Andrew Adonis. Photograph: Getty Images
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Beyond our Berlin Wall

The way to pull down social barriers in England is through reforming education — encouraging private schools to become more involved in the state sector by backing academies. That could also spread excellence.

Two of the greatest challenges in English education today are, first, not just to reduce the number of underperforming comprehensives but to eradicate them, and second, to forge a new settlement between state and private education.

I put these two challenges together because they go together. It is my view, after 20 years of engagement with schools of all types, that England will never have a world-class education system or a “one-nation” society until state and private schools are part of a shared, national endeavour to develop the talents of all young people to the full.

The two also go together, in that academies are at the heart of the solution to both challenges. It is academies that are systematically eradicating failing comprehensives. And academies – as independent state schools – are the vehicle by which private schools can become systematically engaged in establishing and running state-funded schools.

So, just as the challenge is simple – how to unite state schools and private schools in a common endeavour – I believe the solution is also simple. Every successful private school, and private school foundation, should sponsor an academy or academies. They should do this alongside their existing fee-paying school or schools, turning themselves into federations of private and state-funded independent schools and following the lead of a growing number of private schools and their foundations that have done precisely this and would not think of going back, including Dulwich, Wellington, the Haberdashers’, the Mercers’, the Girls’ Day School Trust, the City of London Corporation and the King Edward VI Foundation in Birmingham.

Simple does not mean easy, nor does it mean little. By sponsoring academies I don’t just mean advice and assistance, the loan of playing fields and the odd teacher or joint activity, which is generally what passes for “private state partnership”, however glorified for the Charity Commission. I mean the private school or foundation taking complete responsibility for the governance and leadