannot be forgotten there is a whole world of other universals that have been forgotten or exterminated.”[9]

This is a very strong point, and Hoye presents a long list of charges. The Protestant Revolution has ratcheted down the memory of independent republican city-states. The Atlantic Revolution has ratcheted down slavery that has survived until these days (as sex slavery and in many other forms of slave labour) but has been expropriated even of the legal name of slavery.[10] The few survivors of the mass annihilation of the indigenous populations in North America have been expropriated even from their own oral cultures. Nearly everywhere in the world the memory of the Aboriginal mindset that is neither Kantian nor managerial has been exterminated together with the slaughtering of its peoples in the course of the Atlantic and the Egalitarian Revolutions (when affirmative action was white, at least in America) (Katznelson 2005).[11] The same seems to be true of the ‘inconceivability’ of the Holocaust within the Kantian/managerial framework of the Western legal tradition. However, when it comes to the “slaughter of 10 Million Congolese” at the end of the nineteenth century, “for Arendt, this was not a holocaust, it was a war of all against all, a mere footnote”.

(b) The path of the Kantian mindset. Even if in the latter case “Brunkhorst takes exactly the opposite approach”, and even if, as Hoye rightly states, I do not neglect the series of Caribbean revolutions and slave revolts, and the extermination of the indigenous Americans that was reinforced by the revolutionary establishment of the US-Constitution, Hoye’s argument digs conceptually deeper, and calls into question “the general evolutionary path-dependency thesis”. In this respect it seems that the evolutionary theory of legal revolutions involuntarily sits in the same boat as the anti-evolutionary Hannah Arendt “who is a wonderful exponent of the Kantian mindset, and it is exactly this mindset that sustains her failure to account for the humanity of the Congolese.”

I disagree for several reasons. First of all, I am not a Kantian but do follow the Left-Hegelian (or Hegelian-Marxist) track of evolutionary theory. Therefore, I understand Kantian moral universalism (in particular categories as ‘autonomy’, ‘popular sovereignty’ and ‘representative government’) with Martti Koskenniemi as mindsets, and that means as a bundle of social practices with a background of common knowledge and institutional settings. Moreover, I understand the Kantian and other evolutionary universals (‘bureaucracy’ is also an evolutionary universal that is not ‘Kantian’ but ‘managerial’) as Hegelian existing concepts, and the existing concepts as existing contradictions (CLR 309, 411-412, 464). They exist out there in the same social reality as the observing evolutionary theory.

(c) The existing contradiction of modern law. Modern law is a paradigmatic case because – as I see it now (and this is a further explication of what I have already done in CLR) – it is not a closed conceptual system of semantic antinomies between private and social, or private and political rights within the same (bourgeois) legal form of subjective rights[12], but an open system of pragmatic (dialogically structured) contradictions between unrestricted, even law-transcending universal emancipatory claims, and repressive functions of domination. This implies an evolutionary thesis on the historical origin of modern law that contradicts the mainstream assumption that modern law is a mere product of secularization. In the latter reading it originates in early modernity (frühe Neuzeit) together with absolutism, the functional differentiation of the political system (national state-formation), religious tolerance, and the ideas of Ockham, Thomas Hobbes, and (arguably, maybe controversially) Machiavelli. This grand narrative is conceptually completed only in the age of the French Revolution by liberal legal philosophy (from Locke and Kant to Hegel, Constant and Guizot, including Marx, Tocqueville, Mills and many others).[13] In my alternative reading – motivated originally by the work of Harold Berman – modern law begins with the pre-secular (and pre-confessional) dialectical integration of a universal religious law of egalitarian salvation (‘Kantian mindset’) with old Roman civic law that was a law of functional coordination of the ruling classes of the empire, resulting in the stabilization and improvement of the power of oppression (‘managerial mindset’).[14] This dialectical synthesis was at the origin of modern law.[15] It reveals the existing contradiction between repressive immanence and emancipatory transcendence of the existing (including the existing legal form). It is not the final product of one single revolutionary transformation but the beginning of an open series of great legal revolutions.

If this highly controversial reconstruction of the revolutionary evolution of modern law is right, it has the important implication that modern law has an inbuilt revolutionary structure. If modern law is the existing contradiction of repressive immanence and emancipatory transcendence, then the existing form of law can be transcended by (reformist or revolutionary) political action. This transcendence from within and back to this world has been secularized since the eighteenth century, but still lives from the (utopian) religious heritage, at least partly. It is the openness of modern law for the utopian potential of its religious past that can also transcend the ‘aegis of Kantian universals’, and even the modern form of law from within the modern form of law (CLR 1, 208 and 338). Therefore, it is my thesis that the existing contradiction of modern law has the transcending utopian potential to overcome the repression and exclusion even of the aboriginal mindsets that (presumably) is due to the Kantian mindset of modern law.[16]

That means, that the inconceivable can be made conceivable not only by identity thinking (Adorno’s identifizierendes Denken), but also if one goes beyond the Kantian mindset by taking the non-identical as seriously as Adorno did in Dialectic of Enlightenment, in Negative Dialectic, and in Aesthetic Theory, which all are concerned with the inconceivability of the Holocaust. The same is true for works of art like Peter Weiss’s Ästhetik des Widerstands, Beckett’s Endgame and Adorno’s interpretation (that has become part of it), or Claude Lanzmann’s Shoa. Finally, the memory of the Holocaust became part and parcel of the emerging global collective consciousness. This can be taken as a successful – however fragile – learning process of the world society that changes our traditional political categories and the traditional constellation of the Kantian and managerial mindset (see with reference to the ‘non-identical’: CLR, 339, 341 and 343).

(d) Geschichtszeichen. There is another small but crucial difference to Kant’s use of Geschichtszeichen (sign of history). Whereas Kant seems to think that moral progress, once it “has taken place in human history” it “can never be forgotten”, I think Kant means ‘never’ literally in the sense of “as long as mankind or any kind of cultural memory exists” (Kant still supposed mankind immortal). Differently to Kant, I assume that even the Kantian mindset, any evolutionary universal, and any revolutionary idea, are historical entities in time and space, and so is memory. The Kantian universals can be “forgotten, repressed and deleted” any time (CLR 467). Manipulation, drugs, Wittgensteinian ‘Abrichtung’ to the language game of contemporary neuro-science, and genetic design can be successful. Even the evolutionary emergence of reason is contingent, because reason can also collapse and vanish in the middle of the course of the socio-cultural evolution of mankind, and language use can lose its Habermasian validity claims.

Therefore moral progress that has reached the Kantian level of the French Revolution, can also be devaluated and relativized by later (probably better) insights, due to further learning processes, which show us that there is no final solution of all moral and legal problems as in Kant’s peremtorischem Rechtszustand (eternal state of law). There is no peremtorischer Rechtszustand, all state of law is provisorisch (provisional and experimental). The same is true of the direction of progress. We can learn that progress has many directions, or even that there is no progress. That’s why we discuss it today so vehemently. Current post-colonial discourses on slavery and the rewriting and reinterpretation of American history in the light of slavery (Horne 2015), as well as the discourse on the repression of the legal memory of present forms of slavery, are already part of an inclusive learning process that makes Hoye’s objections to the Kantian mindset a major subject of discussion (and Hoye is part of it, is performing it). This discussion depends on the successful distinction that the participants themselves draw between the force of Foucaultian discursive power techniques, and the Habermasian forceless force of the better argument.

(e) Normative constraints must not be identified with any legal text book or existing constitutional law. Normative constraints are existing concepts but they exist on the more abstract level of constitutional principles. They are common to, and at the core of, all constitutional law of a given evolutionary formation of society. They are a kind of normative deep structure that constrains, enables, shapes and directs a specific path in particular of the legal evolution, but also of related political orientations, cultural knowledge and economic interest formations. They direct the evolution towards a specific path, but the direction can be changed by learning and insight, by the power of ideal and material (class and group) interests, by overwhelming environmental complexity and other contingent occurrences. Normative constraints limit and direct the path of evolution but do not determine it. Normative constraints are normative, and norms can be broken and changed much easier than the scientific laws of physics (which probably are also historical but much more stable). Normative constraints are like embankments that channel a river, however the flood of prevailing interests, power discourses, struggles for cultural hegemony and better or worse arguments, accidents, chance, steadily growing amounts of puzzle solving, adaptation and socio-cultural learning can cause a rising water-level to quickly (‘revolutionary’, ‘Kantian’) or slowly (‘incremental’, ‘managerial’) break through the embankments and open the way for change – for better or worse. The republican city has been discounted as an alternative to state-power during the last 500 years, and republicanism has become a great academic industry of nostalgia, but evolution, blind or enlightened, can bring it back any time, by chance as well as by plan, supported by nostalgia.

(4) Willem Schinkel is not only a Luhmannian leftist, but also a Luhmannian hardliner.[17] The basic idea of my book, to combine evolutionary theory with normativity, is self-contradictory, he argues. You cannot have the cake and eat it. If you eat the cake of normativity that forbids you all sweet fruits, you must consume all normativity, and if you want to keep it, you must submit to the law of the Lord. Systems theory’s protestant polytheism is unavoidable: “We shall set to work and meet the “demands of the day”, in human relations as well as in our profession. This, however, is plain and simple, if each finds and obeys the demon that holds the fibers of his very life.” (Gerth and C. Wright Mills 1946, 129-156 and 156). [18]

Therefore, “having the cake and eat it is […] a paradox” – but a paradox, Schinkel rightly adds, “is a very Luhmannian figure of thought.”  Once an actor observes a paradox, he or she tries to ‘de-paradox’ (entparadoxieren) it, for example by ‘temporalization’ (Temporalisierung), and that means, first (t1) to identify what the problem is (a paradox), and then (t2) to try to find ways out of the paradox, hence to ‘solve it’ (to de-paradox it) (Luhmann 1990a, 98). The process that leads from t1 to t2 is a cognitive learning process.[19] The point is that this learning process cannot be restricted to the special code of the system, because it connects the system with its environment. At the beginning of the systemic learning is an increase of variation caused by processes of learning, which are external to the system. In the case of the social and cultural evolution of talking animals this connection between system and environment cannot be explained by structural coupling that connects only systems, which are self-referentially closed against one another. Whereas structural coupling can explain the connection of my knee with gravity through the medium of gravitational waves alone, the connection of psychic systems of consciousness with the communicative systems of society through language cannot be explained by structural coupling alone. I tried to show in my book that we have to go beyond the structural coupling of law and politics if we want to understand and explain the social genealogy of modern constitutions.

My concern here is that the collective cognitive learning process is not – as Luhmannians see it – only due to an internal construction of the respective social system with an environment that is just white noise that irritates the system. On the contrary, the white noise outside the system is already the product of another learning process of people who are living in the environment of the system. These peoples are not living in systems, which only connect their communicative operations, but as bodies with tongues and teeth in a world that is always already understood by performing instrumental and communicative practices. It is not only systems that exist, as Luhmann says, but also environments, and for the people living in them these are their social lifeworlds. Learning processes, which are triggered by social actions and practices in the system’s environment, are not mere constructions of the system alone, and therefore, the system does not just construct the irritation as a paradox but must reconstruct it from processes of communicative understanding that have already occurred in the system’s environment. The reconstruction translates the environmental language into the special language of the system. For reasons of self-preservation the system can close its ears, and abstract from the social origins of the irritating white noise in its environment, but it must not. It can also listen to the communication of the people in the environment, as can the people also do. They can learn to understand the systemic abstraction because it is an abstraction from the same social reality which they experience in their everyday praxis.

Recently political elites in Germany have learned (in particular cognitively and instrumentally) to understand themselves in abstract terms of systems theory. They talk no longer about people (Volk) and state (Staat) as they did until the end of the 1960s, they now refer to themselves as Gesellschaft (society), and they draw a distinction between system and environment when they refer to their environment as the Menschen draußen im Lande (the people out there in the country). However, not only professional elites, also the people are learning animals in instrumental and normative concerns. They also can learn to understand themselves as a Gesellschaft that no longer is just fixed to stay forever as Volk and Staat. Such a fixation can become a serious learning blockage as we can see (evidently, but not exclusively) in cases of new far right movements such as the Tea-Party, now the entire G.O.P., AfD, Pegida, Front National, and so on. Learning might be successful or unsuccessful, but it is unavoidable anyway. People learn in particular from conflicts, as for example with a bureaucratic system. They can insist to be heard, can fight for a change of the system’s programmes, or for a partial or total repeal of the code. As a result, everything could continue as always. Systems such as the political system are hardly impenetrable realities. However, sometimes recalcitrant protest and resistance can lead to a reflexive learning within systems, to change not only their programmes but also their codes, and the modes of differentiation between system and environment. Depending on the special case, intelligent or stupid, morally bearable or morally unbearable differentiation could be revised and combined with intelligent or stupid, morally bearable or morally unbearable de-differentiation.

Let me take an example from Luhmann’s lectures. A sociologist, who (as a closed system) is working in a train with her computer, suddenly is irritated by a bothering kind of white noise. She cannot resist directing her attention to that noise because it comes from people talking in her environment, and talking is a noise that is (as Luhmann rightly remarks) extremely irresistible. With a lot of training (or two earplugs) the working sociologist can learn to close her ears, and to preserve the working structure of her own psychic system. However, she also could learn reflexively (via first-, second-, third-order observer positions) from the irritating talk, that this might be a good example for her next class (as Luhmann did, and he took it as an example for structural coupling of psychic and social systems). However, to observe this specific level of white noise as irresistible, the observer must already have understood what the people were saying, what they were talking about, or that it was an incomprehensible foreign language she had to listen to, but a language that she could not resist to try to understand. Thus, before systems understand systems (Luhmann 1985, 72-117) people must understand each other. Only because this is possibly prior to any formation of a social system the sociologist in the train could also listen and talk with the irritating chatterers. However, to do that she had to switch from the observer’s to the participant’s perspective where the forceless force of the better argument is effective, and this, finally, might lead her to a revision of systems theory, or even to a paradigm-shift to the Frankfurt school.

In fact, I think, it is not my theory of legal revolutions, but Luhmann’s systems theory that is deeply inconsistent, even if I must admit that Luhmann’s inconsistencies resulted in one of the most productive theoretical enterprises of the second half of the twentieth century. However, the basic inconsistency of systems theory, which I will explain now, finally limits the enormous explanatory power of that great theory. We can overcome these limits only by integrating systems theory’s explanatory power into a neo-marxist theory of social evolution that takes the social reality of normativity, learning and communicative reason seriously.

Let me make my basic objection as clear as possible. If systems are caused by external irritation to construct semantic paradoxes, they must (if they want it or not) reconstruct something that already irritates the actors in their environment. For the actors in the environment these irritations sometimes are experienced as pragmatic paradoxes (schizophrenic family communication), sometimes as resistant materials (‘nature’), cognitive dissonances, or scientific anomalies (fighting the malice of the object, coming under pressure of conflicting expectations, battling with a problem), sometimes as dialogical or social contradictions (opposing discourses, competing paradigms, social class struggles). What appears as a semantic paradox (with a temporalized logical solution) from within the system is already the logical reconstruction of a pragmatic contradiction that must be solved dialogically within the context of the social lifeworld. Luhmann himself admits this when he insists that in the course of the social evolution “all variation […] is contradiction as disagreement, that is, not in the logical sense of contradiction, but in the original dialogical sense.” (Luhmann 1997, 461) .The place of this dialogical disagreement which creates communicative variation is not the system but the lifeworld in its environment. If this is right, it implies that the construction of a semantic paradox within the system is always already the reconstruction of a pragmatic contradiction, and sometimes the contradiction is not just accidental (seen only from the narrow perspective of the system) but the result of a learning process of social groups, living in the system’s environment.

However, once he turns to the system’s second order observer’s perspective, Luhmann transforms all pragmatic contradictions, which are internal to the social reality, into semantic paradoxes, which are real only as ‘real-abstractions’ (Marx) within the artificial world of the functional system. This (finally) is the reason why “paradox is a very Luhmannian figure of thought”, as Schinkel states, but Luhmann’s one-sided idea of semantic paradoxes is not crucial and indispensable for the legal evolution and the legal revolutions of modern law. This is the paradox that ‘law is freedom’ (in Hegel’s famous definition law as Dasein des freien Willens). Luhmann mentions this paradox but has no use for it, and if my memory is not misleading me, it is the only paradox Luhmann mentions but does not use. He even characterizes the thesis that law is freedom as a ‘risky paradox’ (gewagt paradoxe These), which we should not elaborate on (Luhmann 1981, 45-104). Why? Because the social fact that law is freedom is an existing pragmatic contradiction that contradicts its reduction to an artificially constructed semantic paradox. Therefore, the systemic reconstruction of pragmatic contradictions is a real abstraction that presupposes the repression of its origin in the social lifeworld. In my book, I try – as Hegel and Luhmann would say – to ‘unfold’ not the logical paradox but the factual contradiction of law in the course of modern times (CLR 132-133), and this contradiction is based on normative and cognitive learning processes of conflicting social classes and groups.

It is finally for this reason that I cannot see why class-struggles and other structural social conflicts, which are emerging from the external environment, cannot cause evolutionary and revolutionary changes within the legal and other social systems. The class-conflict of capital and labour does not exist within the closed system of modern economy. Following Marx, for the sake of the argument, it originates from the social lifeworld of workers and capitalists, once the workers experience their social situation as subsumption of their living labour-force under the dead labour of capital. The workers, who make that experience within their social lifeworld, are not a system but a social group of human beings, which – as a result of normative and cognitive learning processes (Vester 1970). – is socially integrated as a social class that opposes in its ideal and material interest other social classes. An effect of such a process of social integration can be evolutionary (and sometimes revolutionary) change within the system of law, such as in the paradigmatic case of the political struggle over the legally limited working day that Marx describes in Capital. To have that effect, the workers have to organize themselves politically as public actors, as public voice, and as public campaigners who operate within the political system. The final success of their struggle consisted in parliamentary legislation that changed the structure – at least the programmes – of the economic and the social system.

Marx reconstructed this struggle in nineteenth-century England as progress from economic to political class struggle because it did not only change economic and social programmes but also the bourgeois-liberal codes of law and politics, which reduced the constitution to a strong weapon in the hand of the bourgeois class. Class struggle (external to the system) finally changed a functionally intelligent but morally unbearable differentiation of law and politics (that objectively, not so much intentionally, was designed to silence and exclude the voices from below) into a functionally intelligent, socially appropriate, and morally bearable combination of differentiation and de-differentiation of law and politics, which opened the systems for the voices from below. In this case the society learned from class-struggle and the accompanying irresistible noise of public discourse, that from the perspective of politics, law and public opinion, the complete functional partitioning of law from politics, and specialized political and legal discourses from diffuse public debate, was a mistake, a pathology, a source of critical legitimization problems. What might be good for the economic system must not be good for the political and the legal system. Modern societies have to remedy that by ‘democratic experimentalism’ (John Dewey).

Even the economic system is never completely cut off from the language of the lifeworld, (and is therefore also open to democratic experimentalism). Whereas the economic system internally reconstructs the external irritation as a semantic paradox that can be identified as a paradox of reflexive capital circulation, the social groups, which are external to the system, experience the same occurrence as a pragmatic contradiction between social classes. Because the internal language of ‘capital circulation’ and the external language of ‘subsumption of living under dead labour’ are referring to the same matter and the same social reality, system and environment have a common ground of understanding. System and environment – and I suppose, this is the basic conceptual mistake of Luhmann – are not separated in a dualistic way, such as the two different worlds of res cogitans and res extensa, or of the transcendental subject and its object. In fact, all functional systems are differentiations within the same world and the same social reality. Therefore, functional differentiation can be appropriately described as alienation of the system from the lifeworld, but not as creation of a categorically different reality which is integrated by a code or special language that cannot be translated into the language of the lifeworld, and vice versa.

It is not the Kantian mindset that is the First Mover, as Schinkel suggests, but Luhmann’s deeply problematic basic distinction of system and environment that is conceived as the (however paradoxically) beginning of everything. The distinction or the imperative ‘draw a distinction!’ (With all its reflexive paradoxes) is always already there, and it resembles strongly the Old-European dualisms of essence and appearance, transcendence and immanence, subject and object, that Luhmann has so strongly criticized over again, and rightly so.

The basic conceptual inconsistency of systems theory is not accidental, because with the right insight, which Husserl in his Cartesian Meditations “deconstructed transcendental philosophy by doing it” (Habermas), Luhmann concludes wrongly to drop intersubjectivity (and all its Old-European burdens such as truth, objectivity, reason and philosophy), and to stay with the self-reflexive subject, to generalize it to all self-referential processes of mechanical, living, social and technical systems, to replace subject with system, and to begin with the dualistic distinction of system and environment, which allows no internal connection, no translation and understanding, because it is constructed as a distinction without a common world. However, with this premise, Luhmann, with his very first conceptual move, begins evolutionary theory by destroying the continuum of evolution that makes evolutionary theory (as part of this continuum, as Luhmann rightly assumes) possible.

Fabio Almeida has recently shown that self-referential closure and so-called autopoiesis are possible only under the condition that earlier levels (e. g. chemical systems) of evolutionary advances are represented within the later system (e. g. living systems) as operations of the later system. What is true and indispensable for living and chemical systems (that ribosomes, which are chemical entities outside DNA, do ‘translate’ chemical information into the ‘language’ of living systems) is true and indispensable for psychic and social systems, that (for example) moral consideration of our consciousness (psychic system) is (and in this case literally) translated by use of colloquial language into the specialized language of social systems (Almeida 2014, 1-96; Brunkhorst 2016a). Through the communicative mediation of our moral consciousness with the professionally restricted code of the legal system, the legal system can learn not only cognitively (as Luhmann assumes), but also normatively (Brunkhorst 2016b).

When I use ‘cause’, I do not mean ‘cause’ in the sense of mono-causal relations or closed causal systems, as Schinkel assumes. I use ‘cause’ in a vague everyday meaning of this word, and I use it (depending on the context) sometimes in a singular (narrative) sense, sometimes in a structural sense. Even autopoietic systems (if they exist as autopoiesis) are closed only with respect to their internal operations, but depend on external noise, irritation, energy and so on – already within the orthodox Lumannian theory. This dependence is an important kind of causal pressure, which sometimes comes as ‘normative pressure’ (von Wright) and urges the system to decide and to do something. It is causal, even if it does not determine or steer the way the system reacts on it, but it causes reaction (including the decision not to react) in the same way as my question ‘Is it raining?’ causes your answer but does not determine it. As I describe it again and again in the context of the four revolutionary transformations, class- (and other structural) conflicts are struggles over material and ideal social group interests. They sometimes lead to more or less planned and intended actions, such as the foundation of courts, the establishment of treaties, the invention of new constitutional regimes, and the foundation of law schools and universities. These planned cooperative actions again can (and often do) cause the unplanned functional differentiation of a complex, autonomous, cognitively closed, secular and morally neutralized legal system, which transcends the ideological horizon of understanding of its founders (see e. g. CLR130-131, 140-141, 166, 212-222). But this does not mean that once functional differentiation works, plans, ideas and intentions have become lip services  (‘Machbarkeitsillusionen’, ‘feierliche Erklärungen und Gesänge,’) (Luhmann 1990b) and class-struggle comes to an end in legitimation through procedure (Luhmann 1983). The dialectical relation of class-struggles on the one side (originating in normative learning processes) and systems-formation on the other, does not come to a standstill, and the relations of power remain reversible: “Baxter’s saints wanted a religious republic of universalized and laicized pastoral power, and they implemented the confessional state wherever they came to power. But ultimately they got an autopoietic machinery of secular police power that was blind to the damage it caused in the lifeworld of Baxter’s saints, and that was blind to their religious feelings, their moral convictions and legal claims. Nobody had expected, planned or wished such a real abstract functional machinery. But suddenly the machine was there. And the people had to cope with it, whether they wanted to or not. However, from now on […] the class interests of the wielders of coercive state power and the class interests of the people became more and more incompatible. Functional differentiation of political power had caused the social difference between these two classes. The entanglement of political class rule and functional differentiation of politics lead to the subsumption of the living power of the people under the dead power of the bureaucratic state. The state wanted to consume the money of its subjects and the living bodies of their sons for war, forced labour, administration and Polizey – but the people wanted to keep both their money and their sons. Coercive state power and Protestantism taught them to obey the Obrigkeit that erected a new disciplinary regime, transformed welfare into workfare and covered the gap between the contradictory class interests for a while, but could never resolve them.” (CLR 230).

(5) Ludek Stavinoha indicates the “conspicuous absence” of the “the global firm”, the dramatic “expansion of corporate power” and “modern business” in the last chapter of CLR and in my essays on the European crisis, and rightly so. The absence of “the concrete political actors” leads to an ignorance of the most important reasons of all the phenomena of technocracy, which I describe. Indeed, global firms and corporations are not just functionally well-differentiated economic entities but concrete political actors. So are the “concerted efforts of Europe’s transnational corporations” and their associations, the European and US-American treaty regimes and international institutions such as WTO, OECD, ERT, ICSID, TRIPS, ISDS, TTIP who “operate entirely outside the public sphere”, “circumventing” it in the name of “privileged interests”, and not to forget the many dispute-settlement bodies and courts who construct business corporations as bearers of subjective rights, and concretize these rights, and at the same time deny such rights to Trade Unions and NOG’s. The scandal that the biggest pharmaceutical corporations successfully fought for the safety of their intellectual property rights at the expense of millions of people in the Global South, who died because they had no access to affordable HIV treatment, is only the tip of the iceberg.

I agree, it is not the abstraction of the “transhistorical force […] of the managerial mindset” but the actions of these concrete political actors that must explain why in a specific historical constellation the abstraction of the managerial mindset trumps the Kantian mindset. Stavinoha is absolutely right that the explanatory power of CLR and my papers on the EU would increase once I take these concrete actors more into account, and I will try to correct this fault and integrate all the important hints which Stavinoha gives in his comment in my further publications on this subject.

In my defence, I can only say that first, it is not the managerial or Kantian mindset in itself that explains anything, but it is finally class-struggle and other struggles over structural conflicts which are the basic explanantia of CLR. I illustrate that throughout the book with many historical examples. Most of what Stavinoha points out is explanatory grist to my mill. However, it is a gross negligence that I haven’t focused on transnational corporations, and all the other important organizations and institutions, which are major weapons in the hands of the hegemonial states and the transnational ruling classes.[20] Germany, for example, has covered nearly the whole world with a dense network of bilateral investment protection through hegemonial dispute-settlement bodies. That’s the reason why they now probably will accept billions of losses in the one case they now could lose that is ‘Vattenfall vs. Germany’. The Germans need a reliable system of hegemonial dispute-settlements because they win all the other cases, and this way they can stabilize the hegemony of German investments all over the world.[21] However, also ‘Vattenfall vs. Germany’ shows that – to quote the motto of CLR again – the law, ‘established with insincere intentions […] can strike back’ (Friedrich Müller), even if in this case it is the rich who strike back against the rich.

Second, Stavinoha is (as I see it) absolutely right with what he says about private-public partnerships and the now endemic blurring of the differentiations between political and economic power, and between public and private law. I didn’t address the important (and mostly disastrous) role of private-public partnerships in the present in CLR because I was much more interested in the historical origins at the time of the Protestant Revolution, and the great Calvinist (in particular Dutch and British) innovations in corporation law, which enabled the formation of the first state-like and transnational private-public partnerships, such as the great East Indian Companies and all the other colonial companies that opened the bloody path of European imperialism (CLR 198-202, 234, 261-262, 420). Only in recent publications have I focused on the transnational destruction of public law by hegemonial private- and civil law that leads me to a much gloomier picture of global constitutionalism which could finally result in a modernized return of the old roman law of the empire, and that would definitively make democracy a façade (Habermas), and constitutionalism kitsch (Koskenniemi) (See Brunkhorst 2016c).

II

(1) Sjaak Koenis has two objections to my intertwined normative and empirical reconstruction “of the Werdegang of the European Union”.

(a) Popular Sovereignty. Koenis’ first point is a defence of the managerial mindset based on a criticism of popular sovereignty, and representative government in particular (which are central features of the Kantian mindset). He argues with Rosanvallon that some “counter-democracy”, consisting in the counter-weights of “surveillance, oversight and critical evaluation’ through ‘political participation not dependent on elections”, have become more important for our democratic future than the central constitutional features of the Kantian mindset (Rosanvallon 2008). I disagree. But before I come to my disagreement let me briefly point out where I agree.

As far as Koenis and Rosanvallon point to the importance of decentered, divergent and conflicting arenas of public will-formation, I do not see any difference to what I call the Kantian mindset. I refer to the Kantian mindset not as a theory but as a praxis, and to participate in this praxis one must not be a Kantian but stick to certain normative political convictions, which change in the course of history. These normative convictions primarily include today democratic egalitarianism (Kant was not so close to it, even if the late Kant after the execution of the two bodies of the King of France was much more egalitarian than in earlier stages of his career) and public self-legislation (individual and common self-determination). Both egalitarianism and self-legislation are not at all identical with, but closely related to, legally institutionalized processes of legislation, which paradigmatically are forms of representative government, such as in particular the parliamentary regime, but must not be.

Conceptually, the historical meaning of ‘Kantian mindset’ consists of a broad family resemblance (and only a few Kantians are among the family members). In CLR the Kantian mindset begins with the prophetic religions of the Axial age, long before modern democracy and professionally differentiated systems of law. The Kantian mindset of prophetic religions consists in an egalitarian, cosmopolitan and utopian idea of universal justice, which transcends the existent. This idea returns in all great legal revolutions since the Papal Revolution. It is only since the eighteenth century that egalitarianism, cosmopolitanism and utopianism are connected, first, with popular sovereignty, and later with inclusive mass-democracy, implemented through constitutional law. Today, popular sovereignty, understood as egalitarian and inclusive democracy, is at the core of the Kantian mindset (EKD 31-57, CLR 46-51). I understand ‘popular sovereignty’ not only with Rousseau, Kant, Maus and Habermas as procedural but also as centered in the decentered, ‘wild’ and ‘anarchic complex’ (Habermas) of divergent (often fragmented), contested and conflicting public arenas, which regularly are related to major structural conflicts and social movements (CLR 75-81; Brunkhorst 2016d).

That said, there is still a (probably deep) conceptual and political difference to Koenis and Rosanvallon. What Rosanvallon, with a very counter-intuitive term, calls ‘counter-democracy’, performed through “surveillance, oversight and critical evaluation” of governments and other constitutional institutions and organizations by relatively small social movements and critical minorities, is in fact counter-democratic because it is in contradiction with popular sovereignty, or the constitutional formation of the general will (volonté générale). The idea of Rosanvallon (which Koenis seems to part with) that only minorities together with publicly invisible technocrats are the new democratic powers of counter-democracy seems deeply anti-democratic, in particular because Rosanvallon not only excludes old social movements and their organization in unions from his list of new counter-democratic powers (especially because they are mass-movements with a presumably homogenizing and totalitarian tendency) but sweepingly condemns social movements once they begin to mobilize majorities as populistic. For Rosanvallon critical ‘evaluation’ and ‘surveillance’ are not just conceived as public surveillance of the surveillance apparatus of the state from below. On the contrary, he explains the counter-democracy of surveillance also as “carefully researched, technically sophisticated, often quantified judgment of specific actions or more general politics” with the goal “to bring expertise to bear on governmental management.” (Rosanvallon 2008, 52).I actually cannot see what this idea distinguishes from what the intelligence services and other technocratic agencies actually do. Rosanvallon’s counter-democracy is, politically speaking, nothing else than a new edition of outdated neo-conservatism.

Conceptually, the decentered discourse of divergent, contesting and conflicting public arenas of minorities and majorities is, together with procedurally organized legislation (by parliament or popular referenda) the very performance of popular sovereignty, and the formation of the general will, which is general because (differently from modern liberalism and ancient republicanism) it is related to universal truth (or with Habermas’ universal validity) that is situated within the individual arbitrary will. Truth comes to the individual, arbitrary will, or ratio to voluntas because, once the arbitrary will (voluntas) is articulated in symbolic language it cannot avoid the empirically rationalizing effect of communicating with the actual and virtual articulations of all the other voluntates of the political sphere (ratio). This sphere – at the latest since the mid-nineteenth century – is factually co-extensive with world society. Here, I think, we have a great conceptual difference, because Koenis together with Rosanvallon’s (and many liberal-conservative philosophers, political theorists and jurists) construction of a contradiction between popular sovereignty and counter-democracy must accept the unbridgeable gap of voluntas and ratio that is the heritage of Carl Schmitt’s anti-enlightenment and anti-democratic Verfassungslehre. Therefore, so called ‘counter-democratic’ social movements and institutions (such as constitutional courts), from a Rosanvallonian point of view, can only be understood functionally as a compensatory counterbalance to democracy. This leads Rosanvallon to fall back on the outdated theory of the mixed regime (Rosanvallon 2008, 290-316).

However, the balance of powers in democratic constitutions (irrelevant whether it is French, British, Brazilian, Indian or German) is not (which it might become factually under the pressure of capitalist economy) an arrangement of counterbalance to tame popular sovereignty, but designed normatively as the very performance of democracy and popular sovereignty. The “whole system of the constitutional law of checks and balances, of reciprocal commitments and determinations as election, countersignature, parliamentary legislation, referenda, initiative, and of all the other provisions that determine the competences of presidents, governments, legislative bodies and so on – this whole constitutional apparatus has the one and only legal meaning to enable and guarantee that the power of the government factually originates in, stems from, and is performed by the people.” (Heller 1928, 39-40).[22]

(b) Truth and Democracy. I do not think that I, as Koenis presumes, confuse the political choice between Ordo- or Neoliberalism and democratic socialism (or Rawlsian political liberalism) with scientific analysis, and the competition of scientific paradigms. For sure, political choices are not scientific analyses, but they are not only intertwined in complex societies. Both have universal truth-claims of different origins, the political ones are practical, the scientific ones are cognitive (theoretical). However, both are universal. The political public is a legally enabled combination of:

  • egalitarian access to socially, politically and culturally inclusive, formal and informal public arenas and media of oral, written, printed, electronically posted dissemination (which must be open for any topic and sensitive for silenced voices) with
  • egalitarian procedures of decision making (elections, referenda, legislation, jurisdiction, governmental and administrative action). However, there is no democracy if
  • choices over substantial political, social, economic and cultural alternatives are no longer possible.

If my rough representation of the European and global developments since World War II in EKD and the last chapter of CLR is to some extend plausible, we can observe two cases of loss of substantial alternatives since World War II.

First, the welfare-state formation, that was an egalitarian revolution, was possible because the democratic system was open for democratic class struggle and substantial social and economic alternatives between democratic socialism (Sweden came close to it) and the ordo-/neoliberal project (and that was not until the mid-twentieth century). However, in this time affirmative action was white, male and heterosexual, and substantial cultural alternatives were excluded, repressed, denied, and criminalized.[23] At best, half of the democratic promise was available, and democracy tended to be abolished by Richard Nixon’s ‘silent majority’.

Second, now the global transformation of state-embedded markets into market-embedded states has left democracy after more than 40 years with substantial cultural alternatives between conservatism and progressivism, which has led to one of the probably greatest cultural revolutions ever (reaching from gender equality and equal difference to homosexual marriage, multiculturalism, green food, and a global culture of memory and human rights). However, at the same time democracy ran out of any substantial economic and social alternative to ordo-and neoliberal governmentality. Democratic class-struggle with regard to socio-economic inequalities became nearly impossible, and law in the books. Class-struggle in the narrow sense of orthodox marxism and the classical workers’ movement (which was at best partially marxist) is actual again because the social difference between haves and have-nots has again reached the peak seen in 1900 (Piketty), moreover, what Marx has defined as working class has only now become the vast global majority (but, differently from Marx’s expectations, under highly diversified conditions). Again, democracy tends to be abolished (see below). For the long-term unemployed, female African-American homosexual in the periphery of Baltimore, all the great normative learning processes and democratic advances of the cultural revolutions have no longer a serious value (if they have any).

However, as far as some substantial democratic choice still exists, there is an internal relation of democracy and truth. Democratic truth must not be confused with educated discourse and the deliberations of the scientific community. It comes closer to the truth Jesus was appealing to when he said, ‘I am the truth’. What I mean is that the close and internal relation between democracy and truth is not about theoretical truth and rational decisions over scientific research programmes and paradigm shifts. On the contrary, the truth at stake in egalitarian political deliberations is practical truth, and the generalizability of political will-formation. How then is the relation of truth and democracy to be understood? All elections and voting are worth nothing if they are not kept open every day (and not only on election day) for public electoral campaigns, contests, political and non-political deliberations, protest-movements, class-struggle and other articulations of societal conflicts, including even populism and all kinds of democratic experimentalism: „Majority rule, just as majority rule, is as foolish as its critics charge it with being. But it never is merely majority rule […] The means by which a majority comes to be a majority is the more important thing: antecedent debates, modification of views to meet the opinions of minorities. […]. The essential need, in other words, is the improvement of the methods and conditions of debate, discussion and persuasion.” (Dewey 1954, 207-8).

That means, scientific opinions must have an equal chance of articulation within the diffuse and diversified general public (a good counter-example: G.O.P.’s denying of scientific research on ecological problems, and on evolutionary theory). However, scientific opinions and high-ranked scientists, philosophers, theologians and dignitaries have no privilege in democratic discourse but must argue publicly on equal footing with everybody (another good counter-example: governmental ethics commissions). Even if all scientists would think that neoliberalism is wrong, this – publicly articulated – would be only one of many arguments in the dissonant concert of public opinion. It should have a chance, but this never can determine the outcome of the political deliberation process, which is designed normatively to examine many more arguments than just the special one that is scientifically accepted.

The point is that there is no privileged access to the forceless force of the better argument. The forceless force of the better argument is always already effective in our colloquial language, in gossip and everyday talk as well as in scientific and philosophical discourse, in mass culture as well as in high culture. Gossip and scientific discourse are in equal distance to the forceless force of the better argument, and everyday talk as well as professional philosophy can be organized in a way that gives every voice a fair chance or not, which can be both just the truth or ideologically blinded – depending on societal conditions. In matters of truth there is no difference between illiterates and Plato. This already was the truth of Jesus and the prophets against Plato (who, no doubt, was the better philosopher). However, whereas the truth of political will-formation is practical (because it is the will that claims validity) and complex (e.g. including theory), the truth of scientific opinions is theoretical and simple (specialized to the cognitive dimension of truth).

Here, I think, Koenis misunderstood me, and moreover, we also seem to disagree about truth and democracy in general. Actually, Koenis is right that I am “reading too much of Rousseau into Kant” – but this, I think, is what Kant needs. Despite our small and large theoretical differences, I agree with Koenis’ reformism, and his recalcitrant hope that (against the prevailing bad reality) “the European parliament” finally will shift “step by step more to […] popular sovereignty.”, even if the reality today goes with high speed in the other direction, and is approaching the abyss. However, democratic truth is not in the abyss, and it is not yet an illusion but (however fragmented) part of the existing reality.

(2) Pieter Pekelharing summarizes his paper in four questions. I won’t answer the first three, because I have answered them implicitly or explicitly above. I focus on the fourth: What to make of Europe in the face of the hegemonial managerial mindset?

I agree completely with Pekelharing’s diagnosis of the present state of Europe. The “‘contemporary neoliberal economic order” is the “latest iteration of Polanyi’s double movement” of “disembedment and re-embedment”. It is far from evident that there will be a further iteration, and I strongly support the idea that to cope with the blackmailing power of global capitalism it needs not less parliamentary power and ever weaker trade-unions, but much more power of unions and parliaments, but (and here we disagree) both should be transnationally organized. The very point where I disagree is Pekelharing’s hope that we still have a choice to keep “the `advances’ of the European market, but only on the condition that European nation states […] with strong democracies, and with a currency of their own, […] can decide when and how to integrate.” I think the time for a revival of the national state (and a flexibility often needed for political action) is over.

Since the successful global disembedment of markets there is no longer a trilemma but only a dilemma left. Ordo- and neoliberal globalization already has led to national democracies without democratic alternatives between left and right. Dramatically increasing social inequality causes political inequality with nearly the determining force of a law of Newtonian physics (Schäfer 2015). As a discouraging effect of relatively great inequality (but not of absolute poverty) those below do not vote any longer, and with increasing social inequality voting rates decrease in the under-and middle classes to under 30% and less. Hence, all leftist parties who want to maintain some shaping power must go to the right from election to election, and now all parties on the left which have a chance of coming to power have vanished. Therefore, we suddenly are left with the grim political alternative between right and far right. Today in Germany, as a consequence of the ‘refugee crisis’, all political parties (including the Greens and the Linkspartei) have positioned themselves to the right of Chancellor Angela Merkel (the leader of CDU, which is a moderate right wing party).

For national states, which are not in fact continental regimes (such as the USA, Brasilia, Russia, China and India), there is only the alternative either to submit to global market imperatives of neoliberal politics, or to transfer ever more real state power to continental and even global levels, combined with the hope that this can be done together with the transnational ‘expansion of democracy’ (John Dewey), which has a small chance but is the only real hope.

To illuminate this small chance a bit more, I will consider the existing alternatives. My thesis is that for preserving the present state of a globally disembedded market economy, the political project of neoliberalism must become authoritarian, and the only alternative political program in economic and social concerns is a green version of global democratic socialism.

Disembedded global capitalism needs growth to prevail in the first period of long-term stagnation (and under the threat of economic crises bigger than those of 1929 and 2008). But this leads, under the premises of neoliberal governmentality, to a critical cumulation of:

  • growing social differentiation (which under neoliberal premises is needed for economic growth[24]) with the unavoidable effect of political inequality,
  • growing social, political, economic and cultural exclusion along national, continental and global lines of differentiation between centre and periphery,
  • enduring ecological devastation along the differentiation of system and environment, and
  • the globalization of all functionally differentiated social systems with the effect of a successive replacement (marginalization) of international, transnational and national public law by private law.

It seems that disembedded global capitalism can only be stabilized by authoritarian and prerogative measures… These measures would finally transform present capitalist democracy into a new kind of authoritarian “dual state” (Fraenkel) that was already tested at the beginning of the great transformation from state-embedded to market-embedded states in Chile and Argentina.

  • The factual virtualization and repealing of the political rights of growing under- and middle-classes (and the devaluation of democratic elections for all classes) has led already to a crisis of legitimization within the national and continental regimes of Western democracies. Without economic and social regime-change this crisis can only be controlled by successive replacement of rule of law by rule through law, emergency regimes, and brute force, applied by private and public police troops to save the rich and to stabilize the worst-off parts of the cities and the countryside. From this point of view mass-incarceration seems no longer an American exception but the future of the entire OECD-world. The constitution regresses from a normative to a nominalist constitution (Murakawa 2014; Harcourt 2011).
  • The exclusion of the urban and national periphery and the Global South not only results in long-term (transnational) gang-criminality and terrorist networks, but also destabilizes the societal formation of functional differentiation, and in particular the legal system, through over-integration of the rich (who only appear as plaintiffs in court) and under-integration of the excluded populations (who only appear as defendants in court) – which is a much more serious threat than terrorism (Neves 1992; Neves 1999). Moreover, the differentiation of the economically prosperous centres of the globe (OECD-world) from the excluded periphery of the Global South is already countered by smart and flexible border regimes, which (e. g. in Australia, the USA and Europe) consist in bracketing the constitutional rights of all citizens who are living within the border region. In the USA already two thirds of the entire population are living in the hundred miles zone of reduced constitutional rights around the borders at the coast and the great lakes (Shachar 2015). The norm-state is replaced by the dual state. Frankel’s early masterpiece has become highly topical.
  • If the environmental problems are not solved, the voice of science must be silenced, and the problems must be repressed and denied collectively by mass-manipulation, religious fundamentalism, and an appropriate cultural industry (that makes its representation in Horkheimer and Adorno’s Dialectic of Enlightenment all too true), enhanced by legal drugs. Again the GOP is paradigmatic. Today there is no Republican member of Congress left who recognizes publicly the scientific evidence that man-made climate change is a real danger, even if privately ninety percent of them accept those facts deep down – just because they are completely dependent now upon right-wing billionaires and voters (Tomasky 2016). Donald Trump, Fox News, the Murdoch and related media-empires, and the entire American Republican Party are paradigmatic of the measure of authoritarian manipulation that is needed for a gigantic repression of collective and scientific knowledge on ecological devastation.
  • Global capitalism and global functional differentiation in general needs a lot of law, but primarily civil- and private law and no democracy at all. Technocratic governmentality needs only a minimum of public law for the stabilization of functional differentiation. All that is needed is functionally restricted basic rights as institutions (which Luhmann has already described in his Grundrechte als Institution in the 1960s). The American Supreme Court has drawn the consequence and equipped corporations (but not Unions and NGOs) with subjective rights: Citizens United v. Federal Election Commission (08-205), 2010 has equipped corporations with subjective rights, whereas Wal-Mart v. Dukes (10-277), 2011 and AT&T Mobility v. Concepcion (09-893) 2011 have dismantled political rights of class action, and Knox v. SEIU (10-1121) 2012 has denied trade unions the same rights as corporations.

The only promising political alternative to save democracy from capitalism (either as alternative within or to capitalism can remain open) consists in at least four big changes.[25] I presuppose here that there might be alternatives to capitalism but probably no alternatives to growth and functional differentiation. Today, any reform that saves the existing market economy of capitalism would lead to democratic socialism of an ever more equal distribution of wealth (managerial social democracy), the comprehensive inclusion of the nationally and globally excluded populations (sublation of the labour market), the global socialization of real estate that enables green growth (utopian socialism) and transnational self-determination (world revolution), and all four reforms together are nothing less than a veritable socialization of the means of production.

  • To cope with growing social differentiation in times of secular stagnation, massive redistribution of wealth to the lower and middle classes is needed already for economic reasons, which are valid within the capitalist system. Only massive redistribution in favour of the middle- and lower classes (a) can keep growth running because only lower- and middle-classes buy masses of consumer goods (if they have enough money to spend), and growth in post-industrial societies still comes from mass-consumption. What is charming about this old Keynesian suggestion is that massive redistribution can kill two birds with one stone, because (b) only the prospect of shrinking social differences will lead to a reconstructing political equality. However, this will not be an easy task because there is worldwide no longer a relevant national political party, which has a chance to fight for and implement such a program, and there is no social movement strong enough to transnationalize it. Without transnationalization change is impossible (see point 4 below).
  • For the inclusion of the dramatically growing internal periphery of excluded surplus-populations massive investment in educational and socialization agencies is needed together with a decent basic income.[26] Nothing else will work. Again this is no easy task because of the lack of national and transnational parties, trade unions and social movements fighting for it. If the following problem (3) could be solved, even a solution of the global exclusion of the South is possible.
  • The only realistic solution of the environmental problems (if there is any) is green growth. Even if there are with regard to this single issue already strong transnational social movements, international treaties and protocols, political parties and partly governments who support green growth, the dimensions of change seem as big if not bigger than with respect to problems (1) and (2) because global property in real estate is at stake once it comes to realistic programmes for CO2-reduction, energy industry, land-grabbing and so on (Edenhoferet al. 2012; Bernstorff 2012; Prien 2014).
  • To keep not only the blackmailing power of global capitalism in check by democracy, but also the colonizing and imperial tendencies of all the other globalized functional systems, there is no alternative to transnational regional (e. g. EU) and global constitutionalism. One has to face here the gloomy perspective that 1989 was not the advent but the decay of global constitutionalism (Brunkhorst 2016c).

(3) Tannelie Blom argues that my reconstruction of the origin of the European Union in the bright light of the Kantian mindset is empirically questionable or at least one-sided. I agree that there are facilities to “counter the neoliberal inspired austerity policies”. Again I agree that parliaments are important, and I have underlined in EKD and other essays on Europe that the European Parliament is not only the first transnational parliament of the twentieth century (the American Congress and the Reichtstag were in the beginning also transnational modern parliaments, but became in the long course of their history step-by-step national parliaments). Moreover, what makes it unique is the fact that it is the first parliament of a single citizenry that is formed out of old nation states which keep their nationality and national people. I also agree that the European Parliament gained more and more power within the European concert of powers, and now has a central position in the ordinary legislative procedure. However, I think (and here we disagree) that the democratic building of a transnational European welfare-state is the opposite of what we have now in neoliberal Europe and its member states, and to reach that goal of a continental welfare regime the formation of transnational trade unions would be a great support, even a crucial condition. To build a social or even socialist Europe, it needs the power of workers to strike all over Europe at once, and it needs the parliamentary power to make binding economic, financial and social decisions. I know that this goal is hard to attain, that there is no transnational union-power at all, and the existing transnational parliament is as far away as ever from having the power to re-embed European markets socially and democratically.

Because neither the European nor the national parliaments, nor the workers’ organizations today can balance the power of transnational capital, the social difference grows, destroys political equality, and degrades general elections to mere acclamations to the ever-same politics or to the sad choices between right and far right political options. This is part and parcel of a new structural transformation of the vivid, deliberative and democratic public sphere of the 1960s-80s. The old technocracy debate from the 1960s now has gained topicality again. At the end of the 1960s Habermas called the public sphere of the white, male, paternalistic and heterosexual welfare-state (which probably was – besides the de-colonization – one of the most important evolutionary advances of the egalitarian revolutions and reforms of the twentieth century) a ‘desiccated public sphere’, which at that time was already forming a process of ‘repolitization’ in Western Germany since the Spiegel-scandal and the Auschwitz-Trial (Habermas 1968). Today the structure of public European law in action together with the power structure of the political system and the market-dependent public media of dissemination seem to be desensitized to the perception and discussion of serious political alternatives left of centre.

As it seems, and some empirical research indicates it, this has led to a situation where the latent political mentalities of the population often are of the left, even far left of the political centre that successively has shifted to the right. An international empirical study from 2011, for example, has demonstrated that the readiness of the European citizens (after the crisis of 2008) for supporting the formation of a much more equal distribution of wealth, and the implementation of a European welfare state, is extremely high (e. g. 71% of the Germans would accept significant losses of income in exchange for European solidarity, equality and welfare) (Gerhards and Lengfeld 2013a; Gerhards, J.;  Lengfeld, H. (2013b).  Unfortunately this has been kept secret because it correlates neither with any institutional possibility to realize that idea through democratic campaigns, elections and legislations, nor with a public opinion that is open for a European-wide discussion of a European welfare state. Why? Because such a debate has no real access to institutionalized political action. Here the circle closes. The vast majority of Europeans think that there should be much more European solidarity, but everybody thinks at the same time that his or her neighbour thinks the opposite.

A similar effect could be observed during the recent refugee crisis. My thesis is that the crisis consists in a growing difference between cosmopolitan mentalities of great majorities of the population and a disastrous de-differentiation of a desiccated public discourse, which is structurally coupled to a political system without alternatives (therefore the technocratic European solution finally comes to the same factual effect for the refugees as the far right Seehofer/AfD-solution). The problem again is that the political system and the public media are desensitized to the perception of these mentalities. However, this now seems to lead to a repolitization of the public sphere (with the tabloid BILD-Zeitung on the side of the progressive mentalities!). Triggered by the only two political sentences the German Chancellor Angela Merkel allowed herself in her entire career: ‘Wir schaffen das’ and ‘[…] dann ist das nicht mein Land.’ The first result of repolitization was a huge victory of the far right AfD in a couple of German state-parliaments. So was it in the 1960s. The first result of repolitization was that the NPD made much more than the 5% needed for the elections to the German Bundestag, and the same in the US, where Richard Nixon successfully mobilized the silent majority. Then, less than a couple of years later, the nightmare was over, and the real movement of the left was finally the winner of repolitization. Sometimes history repeats itself, but not always for the worse.

 

De zelfgenoegzaamheid van de linkse academici: Interview met Richard Rorty

In 1997 namen Mark Koster en Dennis Schulting een interview af met Richard Rorty, dat tot op deze dag ongepubliceerd is gebleven. Onderstaande tekst is een excerpt uit het volledige gesprek. Het interview wordt voorafgegaan door een korte inleiding op Rorty’s denken door Jappe Groenendijk.

Inleiding

In zijn meest autobiografische essay, ‘Trotsky and the wild orchids’, beschrijft Richard Rorty (1931-2007) hoe hij als ambitieuze vijftienjarige het plan opvat om een theorie te ontwikkelen die zijn wroeging kan wegnemen over het feit dat zijn liefde voor wilde orchideeën geen enkel universeel moreel nut dient. Orchideeën zijn voor hem persoonlijk weliswaar van groot belang, maar het knaagt aan hem dat hij zijn kostbare tijd niet besteedt om ideeën te ontwikkelen die helpen de zwakken te bevrijden van het juk van de sterken – bijvoorbeeld door het bestuderen van de geschriften van Leon Trotski, de marxistische revolutionair en held van zijn ouders. Rorty stelt dat zijn hele filosofische loopbaan terug te brengen is tot dit eerste probleem, hoe Trotski met de orchideeën te verzoenen, of in de woorden van Yeats, ‘[to] hold reality and justice in a single vision’ (Rorty 1989: 7).

Deze anekdote biedt een aantrekkelijk narratief om Rorty’s filosofische ontwikkeling te begrijpen. In de jaren ’60 maakt hij naam als talentvolle, jonge analytische filosoof. De daaropvolgende jaren distantieert hij zich in toenemende mate van deze traditie, culminerend in zijn beroemdste werk: Philosophy and the mirror of nature (1979). Hierin bekritiseert hij de moderne epistemologie en plaatst daartegenover een aan Hans-Georg Gadamer ontleende hermeneutische filosofie, maar dan ontdaan van haar waarheidspretenties. Hij keert terug naar het pragmatisme van John Dewey, de filosoof die aanvankelijk ooit zijn interesse in de filosofie had gewekt. Deze positie werkt hij uit in zijn bundel Consequences of pragmatism (1982).

Met Rorty’s wending naar het pragmatisme komt er ook een einde aan zijn zoektocht naar een alomvattende theorie die persoonlijke fascinaties met universele principes kan verbinden. Hij ziet onder ogen dat ieder individu idiosyncratische contingenties kent die voor hem of haar van onschatbare waarde zijn – zoals de ervaring van een bepaald kunstwerk, het belijden van een geloofsopvatting of het vinden van wilde orchideeën –, maar die met geen mogelijkheid aanspraak op universele geldigheid kunnen maken. In Contingency, irony, and solidarity (1989) staat de spanning centraal tussen een particulier besef van de contingentie van het bestaan – het inzicht dat het ook anders had kunnen zijn – en onze publieke verplichtingen ten opzichte van de samenleving. Rorty’s oplossing is een radicale scheiding tussen het private en het publieke.

Rorty’s utopische toekomstideaal is een samenleving van liberale ironici. De ironicus is iemand die onder ogen ziet dat zijn eindvocabulaire, zijn centrale overtuigingen en passies, contingent zijn. Dit neemt niet weg dat hij of zij een overtuigd liberaal kan zijn. Ondanks zijn afwijzing van universaliteitclaims blijft voor Rorty één belangrijk universeel principe overeind: het terugdringen van wreedheid in de wereld door een toename van solidariteit.

Ook al kan een dergelijk verlichtingsideaal niet langer worden gegrondvest, de politieke hoop van de verlichting hoeven we niet op te geven. Vanuit pragmatisch oogpunt vallen de idealen van vrijheid, gelijkheid, solidariteit en democratie nog steeds te verdedigen. Kentheorie en metafysica zijn daarvoor overbodig, wat telt is consensus binnen een gemeenschap, zo veel mogelijk intersubjectieve overeenstemming en een zo breed mogelijk toepassingsgebied voor het woordje ‘wij’ (Rorty 1989: 59-60 en 1990: 22). Onze wij-intenties worden volgens Rorty over het algemeen maar matig aangewakkerd door theorieën en argumenten. Hij introduceert een efficiëntieargument: vooralsnog lijken onze morele intuïties eerder te worden beïnvloed door het manipuleren van onze gevoelens dan door uitbreiding van onze kennis.

Daarom verruilt Rorty de overredingskracht van de filosofie voor de emotionele zeggingskracht van literatuur. Hij vestigt zijn hoop op een sentimental education en gaat te rade bij schrijvers als Vladimir Nabokov en George Orwell. In zijn artikel ‘Human rights, rationality, and sentimentality’ schrijft Rorty droogjes dat Kants rationele argument om compassie te hebben met alle ‘veerloze tweevoeters’ weinig zeggingskracht heeft buiten onze westerse postverlichtingscultuur. Hij concludeert dat Uncle Tom’s cabin van Harriet Beecher Stowe uiteindelijk meer heeft bijgedragen aan de verbetering van mensenrechten dan Kants Grundlegung zur Metaphysik der Sitten (Rorty 1998b: 178).

Naar analogie van de dichotomieën privaat-publiek en orchideeën-Trotski zouden we ook ‘twee Rorty’s’ kunnen onderscheiden. De eerste Rorty is de onverschrokken pragmatist waar zoveel critici aanstoot aan hebben genomen; de ironicus die met plezier filosofische pseudozekerheden ontmaskert. Deze komen we tegen in Philosophy and the mirror of nature en de eerste twee delen van Contingency, irony, and solidarity. De tweede Rorty hanteert dezelfde heldere, luchtige toon, maar heeft – ondanks de epistemologische overtuigingen van de eerste – een serieuze sociaal-politieke boodschap. Deze Rorty komen we tegen in het derde deel van Contingency, irony, and solidarity, en in later werk als Achieving our country (1998) en Philosophy and social hope (2000).

Dat is ook de Rorty die aan het woord is in dit niet eerder gepubliceerde interview, dat hij gaf in het voorjaar van 1997 tijdens zijn Spinozaleerstoel aan de Universiteit van Amsterdam. Dennis Schulting, een van de twee interviewers, herinnert zich het gesprek als volgt:

‘In een fax voorafgaand aan het interview liet Rorty weten liever niet te veel te willen uitweiden over postmodernisme (eind jaren negentig nog volop actueel in de filosofie), maar te willen debatteren over good old social democratic politics, want dat werd veel te weinig gedaan, althans onder Amerikaanse intellectuelen. We ontmoetten hem in Hotel De l’Europe in de week voordat hij begon met zijn colleges aan de UvA over de grondslagen van het pragmatische denken. We spraken met hem onder andere over een paper dat hij onlangs had geschreven, getiteld ‘The intellectuals and the poor’, waarin hij de Amerikaanse linkse intellectuelen ervan beschuldigde veel te veel in zichzelf gekeerd te zijn. Zijn aanklacht was dat in plaats van zich te concentreren op de sociaaleconomische noden in de Verenigde Staten de intellectuelen niet erg ter zake doende academische debatten over de positie van culturele minderheden op de Amerikaanse universiteiten voerden. In het interview benadrukt hij zijn opvattingen over de politieke rol van de intellectueel. Opvallend is ook dat hij enigszins lijkt terug te komen op zijn gebruik van de term ‘ironie’, zoals gebruikt in Contingency, irony, and solidarity.’

Zo’n twintig jaar nadat dit interview werd afgenomen dringt de vraag zich op hoe we Rorty’s filosofische erfenis moeten bezien. Om te beginnen heeft zijn denken geen onbelangrijke rol gespeeld in de geschiedenis van dit tijdschrift. Voor de UvA-studenten die in 1980 Krisis oprichtten uit ontevredenheid over het heersende filosofische klimaat in Nederland en een uitweg zochten uit de crisis van het marxisme, was Rorty een richtinggevende stem. In artikelen uit de jaren tachtig en negentig duikt zijn naam steeds op, zo wordt in het derde nummer van 1989 zijn filosofie aan een breed publiek geïntroduceerd en drie jaar later verschijnt een publicatie over zijn denken als Krisis-Onderzoek (Krisis 1989, 3; Boomkens 1992).

Rorty’s ooit zo aanstootgevende kennistheorie is inmiddels allang niet meer opzienbarend – voor de meeste filosofiestudenten is het tegenwoordig common sense dat hun opvattingen geen ultieme grond hebben en dat er geen absolute waarheid bestaat. Daarentegen oogt Rorty’s politieke filosofie in retrospectief een tikkeltje naïef en zijn scheiding tussen het private en het publieke tamelijk problematisch. Zo heeft zijn pleidooi om wreedheid te voorkomen weinig oog voor systeemkritiek en lijkt zijn scheiding tussen het private en het publieke geen recht te doen aan het belang van onze (contingente) overtuigingen in de publieke ruimte. In Achieving our country uit Rorty felle kritiek op postmoderne romanciers als Thomas Pynchon, die volgens hem niet in staat zijn de social hope te bieden die het werk van John Steinbeck nog bood (1998a: 6-10). Hieruit blijkt hoezeer de twee Rorty’s op gespannen voet met elkaar staan; de eerste zou Pynchons postmoderne vocabulaire immers juist moeten kunnen waarderen, de tweede verwijt hem een gebrek aan inspirerende verhalen waaraan we nationale trots kunnen ontlenen. Hier staan Rorty’s opvattingen opeens weer dichter bij de poëtica van jeugdheld Trotski dan gedacht.

Als we terugblikken, moeten we constateren dat Rorty’s grootste verdienste misschien wel is gelegen in zijn onvermoeibare rol als bruggenbouwer en vertaler van filosofische ideeën en tradities. In zijn kenmerkende frivole omgang met uiterst complexe kwesties pleegde hij interventies in vrijwel alle belangrijke debatten van zowel de analytische als de continentale filosofie. In zijn sympathieke lezingen van sleutelposities uit de geschiedenis van het denken lijkt hij altijd op zoek naar dát wat nog steeds bruikbaar is. Daarbij goochelt hij met posities die voorheen onverenigbaar leken en verzoent hij zelfs het kantiaans moreel universalisme met Nietzsches roep om zelfvormgeving, ‘bridging of the gulf between “Christ” and “Anti-Christ” (Wellmer 2008: 1). Het zijn precies deze herbeschrijvingen waarmee Rorty de spelregels van het hedendaagse filosofische discours voorgoed heeft veranderd.


interview met Richard Rorty

De zelfgenoegzaamheid van de linkse academici ergert u. In uw essay ‘The intellectuals and the poor’ schrijft u over het ‘moeras van de multiculturele studies’ en de ‘romantisering van het verschil’. Je zou toch ook kunnen zeggen dat het multiculturalisme een uit de hand gelopen emancipatiebeweging is?       

Wat ik in dat essay bedoelde was dat de huidige multiculturele rage contraproductief is, in zoverre dat het een gevoel van een gezamenlijk Amerikaans burgerschap ontbeert. Mijn punt was dat in de nasleep van de burgerrechtenbeweging een tendens is ontstaan om af te geven op de Verenigde Staten. Onder invloed van bijvoorbeeld Malcolm X werd het gemeengoed om te denken: Amerika is een slecht land, we moeten ons isoleren van de rest, we moeten een separate cultuur creëren. Hierdoor is het multiculturele denken tot een soort fetisj van links geworden. Het gaat samen met een zekere neerbuigende houding ten opzichte van de Amerikaanse democratische instituties. Iedereen denkt zijn eigen vlag te moeten laten wapperen met als gevolg dat intellectuelen niet meer een gezamenlijk platform vormen. Ze spenderen te veel tijd aan het verdedigen van hun eigen territorium. Het is een soort yuppiefenomeen geworden. Elke academische groep – homo’s, vrouwen, Hispanics – wil zijn eigen stempel op het huidige academische denken drukken. Ik geloof niet dat er iets verkeerd is met het multiculturalisme, behalve als het linkse politiek voor de voeten loopt.         

Het lijkt erop dat u, net als de zogenaamde liberal consensus-denkers van vlak na de Tweede Wereldoorlog, een herwaardering wil van de Amerikaanse democratie. Intellectuelen als de politicoloog Louis Hartz, de historicus Daniel Boorstin en de socioloog Daniel Bell meenden dat de Amerikaanse democratie uniek was, omdat zij alle ideologische en maatschappelijke tegenstellingen in zich had verzwolgen. Ziet u uzelf in deze traditie?         

We moeten de robuustere toon van het liberalisme inderdaad trachten te bewaren. We moeten het geloof in de instituties van onze westerse samenleving blijven behouden. In plaats van steeds te wijzen op het verkeerde, moeten we de hoop behouden dat we met concrete, specifieke voorstellen invloed kunnen uitoefenen. Hierover bestond een consensus bij links tot aan het einde van de jaren zestig. De stelling was toen: Amerika is okay, mits het zijn beloftes waarmaakt. Toen kwam Vietnam. Het werd gemeengoed om te zeggen: Amerika is niet okay en de gemaakte beloftes waren ook niet goed. De aandacht van de intellectueel verschoof. Niet langer concentreerden ze zich op de economische en politieke noden van het land, maar ze gingen over tot antimaatschappelijke acties. De aandrang van de intelligentsia om sociale programma’s op te stellen, zoals The New Deal van Roosevelt, Trumans voorstel om het leger te desegregeren of Johnson’s Great Society, nam snel af. De intellectuelen kregen het ineens te druk met gender, ras en cultuur. In de jaren tachtig zag je de gevolgen van de apolitisering en marginalisering van de intellectueel. De macht van de vakbond, traditioneel een bolwerk van intellectuelen, werd onder Reagan en Bush verwoest. De traditionele samenwerking tussen de intelligentsia en de vakbonden viel uiteen: de vakbond keerde zich af van de intellectuelen.          

De linkse intelligentsia moet een nieuwe ideologische coalitie gaan vormen, vindt u. Hoe?

Links moet met voorstellen komen om sociaaleconomische problemen aan te pakken. We zouden ons meer moeten mengen in de debatten die worden gevoerd over de bijstandswet, voorstellen moeten doen voor nieuwe arbeidswetten en ons druk moeten maken over de aftakeling van het onderwijssysteem. Het lijkt erop dat de intellectuelen hebben besloten: echte politiek heeft nooit gewerkt, dus hoeven wij ons er ook niet mee te bemoeien. Dat is een misvatting.        Vóór de jaren zestig was het makkelijker om je daden te legitimeren. Als een intellectueel geen marxist was, wist hij waarom hij geen marxist was. Je had een mening over het communisme, over Trotski en over marxistische politiek. Als je niet lid werd van de communistische partij, moest je daar een reden voor hebben. Na de jaren zestig begon dit uit de mode te raken. Er trad een schisma op in het linkse kamp. Je kreeg de radicalen en de liberals. Liberals werkten mee aan veranderingen binnen het systeem, de radicalen niet. Na de nederlaag van de linkse apostel McGovern in november 1972 hebben vooral de radicalen zich afgekeerd van het systeem en werden zo politiek onbruikbaar.     

Van rechts verwacht u ook geen heil. U meent zelfs dat de term ‘rechtse intellectueel’ een oxymoron is.  

Ik kan niet éen intellectueel van rechts in Amerika bedenken die een bijdrage levert aan de publieke discussie. 

Maar mensen als Allan Bloom in The closing of the American mind of Dinesh D’Souza in zijn Illiberal education hebben net als u veel kritiek op het multiculturalisme, maar zij noemen zich conservatief.  

Goed, mensen als Bloom, Will en ook Bennett zijn intelligente mensen. Zij lezen boeken, maar het lijkt erop dat ze zich niet mengen in de politieke arena. Ze preken met een eindeloos moralisme, maar ze onderbouwen hun stellingen niet met economische statistieken. Hun boeken zijn niet bruikbaar in de politiek. Bloom heeft de pretentie dat als je Rousseau niet hebt gelezen je je geen mening mag aanmeten over het verval van de westerse cultuur. Bullshit, lijkt me. Zo’n boek kanaliseert hoogstens een gevoel van onbehagen. Cultuurpessimistische kritiek wordt aangegrepen voor politieke doeleinden. Dat gebeurde ook in 1968. Toen zwaaiden studenten met De dialektiek van de Verlichting van Adorno en Horkheimer alsof het Mao’s kleine rode boekje was. Pathetisch, want de studenten wisten absoluut niet wat er in het boek stond. Het enige wat ze hadden onthouden was dat er een zwartgallig beeld in werd geschetst van de Amerikaanse maatschappij, dus dat het daarom wel een goed boek moest zijn.
Uit het boek van Bloom kun je niet afleiden hoe het verder moet. Hij komt niet met een oplossing voor de kinderen in de getto’s, hij vertelt niet hoeveel belasting je moet betalen. Het enige wat hij doet, is de liberals ervan beschuldigen oppervlakkig en light-minded te zijn. Het is slechts academische politiek.      

Maar er zijn toch ook rechtse intellectuelen die zich wél mengen in politieke discussies en hun stellingen onderbouwen met statistieken. De socioloog Charles Murray heeft het bijna tot levenswerk gemaakt om de afschaffing van de bijstand te onderbouwen met cijfers.           

Hij is een uitzondering, omdat hij inderdaad probeert de feitelijke situatie in kaart te brengen. Murray spreekt me niet aan, maar ik denk dat hij beter is dan Will, Bennett of Bloom, want zij blijven praten als filosofen. Murray komt aan met de sociologische feiten, al interpreteert hij ze niet goed, naar mijn idee.      

U verwijt zowel de radicalen als de reactionairen zich niet te bekommeren om de dagelijkse politieke gebeurtenissen, maar ook in uw boeken staan geen politieke blauwdrukken. U noemt uzelf een ‘ironist liberal’. Is dat geen contradictio in terminis?     

Ik heb bij nader inzien de verkeerde uitdrukking gebruikt, omdat niemand met het woord ironie uit de voeten kan. Ik bedoelde ermee te zeggen dat men een besef heeft van de contingentie of relativiteit van zijn opvattingen, maar dat is natuurlijk niet precies wat ironie impliceert. Als ik was aangekomen met het begrip ‘probabilism’ was niemand erover gevallen, maar dat leek me niet een bevredigende term. Ik wilde het scherper stellen, daarom noemde ik het ‘ironie’. Ik wilde duidelijk maken dat ik geen liberal ben in dogmatische zin.           

U hebt uw liberalisme nooit, zoals bijvoorbeeld Jürgen Habermas, filosofisch willen onderbouwen. U vindt het niet noodzakelijk om onze voorkeur voor de ideeën die ten grondslag liggen aan de Verlichting en in onze westerse instituties zijn verankerd, epistemologisch te funderen. Waarom niet?   

Habermas denkt dat het belangrijk is om een universalistisch principe te hebben. Dat is het grote verschil tussen hem en mij. We zijn het in bijna alles met elkaar eens op politiek gebied, er is echter éen verschil: in de laatste analyse wil hij een kantiaan zijn en ik niet. Hij ziet in de communicatie van mensen een vorm van de hoogste Rede, terwijl ik niet geloof in dergelijke transcendentale vooronderstellingen. Ik zie niet in hoe je de communicatie tussen mensen, duizenden jaren geleden, toen ze nog tegen varkens praatten, kunt beschouwen als een transcendentaal verankerd discours.

Sommige mensen willen toch een verklaring.           

Het is alsof mensen van filosofen verwachten dat ze ook een soort laatste stap nemen naar iets onbereikbaars, iets buiten henzelf. Vergeet het maar: dat is er dus niet. Ik denk niet dat het een goed idee is dat filosofen die laatste metafysische stap maken. Je vraagt om een buitenmenselijk kader voor onze menselijke gemeenschap. Het is alsof wij, net als vroeger, denken dat we God aan onze kant hebben. Een verkeerde gedachte. Onze humanistische waarden komen niet voort uit iets dieps in de menselijke natuur of de universele menselijke ratio.  

U hebt daar zelf persoonlijk ook nooit naar gezocht?          

Nee.

Nooit?

Nooit.

Er is niets out there, behalve de ongedwongen conversatie in de cultuur, meent u. Denkt u niet dat u het risico loopt het verwijt te krijgen van ‘linguïstisch behaviorisme’, als u zich bekent tot een strikt linguïstische kijk op de sociale werkelijkheid? Verliest u daarmee niet een kritisch begrip van zelfreflexiviteit?  

In plaats van de Rede is er binnen een gemeenschap een gewoonte van kritische bezinning in het publieke debat. In dat opzicht ben ik inderdaad een linguïstisch behaviorist, maar ook een romanticus, omdat de talige handelingen steeds rijkere vormen van talig gedrag met zich meebrengen. Dat geschiedt op een volstrekt naturalistische wijze.           

Al predikt u een antimetafysisch relativisme, ook u gaat uit van een aantal morele premissen. Uw humanisme is erop gebaseerd om pijn, sadisme en wreedheid te voorkomen. Waarom?        

Als je een serieuze discussie wilt voeren over de noodzaak van het liberalisme kom dan met iets concreets. Je moet een levende vijand hebben om tegen te vechten. Pijn is zo’n concrete levende vijand. Pijn is tastbaar. Pijn voelt iedereen.      

U zet zich af tegen elke vorm van epistemologische legitimatie, maar denkt u niet dat er iets van een legitimatie nodig is? Hoe weten we bijvoorbeeld dat we op de goede weg zijn?

Het is zoals Dewey zei: ‘Als we de democratische politiek verder perfectioneren dan komt de Geest en de cultuur vanzelf.’ Die moet je niet proberen uit te spellen. Het enige wat je nodig hebt, is de vrijheid. Hoe meer vrijheid, hoe meer diversiteit. Je hebt geen filosofie nodig die aangeeft hoe de mens zou moeten handelen. Als je de vrijheid op cultureel, politiek en sociaal terrein stimuleert dan volgt vanzelf de dialectische vooruitgang van de Geest, zoals Hegel die voor ogen had. Die filosofische twijfel aan het liberalisme is voorgewende twijfel. Dat kun je niet rationeel verklaren.

In dit verband is het interessant dat de politicoloog Ernesto Laclau in een discussie met u wijst op de ‘structurele onbeslisbaarheid’ van de democratische politiek. Een politiek die daar rekening mee houdt, biedt de enige garantie voor een zo open mogelijke democratie.       

Ik ben het niet oneens met Laclau, maar ik denk dat hij er te veel herrie om maakt. Ik vind dat er niet zoveel nieuws mee is gezegd. Die analyse is veel te sophisticated.      

Men zou ook kunnen zeggen: u draait de zaak om. U zegt dat u uw voorkeur voor het liberalisme nergens op wilt baseren, zelfs niet op pragmatische premissen. Maar uitgaande van wat Laclau zegt over de ‘structurele onbeslisbaarheid’ kun je toch überhaupt geen politieke voorkeur hebben? Het is pas echt pragmatisme, als je telkens je keuzes aanpast aan de politieke situatie. Waarom heeft u dan toch een parti pris voor het ‘bourgeois liberalisme’?  

Ik zie niet in hoe we daar omheen kunnen.

Exile the Rich!

These days the rich are very rich indeed. Increasingly, they also seem to be more or less in charge. They negotiate directly with our elected officials about government policies; they own the media companies that set the agenda for our national political conversations; they cultivate private relationships with political candidates dependent on their financial support; they fund ‘grass-roots’ political movements; they even run as political candidates themselves. They are hailed not only as the ‘job-creators’ of our economy, but also, in their guise as philanthropists, as our saviours: of our public services, such as education (Bill Gates, Mark Zuckerberg); our politics (the Michael Bloombergs and Silvio Berlusconis); the discipline of economics (George Soros); and so on. George Clooney even has his own spy satellite pointed at Sudan (the Satellite Sentinel Project). The rich have become public figures with the status of celebrities and ‘thought leaders’ whose lavish lifestyles, minor life-events and superficial opinions on the matters of the day are considered of great public significance.

I think there is something very wrong with this situation. In fact I think it may be a crisis, in the technical sense of a stage in a sequence of events at which the trend of all future events is determined, for better or for worse. My concern is well summarised by a famous quotation from the US supreme court justice Louis Brandeis, whose career spanned a previous gilded age.

We must make our choice. We may have democracy, or we may have wealth concentrated in the hands of a few, but we can’t have both. (Dilliard 1941, 42)[1].

This essay tries to clarify the nature of the crisis and how it may be addressed by examining the character of the rich and the character of democracy. The rich have two defining capabilities: independence from and command over others. Those two features make being rich very pleasant indeed. But they are also what make the rich bad for democracy, and indeed even for capitalism. Democracies are extended moral communities whose flourishing, and also mere survival, depend on the general interdependence and approximate equality of their members. The rich do not only have no place in this kind of community, their very presence undermines it.

This essay is not about social justice. Perhaps it is morally wrong that some people are rich and others are poor, and perhaps it would be morally right to redistribute wealth from the rich to the poor, and even from wealthy countries to poorer countries, but from this perspective that debate is a distraction. What I’m concerned with here is the sinking ship – the threat the rich pose to democracy itself – not the proper (re)arrangement of deck chairs between first and third-class passengers. Hence my modest proposal: if we believe our democracy is worth preserving, we should offer the rich a choice: give up your money or give up your citizenship.

A Political Not a Moral Problem

The normative definition of the rich is always those who have ‘too much’. Yet there are various ways of defining this in the contemporary literature on social justice. Some, egalitarians such as John Rawls (Rawls 1999), take the equal distribution of wealth as the starting point for thinking about social justice: inequality is illegitimate unless specifically morally justified. Others criticise the legitimacy of the processes by which the present concentrations of wealth in our society arose (including even libertarians, when they take Robert Nozick’s historical account of entitlement seriously[2]). Yet others focus on the inefficiency of great inequality. The utilitarian Peter Singer (2009), for example, argues that ordinary middle-class people in the west have much more than enough (anyone with annual income over $35,000 is in the global 1%) while a great many (around 2 billion) live in appalling absolute poverty. The richer you are, the less benefit you will derive from having one more dollar to spend because all your most important needs and wants have already been satisfied; for the same reason, the poorer you are the more good that same dollar could do for you. So the relatively rich should give away our money to the poorest people we can find, where it will do the most good. And we should keep giving up to the point that we have to sacrifice something of comparable moral significance (which seems pretty far).

These various approaches to thinking about justice problematise wealth in different ways (unfairness, illegitimacy, inefficiency). Although I won’t be making direct use of any of them, it is worth noting what they all have in common: identifying the problem of the rich as ‘absolutely relative’. In other words, the rich pose an objective problem of justice not because of how wealthy they are in absolute terms (how much they can buy) but because of the problematic relation in which they stand to others. I employ the same foundational idea – just as seawater is good for fish but poisonous to humans, so extreme wealth is wonderful for individuals but poisonous to democracy. However, my approach is different from that of the justice theorists because I focus on the political problem of wealth and not its moral problems. So I am not directly concerned with identifying injustices in the distribution of wealth, nor with making its distribution more just, for example by making the rich give their money (back) to the poor. My reasons for focusing on the political dimension rather than the moral are two-fold.

First, it seems to me that a threat to democracy has a more existential character and thus possesses an urgency that issues of social injustice lack. In particular, while the relationship between social injustice and concentrations of wealth seems relatively linear (on most accounts), the relationship between democracy and individual wealth may include a threshold above which a dramatic failure of democracy becomes very likely. If our society makes mistakes about justice, we can hope to remedy them later. If we make mistakes with our democracy, we may not get a second chance.

Second, there is a strategic advantage to politicising wealth-holding rather than moralising its distribution. People with very different moral views can appreciate the importance of democracy, and of saving democracy, precisely because of the scope for pluralism and public reasoning about justice that democracy permits. It seems to me that many people who disagree about exactly how wealth should be distributed in society—including those with egalitarian, libertarian, or utilitarian moral intuitions—can nevertheless come together to condemn extremes of wealth that threaten a polity’s capacity to debate justice at all.

The Bourgeois Character of Democracy

Democracy as we know it is the invention of the American republic, and, as Alexis de Tocqueville analysed, is fundamentally government by and for the middle-classes, the bourgeoisie. Indeed, the flourishing democratic societies of the world are all politically dominated by a middle class; as the political scientist Barrington Moore famously put it, “No bourgeoisie, no democracy”. This may not be a feature of many philosophical accounts of democracy, but it is a fact about modern liberal democracies, the only ones that seem to work. For example, the mere possession of formal democratic institutions like parliaments and elections is demonstrably insufficient for the successful practice of democracy, as poor countries such as India demonstrate.[3] 

Successful democracies are bourgeois because middle-class circumstances are particularly amenable to the spirit of democracy. The bourgeoisie live in circumstances of moderate abundance: neither so poor as to be utterly dominated by circumstances or powerful persons, nor so well-off as to be free from inter-dependence on the goodwill of other people for success. This is the sweet-spot of sufficient independence to think for oneself, and sufficient inter-dependence to be sensitive to the interests and concerns of other people; the conditions for the thriving of the civic habits and dispsitions on which a democratic polity depends.

A democratic society is organic, not a construct of high theory. Its heart is equality of political status, or what some would call ‘dignity’ – the freedom of all from domination, whether by government or other people. A real democracy must pass what the political philosopher Philip Pettit calls the ‘eyeball test’: is every person free to look any other in the eye, without fear and trembling?

The brain of a democracy is its ability to make legitimate collective choices in a way that everyone finds acceptable even when they disagree with the conclusions. That sounds like an abstract adding machine – and the terminology of social-choice theorists doesn’t help. But actually it’s about community and common sense. Democratic procedures for social choice work so long as everyone recognizes that we are all in this together, and that we have a shared interest in and commitment to making things better for everyone even though we may disagree about how to do so. The members of a bourgeois society have an orientation toward co-operation, even with those we disagree with, because we are fixed in relations of interdependence with each other and have no choice but to try to make this society work.

So what’s the problem with the rich? Their circumstances of life are distinctly different from the bourgeoisie. At the extreme, the combined assets of Walmart’s Walton family have been calculated to be equal to that of the bottom 150 million Americans combined. Great wealth changes people and their relationship to society as a whole. As Michael Sandel puts it, “Democracy does not require perfect equality, but it does require that citizens share in a common life.” (Sandel 2012, 205).

The rich are independent of the rest of us. Obviously they are materially independent so long as their property rights remain recognized. They can achieve what they want by themselves, that is by buying it from others or paying someone else to do it for them. But this power of command also generates a social distance from society that allows them to become ‘ethically independent’. Since they don’t depend on the goodwill of others to succeed – for example, few of them have recognisable jobs – they may become less concerned in general about whether they deserve goodwill. They are thereby freed from the disciplinary power of bourgeois social norms and standards, and, it often seems, even from the laws that apply to ordinary people. I’m sure that sense of liberty must be quite exhilarating. But it also means that the rich aren’t really like the rest of us.

There is some worrying social psychology research about what the rich are like, suggesting that society’s nobility are not actually very noble (e.g., Piff et al. 2012). The rich appear to have a more positive attitude to greed than the rest of us, and this is expressed, for example, in feeling entitled to opt out of ethical standards – to lie and cheat when it suits them – and a lack of compassion toward others. Though recent events should teach us not to build castles on the findings of social psychology, such research chimes with what all of us see and hear every day of the self-centredness and self-servingness of the rich, from Donald Trump’s use of the US presidential election to promote his business brand, to Warren Buffet’s exploitation of his political connections to lobby for public subsidies of his investments in Goldman Sachs and railroads.[4] The ‘ethical independence’ of the rich from the rest of society thus has political implications, since, to put it mildly, it does not suggest that the rule of the rich is to the benefit of all.

For the rich the spirit of cooperation on which democracy depends is only an option, not a necessity. When the rich engage in politics they are not under the same constraints as the rest of us to find a mutually agreeable solution, since their fortunes are not fixed to the success of this society as ours are. They can always buy their way around the absence of public goods, or leave for somewhere nicer.

That means that the rich don’t have the same political interests as the rest of us (Page, Bartels, and Seawright 2013). They aren’t worried about crime (their gated communities come with private security) or the quality of public education (their kids go to the fanciest schools money can buy) or affordable accessible health care, pensions, job security, public parks, gas prices, environmental quality, or most of the other issues that the rest of us have no choice but to care about, and to care about politically since they are outside of our individual powers to fix. The political concerns of the rich do not lie in the provision of public goods, but in furthering their private interests, whether their personal wealth and power or their political whimsies.[5] That is why Adam Smith, the father of economics, warned us so vehemently in The Wealth of Nations to be suspicious of their self-serving rhetoric.[6]

It is an unfortunately widespread fallacy that democracy is a means to achieve one’s interests, rather than a space in which the public interest can be deliberated. Thus some people seem to believe that elections work in the same way as the rest of our modern consumer society: one orders what one wants at the election and then two weeks later it should arrive. Then, if it doesn’t arrive, they think democracy must be broken.

However, for the rich, politics actually does work somewhat like this, because they have the power to intervene non-democratically in our politics. They can and do use their wealth to command outsize political influence, in the ways I outlined above: bargaining and schmoozing privately with our politicians (Kalla and Broockman 2015); buying a media megaphone to transmit their opinions to voters and drown out counter-speech, and so on. The rich act this way because they believe that their opinion deserves to be heard because it is theirs, and their wealth means that it does indeed receive more attention. This is the logic of the market, of course, and it converts politics from a democratic forum into a market for influence.

First, it introduces a principle of political inequality. The rich achieve extraordinary influence over the character and direction of our society, and thus over how our individual lives will go, yet they have no qualification for that political role except their wealth. Like a feudal aristocracy, their special political status derives from a prior asymmetry of power combined with a personal sense of entitlement, rather than democratic selection.

Second, it undermines the democratic legitimacy of our political institutions, the perception that even if we don’t personally agree with their outcomes they genuinely reflect the will of the people and we should go along with them. Every ideological faction wants to get their own way. Liberal democracy deals with the threat of factionalism not by suppression but by transforming it into a vibrant pluralism that is maintained by a transparently fair social-choice process. Everyone still thinks their own views are right and true and seeks to persuade others of them, but in a democracy everyone agrees that practical legitimacy derives from popular consent. Those ideas that win a democratic mandate have a prima facie legitimacy to govern, subject to the checks and balances that protect opposing (minority) views. The rich are a particularly dangerous faction because of their ability to upset this principled modus vivendi by translating economic command into political influence greatly out of proportion to their numbers (cf Gilens and Page 2014).[7]

Moreover, while as individuals they may have differing views about what society’s political priorities should be, ranging from converting the public education system to independent charter schools to defending Israel, they also have what may reasonably be called a class interest in the institutional arrangements that maintain their personal wealth, such as tax codes that favour income from capital over earned income. A democracy converts to a plutocracy gradually, as more and more of the business of politics is turned over to the rich: their interests, their values, their opinions, their policy proposals. Even though popular elections continue to be held, the link between political success and a democratic mandate to govern will crumble away. Political outcomes will no longer be understood as a reflection of the will of the people, but rather of the machinations of the rich or squabbles between them, as in modern plutocracies such as Ukraine and Moldova. As people come to realise that the system is rigged the legitimacy of the political regime will no longer rest on democratic grounds, but on some other grounds, such as economic prosperity or fear of even worse.  

Why the Economy Doesn’t Need the Rich Either

At this point I would like to address a common counter-argument to the claims I have been making. This is that there is a trade-off between democracy and material prosperity: it is claimed that even if great concentrations of wealth undermine democratic ideals, this is a price that most people think is worth paying and thus has a certain democratic legitimacy in its own right. As I will show in a moment, this underestimates the threat the rich pose to capitalism as well as democracy. For now, let me focus on the specific assumption that capitalism requires the rich because they have more wealth than they need for their own consumption and so it is their investment of capital that makes the economy spin around and create jobs. That ‘job creator’ thesis is out of date and back to front. 

First, while in Adam Smith’s time it might have been true that economic development required capitalists to reinvest their profits, this was because everyone else was too poor. But these days the economies of democratic societies are characterized – for now – by a broad middle-class whose savings are quite sufficient for funding business expansion and technological innovation, such as through the share-ownership of our pension funds or the bank loans backed by our deposits. 

Second, the greater the wealth inequality, the worse we may expect the economy to perform. A flourishing economy requires customers as well as investors. If the gains of economic productivity are overwhelmingly transferred to some small group (as profits) it means that they don’t go to ordinary people (as wages) – (for example, since 1979 all the productivity gains of America’s economy have gone to the richest 1%, median wages have been stagnant). The implications are, firstly, that the more unequally distributed economic growth is the less it increases national prosperity, because it does not increase the economic command of ordinary people to satisfy our wants (which was how Smith defined the wealth of nations). And, secondly, economic growth itself will be less than it would have been because high inequality limits the extent of the market (fewer customers) and thus the scope for innovation.

But the biggest problem is the threat the capitalists themselves pose to a free and competitive market economy. As Thomas Piketty notes: “The entrepreneur inevitably tends to become a rentier … capital reproduces itself faster than output increases. The past devours the future.” (Piketty 2014, 571). This not only involves the production of economic inequalities that undermine democracy and the substitution of inheritance entitlements for meritocracy, but also, as another economist, Joseph Stiglitz (2012) has argued with particular force and clarity, the outright corruption of democratic politics and capitalism itself. The winners of one round of market competition can readily translate their economic wealth into political influence and thereby change the rules to convert their income from a contingent market outcome into a guaranteed entitlement, for example by converting their businesses into quasi-monopolies that effectively levy a redistributive tax on society as a whole. The interest of the plutocratic elite is to widen the market but limit the competition; to do what Bill Gates did to Netscape and Carlos Slim did to Mexico’s telecoms industry. Consider the re-construction of America’s financial services industry over the last 30 years. As the number of firms went down, favourable laws went up, converting the industry into a rentier system in which the costs of financial services to the economy as a whole rose, profits rose, and risks were socialized.

This rentier capitalism doesn’t have the same virtues as the free market kind proposed by Smith and endorsed by most contemporary economists. It undermines the policing required to maintain real – free, fair and rivalrous – competition. It misallocates the country’s wealth and talent, by funnelling it away from productive enterprises and into rent-seeking enterprises that harvest the productivity of others. It politicises the economy in a way that undermines the conditions for liberal democracy rather than providing the shared prosperity that supports it. 

What To Do About the Rich

I have argued that the rich are a burden and a danger to our democratic society as a whole. But that fact doesn’t tell us what to do about them. Some, such as Piketty, argue that we should tax the rich back into the middle-class with progressive taxes on both their wealth and income. Such tax policies face great difficulty because imposing and then maintaining them would require an overwhelming and sustained political consensus to overcome the resistance of an extraordinarily powerful political constituency, exacerbated by opportunities for international tax competition and evasion. Piketty admits that his proposal for an international wealth tax of 5-10% on the greatest fortunes to unwind the inequality ratchet is “utopian”. My own proposal is more radical still, and yet may nevertheless be more effective than Piketty’s because it directly challenges the political domination of the class interests of the rich that would thwart his plan.

Recall that I am not concerned here with fairness and social justice, but with the somewhat simpler but more urgent existential threat that the presence of the rich poses to a democratic society. I’m against the rich, but I don’t care about their money. And that allows me to advance a different kind of proposal than one normally sees in this debate: the simple rule that no-one can be both a member of our democratic society and rich.

A good way of thinking about what a democratic society is and should be, and how its members relate to it, is through the idea of the social contract. A social contract is a hypothetical agreement to form a political association for the mutual advantage, security, and justice of all its members. The significance of this idea is that it allows us to scrutinize whether our current social arrangements resemble what we would have deliberately chosen to create if we had had the chance, or whether we would have chosen something better – for instance, John Rawls’ project in A Theory of Justice. In Rawls’ hands the social contract is a device for generating a unique agreement on the basic institutional arrangements of a just society by making explicit our intuitions about what a fair democratic society requires. 

But one can also use the social contract device more crudely, to draw our attention to the preconditions for, and legitimate authority of, a democratic society. Though we may not follow Rawls’ controversial argument about what an ideally just democratic society would look like (as even Rawls himself accepted in his later work), we may all readily agree that some arrangements are incompatible with the persistence of any democratic society in which such questions of justice might be debated. Plutocracy seems one of those, since it is incompatible with freedom from domination between citizens and political equality in social choice.

The idea of the social contract also directs us to think of our democratic society as a kind of private club for the mutual benefit of its members. (Indeed, this is how we often explicitly describe it when thinking about immigration). Such a club has the legitimate authority to enforce its constitutional commitment to democracy and to take preventative action against members whose activities undermine it.

Hence my modest proposal. We should first identify with some precision the category of what it seems reasonable to call ‘the rich’, i.e. those people whose capabilities for independence from and command over the rest of us crosses the threshold between enviable affluence and aristocratic privilege. Then, when anyone in our society falls into the category of the problematic rich they would be offered a choice: give it away – hold a potlatch, give it to Oxfam, their favourite art museum foundation, it doesn’t matter what – or else cash out their winnings and depart the country, leaving their citizenship at the door on their way out. Since the rich are, well, rich, they will have all the means they need to make a new life for themselves elsewhere, and perhaps even inveigle their way into citizenship in a country that is less picky than we are. I’m sure they’ll do just fine.[8]

How much wealth makes someone problematically rich? That seems a political question for society to deliberate about, informed by empirical research from social scientists about the character and effects of large wealth inequalities. It is certainly not something for philosophers to decide! But, for the sake of this discussion let me outline one approach, to show how such deliberation could move from broad and abstract principles to concrete proposals. 

The general principle is adapted from Rousseau’s proposal in The Social Contract that “in respect of riches, no citizen shall ever be wealthy enough to buy another, and none poor enough to be forced to sell himself” ([1762] 2008, II.11). That suggests that the form of the definition of the rich should be ‘absolutely relative’ rather than merely relative (i.e. we shouldn’t just target the richest 1%, because there will always be a richest 1%, and this proposal is not founded on envy of the better off). One way to go would be to use some multiple of the wealth of the median citizen (the person who is poorer than 50% of the population and richer than 50%) as a proxy for the distance from, and power over, ordinary citizens that defines problematic wealth. Let me suggest a very generous multiple of 500 to be going on with (surely everyone can agree that someone with more than 500 times the wealth of the middling citizen is in a different class than the merely enviably affluent). What would that mean for a country like America?

According to the Credit Suisse’s Global Wealth Report (2015) the median adult American’s personal wealth is around $50,000, which suggests a cut off of $25 million.[9] For context, America’s mean average wealth is $350,000 (if the gulf between mean and median figures seems surprising, it reflects the fact that wealth inequality is much more pronounced than income inequality).[10] For further context, median wealth in the UK is more than twice as high as America, suggesting a cut-off of $63 million. The UK-US comparison shows that this simple definition has a powerful inbuilt ratchet. The greater the concentration of wealth in a society, the greater, I have argued, the threat to democracy, and the lower the boundary line for the problematic rich that this definition will produce. 

There are obviously many technical difficulties remaining in this definition (from settling on appropriate accounting standards, to allowing for market volatility in asset values, to distinguishing individual from household wealth). But if it could be made to work, what would happen? Presumably there would be an outpouring of wealth as assets are liquidated and moved abroad. But the immediate consequences of this should not be exaggerated. The mansions and penthouse apartments would still be here, just owned by someone else. The already globalised financial portfolios (most of the assets of the rich) would merely be registered at a foreign address and denominated in a different currency. A relatively small number of the rich own large stakes in national enterprises such as department-store chains (those Waltons again), or TV stations, that might be difficult to unwind or internationalise.

Aside from some short-term disruption the loss of the wealth of the rich would not make our society poorer. As I noted earlier, developed economies do not lack for capital; what the rich contribute to the economy is not investment but domination. An economy’s wealth – as opposed to an individual’s – relates to its efficiency in allocating its resources between competing projects so as to satisfy as many of the wants of its people as is technically possible. In the long term our economy’s productivity would be higher without the distorting influence of the rich, and, not coincidentally, the gains from that productivity would be more equally shared than they are now.

But I don’t think everyone would leave. After all, while tax avoidance is extremely popular among the rich, true tax exiles are somewhat rare. Democratic societies really are great places to live; plutocracies and autocracies really aren’t. (Even Russia’s oligarchs want to live in New York and London, and send their children to school there). I think that many rich people understand this, and would appreciate the benefits of democratic society even more if they were forced to make an explicit choice between continuing to live there or holding on to their money.

Another possible consequence is a decline in innovation and entrepreneurship—vital to the future growth of the economy. If the rewards for winning ‘the economic game’ became truncated at a few million dollars, would people stop trying so hard? Will there be no future economic revolutionaries like Bill Gates or Peter Thiel?

This argument seems to rest on the assumption that innovators are only motivated by the possibility of vast financial rewards. On the one hand, this seems false because innovation is just what free people do in the face of interesting or important problems, whether that be in literature, computer science, or logistics. On the other hand, it is true that many of those, like Bill Gates, who package up the technological breakthroughs of others into economically significant contributions are motivated by the hope of economic windfalls. And yet, how big does the reward have to be to motivate entrepreneurial innovation? Does it really have to be in the billions? Would no one write books anymore if they saw the wealth of (the British) JK Rowling capped at $63 million? Perhaps. Though I am sympathetic to Adam Smith’s argument that what people are really seeking is the “respect and admiration of mankind” and that a swimming pool full of money is merely one way – a vulgar, inferior way – of achieving that.[11]

Conclusion

My proposal, though quite serious, is obviously politically unfeasible in the face of the opposition of the rich. It is utopian. But utopian principles can nevertheless perform political service by introducing new normative benchmarks into political debate. (Consider the role that Nozickian libertarianism performs in the politics of taxation). Like the idea of the social contract, the idea of exiling the rich is expected to do its work hypothetically, via persuading people to imagine ‘What if….?’. It politicises the issue of personal wealth in a new way – in terms of democratic citizenship – which may appeal to a different and perhaps larger and more ideologically mixed coalition of voters than alternative social-justice accounts such as egalitarianism and libertarianism do. It thereby places a new onus upon the rich to justify their place amongst us, to overcome our suspicions by proving their loyalty to the democratic values of our society, for example by acceding to less radical proposals such as Piketty’s progressive tax on wealth, or at least much greater restrictions on the mechanisms, such as political donations, that translate private wealth into public influence.  

In this political perspective the very advantages of the rich are turned against them. The rich have been used to thinking of themselves as more equal than others in our society. Yet that power of command over others is exactly what puts the legitimacy of their place in our politics in question. They have been used to enjoying their independence from the rest of us, hardly mixing with ordinary people and hardly noticing the national borders they cross. Yet this very feature would legitimate and justify our ostracising them in turn. To the extent that the rich believe all their accomplishments came through their own efforts and they don’t need us for anything except property rights, we wouldn’t be doing them any harm by exiling them from our politics, or even literally exiling them to another country. By achieving such independence, the rich have brought upon themselves the burden of justifying why they should be allowed to remain amongst us. If you don’t need us, we can ask, why do we need you?

Beyond Public and Private

There is an alternative

We are witnessing an ‘assault’ on universities (Bailey and Freedman 2011) and the future of higher education and its institutions is being ‘gambled’ (McGettigan 2013). For years now, we have been warned that our universities are in ‘ruins’ (Readings 1997). We campaign for the ‘public university’ (Holmwood 2011) but in the knowledge that we work for private corporations where the means of knowledge production is being consolidated under the control of an executive. We want the cops off our campus but lack a form of institutional governance that gives academics and students a democratic and constitutional right to the university  (Bhandar 2013).

In 2010, following a policy review into higher education in England (Browne 2010), the newly elected Coalition government increased tuition fees three-fold and removed all public funding from the arts, humanities and the social sciences. This was an intensification of neo-liberal government policies which have been ongoing since the 1980s (Shattock 2012). The policy sparked a wave of protests and student occupations against the increase in fees and the introduction of other austerity measures (Palmieri and Solomon 2011). An important debate at the time among the protestors was that there should be democratic alternatives proposed to capitalist and corporate higher education, rather than simply an attempt to defend the public university: getting beyond the public and private models of higher education as currently constituted (Neary 2012). Current approaches to understanding the changes in UK higher education remain tied to deeply-rooted conceptions of public and private (Neary 2012). Ours is not an argument for or against the privatisation of public higher education but an attempt to go beyond these categories through praxis. This praxis means not only free from financial imperatives but real academic freedom (Wintour 2015).

We suggest there is an alternative: co-operative higher education. The framework for a co-operative model of higher education proposed here offers a challenging perspective to the wide-ranging debates about the future of democratic public higher education that ‘kicked off’ in England in 2010 and around the world (Mason 2011). These debates have re-emerged with renewed intensity during the recent spate of University occupations in the Netherlands and at a number of London University Colleges. We recognise the importance of fighting to maintain free public higher education as well as defending democratic academic values within the current university system, and we want to celebrate the achievements of Rethink UoA and the ‘New University Movement’ as well as the Free Education campaign in England. At the same time we are aware of the continuing dangers of co-option, recuperation and exhaustion as negotiations for institutional reform progress through the complex labyrinth of university committee structures; as well as the ever-present threat of police violence that hangs over any academic and student protest. In this context it is important to continue with experiments in democratic decision-making in ways that constitute a genuine transfer of power from the current university leadership and management to students, academics and other forms of university labour, including cleaners, porters and catering staff.

We argue that while trade unions are a vital element in this process of democratic worker participation, we should be aware of the international co-operative movement as another aspect of working class history and culture from which much can be learned about collective decision-making, along with the institutional and organisational forms within which decision-making as well as other participatory and collective activities take place. Already, outside the university, there are institutional examples of co-operative association that attempt to address issues of ownership and control over the means of production through a radical form of democracy among those involved. Co-operatives are constituted on the values of self-help, self-responsibility, autonomy, democracy, equality, equity and solidarity. In many cases the assets of the co-operative are held under ‘common ownership’, a social form of property that goes beyond the distinction between private and public.

The possibility of this alternative is bringing together scholars, students, and expert members of the co-operative movement to design a viable model for co-operative higher education. Using our experience of running the Social Science Centre, a co-operative for higher education in the city of Lincoln since 2011, we are interrogating our existing constitution and pedagogic practices to develop a theoretically and practically grounded model of a ‘co-operative university’ that activists, educators and the International Co-operative Alliance could take forward.

The Social Science Centre

The Social Science Centre (SSC) (http://socialsciencecentre.org.uk) organises co-operative higher education in Lincoln, UK and is run by its members. It was conceived in response to the 2010-2015 Coalition government’s changes to higher education funding in the UK; a time when students were occupying their universities in protest against these changes and the model of public higher education in the UK was undergoing rapid marketisation and financialisation that was undemocratic (McGettigan 2013) and imposing a ‘pedagogy of debt’ (Williams 2009).

The SSC was not the only attempt to create a ‘free university’ (Bonnett, 2013), but it is the most sustained and lasting of these efforts. One of the reasons for this is because it was given constitutional form as a democratic member-run organisation that is constitutionally the common property of its current 53 members. Recently, the idea of a ‘co-operative university’ has gained traction among educators and scholars in part drawing inspiration from the SSC, the conversion of state schools to co-operatives (Facer et al., 2012; Woodin 2012) and long-term efforts to teach co-operativism within higher education (Winn 2013).

The SSC can be understood through a conceptual framework of ‘in, against and beyond’ the institutional forms in which it was constituted (Holloway 2002). It was conceived by academics who have been developing a progressive pedagogical framework and model of curriculum development called Student as Producer within the constraints of the capitalist university (http://studentasproducer.lincoln.ac.uk). Through this work, we seek to question and reconceive the idea of the university as a social form and work against what it has become (Neary and Winn 2009). We aim to go beyond the conventional paradigms of public and private and constitute in practice a form of higher education grounded in the work of theorists such as Walter Benjamin (1934) and Lev Vygotsky (1997), the social history, values and principles of the international co-operative movement (Yeo 1988), and emerging practices of reciprocity which are constituting a new form of academic commons (Neary and Winn 2012).

Everyday Life at the SSC

Since it was established in 2011, the SSC has run courses in the Social Sciences, broadly conceived, and taught at the level of higher education (Social Science Centre 2013). These courses have been on The Social Science Imagination; The History of the Co-operative Movement; and Know How: Do It Ourselves Higher Education. We offer awards that are equivalent to university degrees, based on our own peer-assessments with no external accreditation. These courses take place in the evening once a week for two hours in premises marked for public use, e.g., community centres, museums, voluntary organisations, cafes and even the pub. The curriculum is decided by the group, with the teaching duties shared by all members, teachers and students, recognising that we all have much to learn from each other. All members of the co-operative are referred to as ‘scholars’ so there is no formal distinction between teachers and students, demonstrating our commitment to the principles of equality and democracy. We have a workshop session each year to decide the taught programmes, which are regularly reviewed and refreshed.

The SSC has arranged sessions on social photography and poetry. We have organised a lecture series on matters to do with ‘The Secret State’, ‘Community Football’ as well as an international conference on Co-operative Learning. This year we had an event where a range of speakers from the co-operative movement spoke about worker co-operatives, how to set up your own local co-operative, and the history of co-operative education in our city.

As well as the educational sessions we have regular planning meetings to deal with the everyday organisation of the co-operative. The students and teachers tend to be members of the SSC so we all have an equal say in the running of the Centre. We pay a lot of attention to making our events accessible to all, including children.  The SSC is a local community project but we would like to find ways of connecting more directly with some of the main issues of local concern and to be able to offer ourselves as a community resource, not only for teaching and learning but also for research.  We worry about the extent to which we are a genuine alternative to mainstream higher education, or a space to imagine what that alternative might look like. Sometimes it feels like we are simply replicating the very model of a university outside of the formal structures of higher education. This is something we talk about a great deal, so it never feels as if the project is ‘finished’ or has realised its full potential. Members of the Centre are committed to the theoretical underpinnings for such a project, but we are also deeply committed to the mundane reality of keeping the SSC alive. The SSC remains experimental in form and an appropriate laboratory for the creation of a co-operative university model.

Student as Producer: Pedagogy and institutional form

Our overall approach assumes that a new social and institutional form of higher education must be based on a pedagogic framework that offers an adequate critique of the capitalist university. Through several years of praxis, we have identified sufficient confluences between our pedagogic approach and the theory and practice of worker and social solidarity co-operatives (Conaty 2014; Winn 2015) to believe that a model of co-operative higher education can be developed that is adequate to meeting the current crises.

Our approach is theoretically grounded in the concept of the Student as Producer (Neary and Winn 2009; Neary 2010). The theoretical basis for Student as Producer is Marx’s labour theory of value (Marx 1976). Student as Producer recognises that both academics and students are involved as academic workers in the production of critical-practical knowledge (Moten and Harney 2004). Student as Producer was conceived inside the University of Lincoln (UK), eventually becoming the teaching and learning strategy for the whole institution. While Student as Producer revealed some of the negative consequences of higher education policy and developed some radical alternatives to ‘academic capitalism’, it is becoming recuperated by the capitalist university and subsumed with the consumerist principles of ‘student engagement’ and ‘student as partners’ (Neary et al. 2015).

Yet Student as Producer was always based on a radical, negative critique of the capitalist university as constituted on the basis of worker exploitation. Originally conceived to operate inside and against the capitalist university, it is now being re-functioned as a pedagogical framework outside of the capitalist university. This re-functioning is based on the values of sharing and commoning, already core academic values, against the exploitative money-based values which characterise the capitalist business. This is achieved not through theoretical novelty, but by connecting theory to an actually existing organisational form: the co-operative university. Student as Producer, as the pedagogical framework of a co-operative university, seeks to reconstitute the ownership of the means of production so that academic workers, including students, own the means of production of the enterprises in which they are working.

Through the specific historical innovations of worker co-operatives and ‘common ownership’, a co-operative model of higher education seems most appropriate to align with a pedagogical framework that recognises academic labour and the academic commons as the organising principle for the production of knowledge. In this way Student as Producer is central to our consideration of a new social form of higher education, having far-reaching social, political and epistemological implications.

The Research Project

The Social Science Centre has recently been funded by the Independent Social Research Foundation (ISRF) to develop a model for co-operative higher education. We have designed an integrated series of workshops inviting academics and students from the social sciences, co-operative business and management, and humanities to work with us. We are also involving historians of the co-operative movement, legal specialists, worker-members of co-operatives, and individuals who have been involved in the free university movement in the UK and elsewhere. We are supplementing these activities with a range of qualitative research methods, including semi-structured interviews, focus groups, and surveys so as to understand how the different models of co-operative organisation might be applied to higher education and the production of knowledge.

Run as a critical participatory action research project (Kemmis 2008) within the SSC, we aim to ensure that all participants feel able to contribute to the design and outcomes of the research. Based on ‘collective deliberation aimed at collective self-understanding’ (ibid 135) of our own co-operative, participants will seek to contribute, through praxis, to the development of a common model for a ‘co-operative university’. As with our pedagogical approach, our overall methodological perspective is informed by a critique of the contradictory relationship between labour and capital and the emancipatory potential inherent in the capital relation. From this viewpoint, labour is understood dialectically as both socially constituted and mediating (Postone 1993) and the methods of our research are understood to be constituted by our immanent social conditions but also prefigurative of the emancipatory potential of our collective work.

The research is taking place over 12 months (May 2015 to April 2016) consisting of a timetable of actions (workshops, focus groups, etc.). The underlying process of action research is co-designed by the research group i.e. members of the Social Science Centre, and co-ordinated through a regular timetable of information meetings, study seminars and research design workshops. The sessions are aimed at creating a ‘safe space’ that builds solidarity within the immediate group and with visiting guests. The researchers produce frequent blog posts on activities and matters as they arise which are published on the SSC website for public comment.

By the end of the research period, we intend to produce a coherent model for a co-operative university, including a proposed pedagogical framework, business plan, model constitutional rules for the co-operative and a proposed model for federation among co-operative universities. Long-term, we envisage that this work will contribute to the growing literature on co-operative higher education (Winn 2013) as well as inform discussions about its development within the co-operative movement and among alternative and free universities worldwide. We believe that it will stimulate discussion and action within Co-operatives UK and within the International Co-operative Alliance.

In 2016, the Social Science Centre will have been running for five years and it is likely that the outcomes of this research will be formally adopted by its members. The reconstitution of the SSC will mark a second stage in its short history, providing a relatively mature example of an alternative form of higher education for educators and students to draw inspiration from and to continue to develop in, against and beyond the ‘pedagogy of debt’ and the ‘ruins’ of the capitalist university.

 

We invite you to contact us if you wish to contribute to this work.

 

Demonstrating Academic Worth

As we struggle over the future of academia, merely exposing the truth – that all that is public is melting into air – is not enough. We will have to develop new ways of demonstrating academic worth. Simply showing to the public that universities are being destroyed is not enough. As everyone and anything is fitted into regimes of indebtedness and thereby subject to programs of austerity, calls to protect ‘our university’ appear hopelessly particularistic. If public expenditures must be cut – as they must within the political economy of what Wolfgang Streeck calls the consolidation state (Streeck 2015) – highly privileged sectors of the educational industry can hardly be exempted. It is, I think, a mistake to assume that publics under such a regime will be persuaded by accounts of the destruction of academia that focus on the problems academics are faced with. Most people are not academics, and have no interest in becoming academics. They have meagre means of realising why they ought to care about them. It is however equally mistaken to conclude that academic worth must therefore be conceived and articulated from the position of the non-academic outsiders – as if to imagine oneself in the position of a consuming audience and thus sense what the others might desire from us. Just as outsiders have little sense of why they should care about the destruction of academia, they have also little sense of what would, alternatively, be worthwhile about academic work. Instead of presuming to know what the public wants and catering to such – often very regressive – aims, I propose to think about alternative modes of academic worth from the inside out. I will propose the concept of demonstration as a name for this kind of public value. While the question of demonstration opens a field of issues about ways in which publics can be engaged, I want to pitch my questioning at the level of method and inquiry. If we – academics – ourselves cannot support alternative demonstrations of academic worth at the scale of our own inquiries, we have no business persuading others – taxpayers, students and other publics – of this worth. That is, if we choose not to cynically deceive our clients. So how do we envision academic worth and what alternative might we have?

 

Between a rock and a hard place

More often than not academic worth is envisioned in two different ways. First, there is the vision of a knowledge economy. Under this rubric, the entire world of academic practice is thought to ‘add value’ to something that is often called ‘the economy’ or, in a more generous sense, ‘society’. However, the vision of a knowledge economy is far more radical than the mere commodification of academic labour. It is not that universities are being transformed into factories that ought to bring its products to market, although that is sometimes part of it. The university, particularly its late 19th and 20th century instantiations, was always located at the cross roads of specific supplies and demands. The factory-market metaphor is too shallow. Universities can be coupled to many fields other than ‘the market’ or ‘the economy’ and nonetheless be turned into ‘knowledge economies’.

What the vision of the knowledge economy proposes is the invention of value metrics that can be attached to anything that moves – workers, papers, patents, departments, schools – and thereby allows players to coordinate their strategies. The neoliberalisation of academia is not the introduction of market discipline from the outside but the proliferation of capitalist controls within academic labouring. Even if academic workers are not forced to ‘increase production’ or ‘valorise’ their work in terms of ‘economic’ output or ‘industrial’ yields, they may nonetheless begin to control themselves, others and their work in relation to generalised metrics of value: citations, awards, recognitions, career opportunities, patents, grants, titles, publications, attention, compliments, notoriety. In Marxist terms, we control ourselves and others through a fetishisation of value.

Now, we may take on a cynical outlook and say that, objectively, fields of knowledge production differentiate and are differentiated through one value and one value alone: the academic capital called ‘Reputation’ (Bourdieu 1988). If such a cynical outlook represents ‘objectivism’, the vision of the knowledge economy is precisely its opposite: subjectivism. We are not asked to recognise the objectivity of academic production, in which case it would still make sense to demonstrate the falsity of such an analysis. Rather, we are asked to perceive academic work as a field of opportunities for acquiring academic esteem. Or, as Richard Rorty aptly put it: “Truth is what your contemporaries let you get away with.” (1979: 176). The invention of quantified performance indicators are but one deliberate tool in such a pedagogy of entrepreneurialism. The more radical idea behind them is that we approach our practices as so many opportunities to profit from our competitors’ informational lags. We are living in Gary Becker’s wet dreams. Thus, any method of outwitting one’s colleagues is granted as long as one scores points in the fetishized metrics of value, however vaguely defined, and all the better if one doesn’t actually believe in them.[i]

Like all forms of capitalism (Boltanksi and Chiapello 2005), the knowledge economy lacks practical criteria of its own and can only be sustained through the exploitation of that which still resists it. Only as long as my colleagues pretend to actually believe in metrics of value can I get away with outwitting them in whatever it is “added value” demands of us without the illusion of “academic expertise” being unmasked as the mere manipulation of other people’s anticipations. Whether those other people are industry executives, policy-makers, citizens, journalists, victims, venture capitalists, academic managers, stock brokers or my very own colleagues is not all that relevant. Even if the metrics of value refer to measures of value assumed to be internal to science – truth, validity, reliability, replicability, etc. – we are already compelled and compel others to keep up appearances.

Demonstrating worth in the knowledge economy basically means impressing as many people as possible of the idea that what I am doing is impressive or, better yet, will be immensely impressive in the future. The knowledge economy is prone to alternate between booms and busts, between academic celebrity and scandals of foul play. But who cares as long as the wheels keep rolling? The knowledge economy is not capable of demonstrating worth other than through Public Relations.

The second vision of academic worth comes in the form of a representist democracy. Here, academia exists in service of the citizenry. This vision conceives of the university as yet another domain of privilege and authority that is opened up to public accountability and legitimation. It envisions a past of ivory towers and professorial dogmatism in order to project a future of public deliberation and fairness. While it may be highly suspect of the truth-claims made by science, biased as it is towards the concerns of insiders, it also glorifies the academic capacity to settle disputes. It envisions the university as the place where true tests of veracity can be made and scepticism reigns unobstructed. The problem is not authoritative truth claims as such, but academic isolation and scholasticism that distort settlements of disputes. The vision of a representist democracy proposes to redirect the consensus-procedures of academic communities to public disputes. Academics are thus asked to take on some of the work that parliament does in representative democracies: figuring out what can be done about public problems. This means that academics should stop resolving their collegial quarrels – scholastic, theoretical, detached, indulgent – and get to work on public dilemmas. Academics ought to translate ideological cleavages into competing truth-claims and test their truthfulness with the best research available. In this view, academia provides a curious kind of discourse, composed of facts and nothing but facts, which enables citizens to speak truth to power. The entire academic community becomes the citizenry’s army in its on-going battle against false consciousness.

The pinnacle of this assault on idolatry and received wisdom is given by the idea of ‘evidence-based policy’. It is not just that ‘fact free politics’ ought to be combated and that the efficacy of public policy ought to be ascertained. The vision of representist democracy seeks to interlink civic representation to the representativity of causal claims. What is tested in the randomised controlled trials of evidence-based policy evaluation is not merely the causal efficacy of policy measures – if they really work – but the question of whether those measures and their effects can be generalised to the civic population – if they work for all in equal measure. Evidence for causal efficacy is generated precisely by testing whether or not a measure is effective for the citizenry-as-a-whole. In other words, each citizen is given an equal right to governmental efficacy. Facts become more factual insofar as they are, or can become, equally effective for all citizens. Even the most impractical research pursuits are to be justified in view of this civic-popular receptivity. Research is about facts and facts are precisely those truths that can be generalised and applied to all citizens.

The vision of a representist democracy is presentist in a double sense. First, it envisions the citizenry to be a homogenous and well-delineated entity: the population. The citizenry is always already present and identical. Of course, effects appear to contradict each other, they are not the same for everyone as they only take effect in the particular circumstances of each unique person. By inventing stable dimensions of difference – demographics – that count for everyone in equal measure, research may nonetheless represent the undivided citizenry to itself. Non-generalizable differences do not count. Such research designs enables democracy to reach behind the veil of ignorance and represent effects in relation to a citizenry-without-differences, but only by assuming that the citizenry is a finite set with well-defined characteristics. Thus: What is fair is factual and what is factual is fair.

Second, the facts revealed in this way are considered causal mechanisms out there in reality. Contradicting them is useless as they are present nonetheless. This way of speaking the truth depends on a curious bifurcation. On the one hand, there is the order of ‘free opinion’ in which anything can be uttered for whatever reason. Here, contradiction reigns supreme. On the other hand, there is the order of ‘unfree facts’ in which contradiction is futile. Now, of course, in a democracy one cannot be forced to speak the truth. It is entirely up to us to exercise our freedom of speech. In this vision: Either we speak the truth, by submitting our opinions to the laws of nature, or our speech is merely expressive and, thus, nothing more than the fact of being uttered. Either disputes are about factual efficacies, resolvable through validated evidence, or they are themselves facts and their resolution becomes a matter of causally effecting them in the right way. Democratic politics is either the scientific resolution of competing efficacy claims – managerialism – or the effective manipulation of non-truthful discord – managerialism.

Demonstrating worth is a matter of civic servicing. Research is done in the name of the citizenry, at its behest and pleasure. It is a service to the public as each citizen is granted the right to equally effective government. It is also a servicing of the public as each civic utterance is judged to be either a statement of fact or the fact of statement. Research is not so much a public good as it is in the public’s good. This good is mainly sanitary. The house of democracy is cleansed of wasteful contradictions by academic clean-up. The vision is of a representist democracy capable of sanitising the public sphere in which academics appear as little more than experts in effective house-keeping, aids to the managers of the manor.

Neither of the two visions available today – the knowledge economy or the representist democracy – can accommodate an adequate discussion about what it means to demonstrate academic worth. The knowledge economy effectively destroys the bonds that keep academic practitioners together and proposes that we exploit our residual fidelity to metrics of value, whatever they may be for the moment, as a way of keeping the show on the road. The representist democracy provides a rational basis for democratic politics – facts – only by reducing this politics itself to a series of facts called ‘causes’ and ‘opinions’. These visions are, in crucial ways, opposed to each other. While the first decouples science from anything other than what, currently, counts as value, the second fixes science into the role of service provider. What the latter fixes, the former seeks to break free from. What the former exploits, the latter seeks to redistribute. It is not uncommon, however, to encounter both visions in some kind of anxious embrace. It can be proposed, for instance, that it is in the public’s good to construct a knowledge economy, a market-place of ideas, a global competition for the best and the brightest. In short: to strive for the one thing everyone must believe in…Innovation. Conversely, it can be proposed that specifically civic metrics of value are what ought to occupy the strategic agendas of academic entrepreneurs – that public expenditures in academia can only be sustained if ‘social value’ can be demonstrated. Moreover, these two proposals are easily connected into an evocative loop: it is in the public’s good to construct a knowledge economy and this knowledge economy is best expressed in metrics of civic interest. The addition of value is to be evidence-based and well-based evidence is that which adds value. In this way, a presentist belief in the facts-as-they-are, and an entrepreneurial unbelief in value-as-it-is-counted, can be tightly coupled together to compose a new spirit of academic capitalism. What Niels Bohr said of superstition – that it works even if you don’t believe in it – is now true of academic practice itself.

 

The monstrosity of experimental activism

There are always alternatives. One such alternative is envisioned by what I’d call a monstrous alliance of experimental activism. This is a monstrous alliance because experimentalists and activists are, in many ways, at odds with each other. I have in mind here two tendencies in counter-hegemonic practices that seek to contest the new spirit of academic capitalism in two different ways. These two tendencies – experimentalism and activism – can be defined by explicating their mutual discordances.

To the frustration of activists, the experimentalists maintain that there is always hope, always new ways of doing things, always possibilities for tinkering with the existing order. Experimentalists think the solution is change, the making of new relations. To the fatigue of experimentalists, the activists hold that there is no time to waste, actions needs to be taken sooner not later, and an unreserved partiality to the dominated, the outsiders, the subaltern, the downtrodden and stigmatised is to be promoted and sustained. Activists think change is the solution, the dissolution of old structures. While experimentalists believe in action, they do not believe in any priority of ‘the cause’. And while activists believe in creativity, they do not believe in moderation. Activists tend to renounce experimentalism as ‘liberal’. Experimentalists tend to placate activism as ‘unproductive’. Yet, there is also an alliance in the making.

What brings both tendencies together, I want to argue, is a vision of academia in which research – instead of any truth-procedure as such – is life. Both already accept what ethnomethodology proclaims: that we ought to do methodical research into methods. Research is taken to be a specific folding back of life’s methods onto its procession. Life acts methodically and it is this aspect of living – how things are done – that academics seek to attend to and, in a sense, demonstrate. Both activists and experimentalists share a reflexive vision of method as they take it to be inextricably entangled with, what Stengers calls, an ecology of practices (2010). Thus, their common enemy is a positivist/presentist position that seeks to uncouple inquiry from its ecology by way of methodological terror – ‘The’ scientific method – or epistemological common sense – black boxes of all kinds. Experimentalists and activists advocate entanglement to be the very reason for doing academic work and cannot help but take inquiry itself to be a reason to be alive. Science is a calling, a biography more than a career. What would it mean to demonstrate worth if it entails the methodical inquiry into the methods of being alive?

My argument hinges on the term ‘demonstration’. It carries into the discussion a useful bundle of associations: acting, protesting, performing, proving, teaching, showing, testing, even impressing and, above all, wondering. Demonstration seems to be a practice that can move between all these registers. We may demonstrate worth in all of these senses and, crucially, none of them can be principally rejected. All of them count in experimental activism. What matters then is doing research and thereby demonstrating ways of living. This is where both the knowledge economy and the representist democracy falter. Both seek to marry the demonstrative efforts of academic practice to concerns that annul life into value-for-the-time-being or facts-without-responsibility. In contrast, demonstration is not the publication of the impressive or the presentation of the indisputable. Experimental activism is the always partial interruption of what is already the case by which the enduring actuality of non-necessity is demonstrated:

To demonstrate how acids do when we work with them this way; to demonstrate how political grievances do when you work with them that way; to demonstrate how archives do when we work with them another way; to constantly propose linkages and translations between the lab and the clinic, the argumentation and the debate, the test and the implement, academic imagination and public truth. In short, to demonstrate that common worlds can unfold from the merely apparent solipsism and very real loneliness of creative expertise and inquisitive dedication.

In an ecology of practices, academia and the work that goes on there become sites of hesitation, unfolding, recombination and monstrosities. Where the knowledge economy asks us, although not politely, to govern our inquisitive enterprises and the representist democracy offers us the role of service-providers, I want to imagine the university as a place where matters-at-hand acquire – always partial – non-necessity. If academic capitalism is the anxious necessity of lock-step relations in the ecology of practices, steered through values-anticipated or legitimated by causalities-proven, then academic worth revolves around the subversion of such idle necessity by methodically demonstrating how life does when we are doing it.

The university that not only harbours but would actually give experimental activists a home is a transgressive place, a utopia, as the very reason to do research is to constantly transgress the boundary between “academic” and “non-academic” practices, to break out of the home. The question of what this new university looks like can thus not be answered from the outside by way of a governance model, as if “democratisation” can be supplanted onto academia. Sure, we might choose to tolerate one or another of such “democratic” models when it is offered to us. The hard work of negotiating over such models is certainly not irrelevant. Yet, we should also work from the inside out and take seriously the responses this provokes from the people that are paid to rule us and allow us to work. To pretend to build – once and for all – the transgressive university that we think we want, is – I think – non-sense. The matter-at-hand is demonstration. We should demonstrate, from the inside out, how a methodological research into methods adds to our capacities to live in a greater variety of ways. We thereby always already remain at a distance from the value-metrics and self-evidences in any of the governance models that are offered to us.

Technical Universities Beyond Marketization

Introduction

In academia and in the public media, a discussion is raging about the aims, the style of management and the ideological background of the university. This debate has spread to several countries, notably countries in which neoliberal models of governance are enforced in systems of higher education[1].  As a result, several student protests have been initiated, as for example the protests in Amsterdam during which university buildings were occupied. Generally, these protests are initiated at classical universities, while engineering students at technical universities don’t seem too eager to go protesting. As an oft-mentioned illustration of the assumed disconnected attitude of engineering students, it is recalled that students of Caltech protested during the student protests of 1968 that revolved around military service and the Vietnam War; but for quite a different reason: the cancellation of the TV series Star Trek. The dealings of the engineering sciences are said to be a long way off from political and societal concerns and engineers seem to occasionally embrace this idea.

However, there are good reasons to believe that even the Star Trek protests of ‘68 arose out of an ideological context (Keyser 2015). Even more pressing reasons can be found for arguing that the current debate that revolves around the ‘marketization’ of the universities and the consequences of this trend for academic education is relevant for technical universities. It would be foolish to think that students of engineering sciences cannot or should not be involved in such political matters that concern the way their education is organised. As a contribution to the debate, I will focus on the specific status of marketization in the engineering sciences at technical universities, taking the Dutch technical universities as illustrative examples. In the argument, I will aim at countering the marketization paradigm at technical universities by juxtaposing the ‘tuned’ engineer with the idea of bildung of the virtuous engineer.

The marketization of technical universities

What is meant by the marketization of the technical university? To answer this question, I firstly need to address the origins of the engineering sciences, which are very different from the origins of sciences at the classical universities. Initially, the education of engineers emerged from two background conditions in the 18th and 19th centuries: a development from ‘the shop to the school’ (Lintsen 1993: 12) and developments in state building (Lintsen 1993: 23). The education of engineers moved from professional training (apprenticeship) in artisan shops to formal education that laid down the requirements for being an engineer. Moreover, the first instances of formal education for engineers were directly organized by the state, which trained engineers to be specialized in building military fortifications. Hence, engineering sciences have developed out of a context of professionalization and state interest, which culminated in the so-called ‘polytechnic schools’ (Reynolds 1992: 462).

Nonetheless, the engineering sciences have been transformed and put on an equal footing with the natural sciences and humanities. In the Netherlands, the academic status of the engineering sciences was fully recognized in 1986 when the three institutes for the engineering sciences in Delft, Eindhoven and Enschede were officially titled ‘technical universities’, and therefore elevated from the level of polytechnic school to university. Still, the technical universities are tightly connected to the professional sector. In the Netherlands, they are far ahead of the classical universities in terms of ‘market valorisation’, indicating their success in deploying commercial activities out of their research (Leeuwen & Marc 2013). While acknowledging the differences in background conditions between technical universities and classical universities, I want to assess what has been the alleged impact of neoliberal governance and ‘marketization’ for the technical universities.

Henceforth, I will discuss the general problematization of marketization in universities. I distinguish three distinct aspects of the process of marketization, most of which originated from the rise of neoliberal ideas of governance initiated in the 1980s: the emergence of the knowledge economy, the rise of new public management, and the transformation of curricula. The first aspect, the emergence of the knowledge economy, refers to an increased interaction between businesses and universities in knowledge production at the backdrop of ideas about ‘knowledge capitalism’ (Peters 2013: 13). Knowledge is increasingly seen as a commodity that can be subjected to market forces in order to be made profitable. As such, the idea of the knowledge economy has led to the idea of economic knowledge, both in terms of academic results and of global competition (Levidow 2002: 2-3). Academic results are expected to be quantifiable and capable of being subjected to performance indicators. Global competition between universities, fuelled by the increasing importance of university and scholar rankings, revolves around attracting the most competent and productive students and researchers.

The second aspect of the process of marketization of universities is the rise of ‘new public management’. This type of management indicates an application of business management models on government or semi-government institutions. For the academic world, this involves a shift of the justification of the function of a university, moving from a ‘culture of open intellectual enquiry and debate’ to one with ‘an institutional stress on performativity’ (strategic planning, performance indicators, academic audits) (Olssen & Peters 2005: 313). As a consequence, a class of academic managers became part of the university organization, consisting of people responsible for the management, measurement and audit of academic output.

The third aspect of the marketization process entails a transformation of academic education, both structurally and content-wise. Structurally, education became organized in such a way that its outcomes can be better monetized, measured and audited. Although separate segments of a university’s organization remain responsible for the organization and financing of the curricula, the norms for their performance are strictly regulated by means of output-related criteria. Content-wise, individuals are increasingly assessed on their ‘skills’, which implies that curricula are deemed valuable only insofar as they deliver measurable skills that are explicitly separated from knowledge and understanding (Curren 2003: 564). Skills relate to pragmatic goals that are context-dependent as juxtaposed to the universality that is implied in the knowledge and understanding aimed at by universities. The impacts that these structural and content-wise changes have are best captured by the concept of ‘tuning’, with the aim of ‘producing graduates with relevant skills and dispositions to meet the demands of industry’ (Chan 2014: 15).

Opposing the ‘tuned’ engineer

Now that I have identified the three main aspects of the marketization of universities in general, I will assess to what extent these aspects can be called problematic for technical universities. First of all, strong traces of the above-mentioned aspects of marketization can be observed in the strategic plans of the three Dutch technical universities. Amongst the principal long-term objectives we find: the attraction of leading academic talents, creating business locations (TU Delft 2010), strengthening disciplinary excellence, securing fixed investment goals (TU/e 2011), taking societal and economic impacts as criteria for performance-indication and promoting valorisation activities (Universiteit Twente 2014). Hence, I tentatively argue that the marketization trends influencing the management of universities in general impact the management of technical universities as well; perhaps even more vividly.

As I discussed before, technical universities share a history and a societal embeddedness that differ from those of classical universities. The academic tradition on which classical universities are grounded, which can be traced to the scholastic age, revolves around a universalist idea of knowledge; as knowledge for truth’s sake (Brody 2009: 8). Moreover, the classical concept of the university as it developed during the enlightenment was based according to Humboldt on the ‘unity of research and teaching’, without any necessary connection to the realm of praxis (Scharmer & Kaufer 2000). Though these original values of classical universities have certainly been put under pressure, they nonetheless are part of their history and position in society. Technical universities, on the contrary, are originally grounded in the interests of states and professions. As such, one could argue that a focus on interaction with businesses and state interests is more closely related to the idea of a technical university. Perhaps for this reason, technical universities in the Netherlands have generally spearheaded initiatives focused on valorisation of their knowledge: with as a striking example the focus of the University of Twente on creating an ‘entrepreneurial university’ as early as in 1987 (Kan 2011), when the first contours of neoliberal university management appeared.

Still, we need to critically assess the impact of marketization trends at technical universities. For the aspect of the emergence of the knowledge economy and economic knowledge, this seems to be a question of finding a right balance. Technical universities are originally involved in the application of the knowledge they produce, both in terms of human capital and academic output. However, a danger persists in excessively vesting economic interest in universities through a principle that Max Weber coined technical reason (Peters 2013: 12). Technical reason refers to the emergence of a paradigm in thinking as a result of the economization of knowledge. Because knowledge is increasingly translated into practice, applied to the human life world, a form of what Morozov designates as solutionism (Morozov 2013) arises. This translates into an ideology of seeing technological knowledge and its application as a form of domination over both nature and men (Hamilton 1991: 135). A dominance of such a way of thinking at universities can abstract from the human aspect of technologies: from the societal embeddedness of applications of technical knowledge. The second aspect of marketization of universities, the application of new management practices, strongly relates to the first. A certain set of managerial criteria that map the impact of the work of technical universities can be very beneficial, but an excessive use of such criteria can lead to what scholars of the Frankfurt School designated as the danger of administrative reason (Peters 2013: 12): an over-monitoring of processes leading to the loss of academic freedom and the imposition of substantial bureaucratic burdens.

I argue that the third aspect of the marketization of universities, the transformation of engineering education, is the most problematic aspect at technical universities. The focus on ‘tuning’ of the ‘skills’ of an engineer implies an application of the principles of technical and administrative reason on the person that is educated in the engineering sciences. That is, universities increasingly treat their students as an output-variable that needs to be adjusted, ‘tuned’, to the needs of administrative criteria and the paradigm of the knowledge economy. This leads to several problematic tendencies. First of all, a sole focus on skills empties curricula of their substance: it makes them fully dependent on pragmatic end-points that are themselves not part of the knowledge and understanding of the engineering sciences (Curren 2003: 565). Secondly, the ‘tuning’ of engineers directly impacts the societal, educational and personal expectations that are connected to the curricula. Engineers are expected to excel in their discipline in a way that makes them meet the demands of domain-specific professions. For example, a good mechanical engineer is deemed a good engineer inasmuch as his skills make him fit for serving the needs of the industry demanding mechanical engineers. This has moved the focus of educating a ‘whole’ engineer, expressing a holistic idea of an engineer who actively needs to embed his knowledge in society (Ruprecht 1999), to an engineer who is economized and made into a fragment of a designated process in the knowledge economy. Put bluntly, an engineer is not expected to oversee the impacts of his work in a broader societal setting, but rather to comply with administrative and technical rules by correctly ticking the boxes of the ethical requirements he is confronted with. Furthermore, neglecting the holistic idea of what it means to be an engineer in an educational setting causes failure in living up to the explicit goal of marketization at universities: namely, to produce, as the specific jargon frames it, proper engineers. Next to fragmented skills of problem solving, the skills required to identify challenges and societal contexts from which these problems arise are just as important.

Taken together, I argue that the marketization at technical universities has led to a focus on the ‘tuned’ engineer, which has led to the failure of considering the holistic idea of an engineer as someone who not only solves problems but also identifies and justifies them out of a sense of societal embeddedness. In order to address this challenge, we need to try to answer the question: what does it mean to be a good engineer? In order to do so, I will invoke the idea of ‘Bildung’, framed in opposition to the marketization of engineers.

‘Bildung’ of the virtuous engineer

I argue that in order to counter the problematic tendencies of marketization at technical universities, ideas of what it means to be a good, or rather ‘virtuous’ engineer need to be brought to the table. As such, it is not the skills of a person (end-points that fit within the marketization paradigm) but the person herself – her character – that ought to be the aim of education at technical universities. The idea of a cultivation of ‘character’ is not to be confused with cultivating a psychological disposition of an individual, but refers instead to cultivating a character as in a narrative, as someone endowed with ethical qualities operating in a cultural setting[2]. A vested idea that is grounded on the cultivation of the individual is captured by the originally German idea of ‘bildung’. Bildung strongly connotes with the German word bauen (to construct) (Voskuhl 2014) and as such can be interpreted as the construction of the self, the cultivation of a person. At the same time, it originates from the word bild (image), denoting the designing of a holistic image of the self (Schneider 2012: 303). I argue that since especially engineers are involved with the art of construction and design, the construction and design of our artificial world, the idea of bildung is a relevant starting-point for reflection.

Bildung plays a prominent role in the ideas about education of the German philosopher and statesman Wilhelm von Humboldt who had a strong influence on the formation of the German education system. He framed bildung as the ability to be able to understand one’s own fragmented field of action, one’s own narrow worldview shaped by a discipline (mathematics, physics, philosophy) in the context of a ‘higher perspective’, a general humanist overview and understanding (Humboldt 1986: 1). This amplifies the need for reflection upon one’s own standpoint in order to be able to transcend it and to see one’s work in a broader historical, cultural and societal setting. Originally, bildung referred to the autonomous construction of the self, but in the course of the 18th century it gained the meaning of forming another person’s self (through education) (Schneider 2012: 304). Schneider explains that the educational process of bildung as a moral development occurs in the course of a person’s life. From the impulsive self of one’s childhood, a person constructs herself according to stages in which she organises her thinking, devotes her thoughts to the goals of a community, identifies these goals with an ideology and finally distances herself from this ideology (Schneider 2012: 306). In the context of our earlier discussion, this could entail a formative process in which engineers identify the goals of their thinking with a solutionist ideology, enabling them to reflect upon this ideology by distancing themselves from it.

Unfortunately, bildung is a widely diverse concept with manifold meanings attached to it (Horlacher 2004: 424). In order to make better sense of the concept of bildung, I interpret it in line with the recently revived tradition of virtue ethics (a tradition that has largely been based on Aristotelian ethics). Virtue ethics diverges from the ethical systems that originate from the enlightenment, utilitarian and deontological ethics, by grounding ethics in the moral agent rather than in the application of certain universal principles (Silva 2011: 142). Virtue ethics revolves around the reliability of a moral agent: the reliability of an agent to act according to certain conditions of a virtue in a given situation. In other words, virtue ethics deals with how to act instead of what to do. One of the strong criticisms of virtue ethics is aimed at its communitarian character: the liberal critique of the idea that the meaning of virtues is constituted by society. The concept of bildung, as a free and autonomous process of reflection that belongs to the individual serves to overcome this critique (Silva 2011: 154). According to the idea of bildung in a context of virtue ethics, education should be aimed at promoting individual self-reflection in the context of a historical, cultural and societal understanding. In order for an engineer to distance herself from the ideology that grounds the goals of her work, her education should enable reflection upon these goals and embed this reflection in the context of the idea of how she can be a virtuous engineer. For example, when a computer scientist is working on a specific problem in her discipline, say cyber security, she will first be confronted with the historical and normative grounding of this problem (why is it a problem, due to which circumstances, in order to attain which goal, and why?). Consequently, she will contextualize this holistic view (this ‘bild’) in accordance with what it means for her to be a virtuous computer scientist. For instance, she can develop an idea of herself as an engineer who works on the development of cyber security while respecting the privacy of the users of the technology and contributing to a friendly and just interaction between people in cyberspace. Through the process of bildung, she can juxtapose her idea of a virtuous engineer with the goals set out in her specific field of study. Though this educational outlook can be fruitful for both classical and technical universities, it is particularly relevant for technical universities because engineering students focus on very specific, designated problems and because they regularly work with actual applications of their work that can have direct historical, ethical and political consequences.

How does the education of a virtuous engineer differ from the education of a tuned engineer? This difference can be established by considering the differences with the goals of the ‘skills’ that are central to the tuned engineer. Current management strategies of technical universities mention ‘packages of skills’ that make engineers ‘suitable for employment’ (TU Delft 2010), offering ‘management’, ‘entrepreneurial’, ‘team-work’ and ‘communication’ skills (TU/e 2011). These skills all relate to certain end-points that arguably can be very beneficial for the ways engineers operate, but barely relate to any aspect of bildung. None of these skills involves an aspect of reflection, of relating to one’s discipline from a more general perspective. Rather, they refer to proper functioning within a fragmented domain (even, paradoxically, skills like ‘team-work’ that focus on working with peers rather than reflecting on this work). Conversely, the virtuous engineer engages with a model of education that is embedded in a culture of reflection. This does not imply the reflection that is often required in study programs in the sense of ‘reflecting on one’s work’, but rather in the sense of reflecting on one’s discipline from a holistic perspective. Next to training in problem solving, engineers ought to be trained in the identification of problems (why is this engineering problem a problem at all from a societal perspective?). The ‘whole’ engineer should not just be expected to be excellently ‘tuned’ towards her future position (this includes team-building and communication skills) but rather to be capable of critically situating her position in society as a whole. This is also a point where an interaction between the engineering sciences, natural sciences and the humanities can occur (Ben-Haim 2000), for each has a stake in the ‘bildung’ of the virtuous scientist – be it an engineer or a philosopher. Such an interaction does not entail engineers having to engage in a form of liberal arts education, but rather that moments of reflection are built into the fabric of the educational program. For example, an engineering student in the discipline of mechanical engineering would be challenged to reflect upon her work by being confronted with the historical development of her discipline and the ethical and political consequences of the technologies she develops. Already, courses of ethics are included in educational programs of technical universities in the Netherlands. However, these courses are still separated from the field-specific courses in the discipline. A more suitable educational design would be one in which the ethical, historical and political aspects of technologies are integral parts of the domain-specific courses. In line with this idea, students could be expected to include these reflections in their work (e.g. as part of their bachelor or master theses).

Conclusion & Discussion

In this paper, I argue that marketization trends affecting universities in general are strongly present in the management and education of technical universities. Partly, this is due to the historical background of the technical university as such, but marketization can nonetheless negatively affect the purpose of technical universities, which I argue should be to educate virtuous engineers. Marketization trends tend to promote technical and administrative reason and culminate in the idea of an engineer that is ‘tuned’ to her future position. As an alternative to the tuned engineer, I discuss the idea of ‘bildung’ of the virtuous engineer, whose education includes a strong reflexive component. Thiscomponent, I argue, should enable engineers to distance themselves from their disciplines and reflect on their discipline-specific goals by juxtaposing them with their perception of what it means to be a virtuous engineer (how one envisions one’s role as engineer in society). Instead of exclusively focusing on sets of skills that are preferred due to societal and business constraints, universities should also encourage students to reflect on their discipline as a whole; not only from a technical, but also from a historical, ethical and political perspective.

However, a merely educational reform at technical universities would be insufficient to achieve this change, for the marketization pressures are present in the research and management structures as well. The purpose of a reform of these structures would be, in line with the bildung principle of educating the virtuous engineer, to enable the university as an institution to engage in critical reflection with regard to its own goals and to contextualise this reflection in terms of what it means to be, so-to-say, a virtuous technical university. I argue that this can be done according to three main reforms. First, the management of universities should be de-fragmentised. Currently, the technical universities especially have faculties and departments that enjoy strict financial and managerial autonomy. Such a separation supports the ‘tuning’ of goals for departments to be most competitive in a societal setting conditioned by marketization trends (to gain the most funding, to ‘tune’ research according to the need of businesses) and to pursue their goals separately. Breaking down the barriers between departments enables more solidarity within the university’s organisation, results in a softening of marketization goals, and makes it easier for researchers from different fields to be embedded in disciplines foreign to their own (e.g. a historian or ethicist working in a computer science department). Secondly, technical universities should adapt more democratic structures to allow for critical self-reflection. When the entire organisation is involved in setting the goals of the university, the opportunities for reflection are enhanced and managerial decisions can be adjusted to the agreed-upon perception of a virtuous technical university. Thirdly, at the societal level, limits to the involvement of business and government interests in setting the goals of technical universities should be deliberated and implemented. In line with our earlier discussion, I argue that we need to balance the gains from marketization against the over-excessive presence of processes of technical and administrative reason that obstruct the possibility for free reflection implied in the idea of bildung.

Acknowledgement

The ADAPT Centre for Digital Content Technology is funded under the SFI Research Centres Programme (Grant 13/RC/2106) and is co-funded under the European Regional Development Fund. 

 

A ‘Circulation Model’ of Education

Introduction

The protests at the Universiteit van Amsterdam (UvA) that began in November 2014 as a reaction to severe cuts[1] in the department of humanities have sparked a broad debate nationally and even internationally about the future of the university and the values and ideals that should define it. It turned out that dissatisfaction was much more widespread in different parts of the university than some had previously thought, and many turned out to share the concerns first put forward in the humanities department, to extend beyond the borders of the university and the country. Increasing focus on getting as many students as possible to graduate promptly has shifted the attention ever more towards quantitative indicators for the evaluation of education rather than qualitative ones, leading to raising the question of whether the quality of education has suffered from these priorities. The executive board of the UvA initially tried to ignore the criticisms and demands put forward by the protesters, but eventually recognized that this strategy was untenable and came forward with a substantial response to the protests: the board presented ‘ten points’ that would guide its discussion of the future direction of the university. Although in general everyone was happy with these points as they contained suggestions in response to important demands of the protesters such as the demand for increased democratisation, a broadly-shared criticism of the ten points was that they were very vague and imprecise and required specification if they were to be implemented. We would like to take the occasion of this special issue of Krisis on the future of the university to take up two of these ten points and discuss in this essay how they could be further elaborated and implemented in student education in the new university, explaining why this is not yet the case.

The two points on which we would like to focus are closely related and connected. Point 6 reads: ‘Priority to creativity and innovation in education and research’ and Point 7: ‘Link education with, and value it as highly as, research’.[2] Here we have one point emphasizing creativity and innovation in education and research, and one point that stresses the connection between the two. A first reaction might be: isn’t that just what the university should be about anyway? In what sense is this a new direction? Is it new at all or does it merely indicate that the traditional values of the university have been pushed too much to the background? We would like to suggest that all these responses are partly true at least. The fact that these two points are part of a plan to direct the future indicates that these points may have suffered under choices made in university governance in the past couple of years. We would like to stress, though, that the current situation is also a good occasion to reconsider the values of higher (academic) education and explore possibilities to implement these in the new university. We will do this by briefly considering the history of the university as an institute that aims to combine – more or less effectively – research and education, subsequently mentioning some more recent challenges for the university, and we will finish our essay with a brief description of a ‘circulation model of education’ that we consider to be a fruitful source for answering some of the challenges we identified from the current discussions.

A brief history of different educational models: from oral disputations via writing exercises to standardized education

The university is often said to be the internationally most successful European social invention: other than many other inventions and institutions, the university has been adopted by most countries as an institution that combines research and education (cf. Lindberg 1992). Where previous interactions between scholars – ‘masters’ – and pupils were mostly organized at a relatively small scale in monasteries, cathedral schools or at private courts, from the 11th century a rapid change occurred.  Increasing wealth, population growth and urbanization provided some of the material conditions for this, while the Renaissance and other cultural changes prepared the intellectual ground. Initially the ‘universitas’ referred to an independent association or guild of teachers and their students, without reference to a particular location or building. When these associations grew, the need for an organization and buildings increased as well. In 1088 freedom of teaching was granted to Bologna’s school, which is considered by many to be the birth-date of the university.[3] Papal involvement with the early universities and the recognition by the popes from the 13th century onwards of the universal validity of university degrees facilitated the further institutionalization of universities and the increasingly important status of university degrees as indicators of scholarly and professional qualification (Rüegg 2003b). When this new institution spread more and more through Europe, increasing numbers of individuals who participated in university training entered the ranks of the clergy, merchants, civil servants, medical doctors, lawyers, and so on.[4] With this development, the direct and indirect impact of the university on the larger society grew as well, affected as it was by the students and their skills and expertise as these returned to societal positions after their stay at the university. Of particular interest to us in the present context is the changes that obtained regarding the educational models to be found in these institutions. These educational models affect the interactions between teachers and students and the role and nature of research with regard to education. Moreover, as we will argue, each model is associated with a specific perspective on students as independent learners and researchers.

Medieval and early-modern university training consisted largely of oral exchanges, with the oral disputation being the most important form of assessment. This prominence of the oral nature of academic education and exchange was partly due to the limited distribution of written and printed materials and, consequently, their limited relevance. With the wider availability and distribution of printed publication of scientific results and the emergence of scientific journals, reading and writing largely came to replace the oral disputation – a process that began around 1750 at German universities and from there gradually spreading to other countries. Specific regulations were given as to how seminar writing exercises should be handled, because they were considered to be important as demonstrations of students’ capacity to master original sources and to use these for their own independent research. Indeed, this rise in the prominence of writing reflected the university’s recent emphasis on a student’s individual development for becoming a creative and independent researcher (Kruse 2006). Motivating, supervising, commenting and assessing writing was considered to be the best way in guiding the student along this difficult path, initiating her in the practice and discourse of a particular discipline. This form of ‘student socialization’ (Kruse 2006) has been in place for nearly two centuries until a further development made it nearly impossible to maintain it.

The development at stake is of course the more recent massification of higher education. After the Second World War, and particularly since the 1970s, the number of students has increased exponentially in many countries. In the last decade alone, a rise of 45% of tertiary educated young adults in the OECD and G20 countries has been observed (OECD 2015). This development took place during an economically challenging period, which has motivated European educational policies – more so than in the US – to emphasize higher education as preparation of students for the job market, rather than as preparation to become fully developed citizens (Keestra 2007; Wildemeersch 2013). These socio-economic changes went along with an ideological – neo-liberal – turn regarding higher education, together impacting the conditions of the latter in a negative way: ‘[i]n short, massification, the economic crisis, and a widespread acceptance of the private-good argument have led to a worldwide deterioration in conditions as exemplified by deteriorating student/ teacher ratios, problems for the academic profession, and the general impoverishment of academe’ (Altbach, Reisberg, & Rumbley 2010: 36).[5]

These developments have had a big impact on the education universities offer to their students and in particular on the amount of attention and supervision that each individual student can receive from professors. This is ironic, since for several decades so-called constructivist theories of learning have become more widely recognized, implying that students should not be treated as passive learners but instead must be actively engaged with teaching materials: teachers were facing demands to reconsider their role accordingly – ‘from sage on the stage to guide on the side’ (King 1993).[6] Although this has contributed to the development of valuable pedagogical innovations, their implementation is constrained by the other trends mentioned here. This situation has resulted in a largely unchanged – if not increasing – focus on lectures as the main vehicle for transmission of teachers’ insights and expertise to students, given that they can accommodate as many students as required without, in principle, any limits. In this context, programs and teachers have sought refuge in standardised methods of examination – instead of placing the earlier emphasis on creativity in disputation and writing – with standard questions for all students and often with standard answers for them to choose from (multiple-choice exams).[7]

Two current challenges of university education

From this brief discussion of the history of university education we surmise that there have been at least three different media of teaching students at the university: a first phase in which verbal disputations occupied a central spot; a second phase in which reading and writing exercises were the main elements of training used at the university; and a third and current phase which seems to be focussed further still on elements such as listening, reading, making exercises and standardized exams, notwithstanding pedagogical and other reasons that point in a contrary direction.

In this model of teaching the role of the teacher is not so much to facilitate the development of students as independent and creative scientists by engaging with their independent thinking through verbal interactions, and by guiding and providing feedback on their writing. Instead, university education in this model consists largely of making students reach certain standardized learning objectives according to predefined pedagogical and scientific methods and processes, preordained by experts whose knowledge and skills students should learn to emulate. In his much debated book The Ignorant Schoolmaster (1991), French philosopher Jacques Rancière has argued that there are a number of negative consequences to this approach to education. First of all it makes explanation the primary mode of engagement of teachers with their students and makes understanding its central goal. As a result, students are put in a relatively passive position. The presumption is that students are not yet capable of understanding a certain piece of information deemed important by the teacher, and that the relatively straightforward goal towards achieving comprehension is by way of the teacher explaining it to them. As Rancière points out, this undermines the confidence of students in their own intelligence and capacity and in fact creates a situation of continued ‘enforced stultification’ in which a separation continues to exist between the superior ‘intelligence’ of the teacher and the inferior intelligence of the students (Rancière 1991: 7 ff.). He contends that even sophisticated pedagogies can still not avoid this separation and that ‘all the perfecting of the ways of making understood, that great preoccupation of men of methods and progressives, is progress toward stultification’ (Rancière 1991: 8, italics in original).[8]

It should be rather obvious that such ‘enforced stultification’ is the opposite of what education should in fact achieve. There is however another, more subtle, effect of this predetermined and standardized model of education – for which the traditional lecture is exemplary but not unique – that should also be considered, because it is at least as important. Besides creating a distinction between the intelligence and understanding of the student and the teacher, it also creates a distinction between what the student does as against what the teacher does. Whereas the teacher himself, as a researcher, gets to engage directly with his subject matter in his research, the student is deemed unfit for this task. Indeed, Rancière emphasizes that education usually forces students to attend to subjects and contents that have been chosen by their teachers.[9] As the understanding of the student is only mediated by the necessary explanation by the teacher, the latter is directing and constraining the student’s attention. Accordingly, the creativity of the individual student is not called into action, either for understanding the material presented to her or for any research or direct engagement with primary material. Thus, the traditional model (and many other models) of education not only undermines the confidence of students in their own intelligence, it also discourages the use of their own creativity. Indeed, creativity in research is considered to be the privilege of the teacher, which the student may reach only at a late phase – perhaps the master’s phase – of her studies, if at all.

It might be surprising to apply this – admittedly somewhat provocative – analysis to the current situation of university education, given that most universities, including the UvA, still contend that their programs and courses are built upon a connection between research and education. However, this connection can be variously implemented and correspondingly offers students more or less exposure to a genuine research experience. Realizing this connection, any program or course must position itself along the following three dimensions:

– the emphasis is on research content or research processes;
– the students are treated as the audience or participants;

– the teaching is teacher-focused or student-focused. (Healey 2005: 187)

It is not surprising that, with increasing numbers of students, universities construe most of their programmes and courses in such a way that students are given only limited experience with a research process as participants with their teachers focusing on such student work.

This is not only hampering student development, it is the more worrying as scientific research and education has undergone another development in the last century, particularly in the last decades. We are referring to the growing importance and prominence of interdisciplinary and transdisciplinary teaching and research, already recognized nearly half a century ago by an international symposium at the OECD headquarters, presenting a crucial challenge to the modern university’s structure and activities (Apostel, Berger, Briggs, & Machaud 1972). Several drivers have been recognized behind this development, ranging from the inherent complexity of society and nature to new problems emerging from particular technologies – such as the computer or MRI-scanner (National Academies of Sciences 2004). By their very nature, interdisciplinary and transdisciplinary research try not to abstract from, but rather focus on, the local, historical and contextual conditions that have an impact on a particular problem. As a result, the applicability of the general or nomothetic knowledge developed in separate disciplines is highly constrained in such cases in which causal and theoretical pluralism reigns in often unprecedented ways (Krohn 2010). This means that to engage in inter- and transdisciplinary research students need to be able to creatively combine different frameworks, methods and sources in order to address the questions and problems at hand. Given the increasing importance and relevance of such research, both inside and outside academia, it is all the more worrying that the education model that has become more and more dominant is not delivering students the expertise and skills necessary to become proficient in it and to perform adequately in future jobs both inside and outside academia.

We thus identify two challenges for education at the new university: on the one hand the increasing numbers of students that universities have to accommodate with decreasing budgets, and at the same time an increasing need for universities to develop the creative skills of their students in order to engage in the modern forms of – oftentimes interdisciplinary and transdisciplinary – research that have become important for academia and society. Whereas universities have responded to the first challenge by relying on predetermined and standardized programs as their educational model, the second challenge cannot be met adequately by such a model. In fact, this model has a lot of undesirable consequences for the students, some even contrary to what education should in fact achieve.[10] Therefore we would like to take this opportunity to investigate what might be an alternative model of education which would be more adequate and that incorporates the two points regarding creativity and innovation, and regarding the connection between research and education mentioned above.

The circulation model of education

As we have seen from our brief history and our brief discussion of Rancière’s analysis of the predetermined and standardized model, the students’ confidence in their own intelligence and creativity is not strengthened and a separation between education and research has occurred, increasingly barring students from engaging in research. The current discussion about what education at the new university should look like therefore seems to ask for acknowledgment of the limited value of this model and an emphasis on another more recent model of education in which research and education are connected creatively. This type of education does exist, yet unfortunately due to economic conditions mostly in a very limited sense at smaller programs or colleges and for a selected group of students. We would like to sketch a few of the aspects of a Weberian ideal type of what we call a ‘circulation model’ of education, because within it circulation rather than unidirectional traffic occurs between different elements: circulation between research and education, between insights of teachers and of students, between disciplines, between general and contextualized knowledge, between disciplinary and experiential knowledge, between doing research and (meta-)reflection upon research, and so on. Let us explain.

In a course that complies with the relevant features of the circulation model of education, students are – preferably in a team project – allowed to determine themselves a complex, real-world research problem, for which they need to articulate and analyze relevant conditions. As these conditions probably transcend their own disciplinary backgrounds – and probably the expertise of their teacher(s), too – their teacher should assist them in this difficult process. Assistance here can imply that she has to guide them in acquiring the necessary insights for determining their problem or re-defining it in such a way that they can handle it. Such an acquisition will in many cases imply that the students need to talk to other experts or stakeholders and then to consider how the insights that result from this can be combined with their preliminary insights. The teacher might need to help students to target and collect these different kinds of insights and then to circulate these with the already existing knowledge-base in a constructive way. Moreover, as it is unlikely that all insights, experts and stakeholder views can easily be put together, it will be necessary to reflect on how the different concepts, methods, assumptions and normative statements that have been assembled can be related to each other. Importantly, this can only be done by a teacher who is not only an expert in her field but also has the necessary meta-theoretical and philosophical insights and skills. This is likely to be challenging for her as well, as this process and the resulting problem definition will be at least partially new, preempting her completely relying on pre-existing knowledge. On the contrary, it will likely force her to participate actively in this research process, which allows students also to witness closely how she approaches this demanding situation which will in itself offer important insights to them. In such a situation, teacher and students are equally engaged in entering unknown territory, which emancipates the students in a way that other educational models hardly do.

Similar forms of circulation will obtain in the next phases of such a research process, as when the now determined problem is subsequently investigated and the eventual research results are implemented in one way or another. Clearly, this process will look differently depending upon the problem at stake and the students involved. As a consequence, the modes of circulation will differ from case to case as well. An analysis of alternative interpretations of a Homeric simile which draws upon different theoretical frameworks and linguistic insights will yield a completely different process, including different types of circulation, than the development of policy advice in response to demographic and economic changes in a particular urban area, or the explanation of the role of maternal stress via a specific epigenetic factor in the development of a particular type of cancer. Depending upon the stage of the students’ education – whether at the undergraduate or graduate level – they can perform a certain amount of original or empirical research themselves while relying for other insights upon already available resources, which the teacher must help to assess adequately.

Referring to the three dimensions of research-based education mentioned above, this circulation model is very different from a process in which the teacher possesses and provides all necessary expertise and knowledge which is then transmitted to the student – perhaps in the form of predetermined problem cases.[11] Instead, in our model the research problem itself needs to be determined as must the necessary composition of the research team – including different disciplinary and stakeholder perspectives – even before the research itself can begin. Moreover, insights derived from new perspectives might force a revisitation of the initial problem definition, critiquing it for leaving out relevant features of the problem (Keestra 2012; Repko 2008). In our description of the ideal-type of such a research process, students are granted freedom in the choice of the problem they will be trying to solve and the teacher – or teachers – facilitating their research process will herself almost need to take up a role of a co-creating researcher. In such a circulation model of education the borders and distinctions between the intelligence and activity of the teacher and of the students are erased, and students and teachers are encouraged to benefit mutually from each others’ activities.

After this brief description of students’ research projects that concurs with our idea of a circulation model, motivated by the aims of 1) connecting research and teaching and 2) stimulating creativity and innovation, while keeping an eye on the increasing demand for inter- and transdisciplinary research, what should the implication of this be for current academic programs? Moreover, what does the other development mentioned above, the still growing number of university students, imply for teaching such research projects?

One of the consequences of our preceding analysis and description is that universities should offer students more opportunities for engaging in such team-research projects across the boundaries of their programs and disciplines than is now usually the case. Obviously, these should be offered in addition to and not as a substitution for courses that introduce students to particular contents and methods: we are not denying the merit of such predetermined and standardized courses as part of an academic program nor do we deny the importance of sound disciplinary training. However, only if students will have the opportunity to engage in such research projects can they truly be prepared for the work that most academics inside and outside of academia are performing. Such work will scarcely be conducted by an individual academic without interaction with individuals from other disciplines or other walks of life, on the contrary. Whether it is in the form of clients or customers, policy-makers or citizens, patients or other stakeholders, academics will need to be able to interact, communicate and collaborate adequately during such research projects.

Another consequence is that it should be recognized that enabling students to participate in such research projects might require extra efforts and resources. Whereas it sometimes happens, for example at the UvA, that interdisciplinary or liberal arts programs are being proposed in parallel to budget-cuts measures (see footnote 1), these practices are questionable and often fail to reach such a goal (see Augsburg, Henry, Newell, & Szostak 2009). The non-standard teacher-student interaction upon which our circulation model relies is such that it requires even a senior teacher with extensive teaching and research experience extra time and efforts to prepare if she is to adequately facilitate and guide her students through the research process focused on the particular real-world problem that they have settled upon.[12] Indeed, the new group of teachers that the Secretary of Education has recently promised to appoint could be put to optimal use in such projects.[13]

Though these observations may appear disheartening, we want to close with a final and more optimistic consequence that can be drawn. When teachers and students move away from the increasingly prominent predetermined and standardized model of education and engage with each other in the way captured by our circulation model, they will contribute to fulfilling the demands that were captured by the two points upon which the board, faculty and students of the UvA agreed and which were mentioned above: (6) to give priority to creativity and innovation in education and research and (7) link education with, and value it as highly as, research. Moreover, and perhaps even more importantly, they will revitalize and update the early modern ‘universitas’ or association between researchers, teachers and students from which the current universities stem. Through such projects, the circulation will be fostered between research and teaching, between teachers and students, between meta-reflection and research, between disciplines, between disciplinary and experiential knowledge, between doing research and (meta-)reflection upon research, contributing to the essential role that academia has to play in our current knowledge society. We hope that in future discussions about the new university the importance of this interaction between students and teachers will be recognized and will be given the role it should have, to the benefit of all actors involved and of the society at large.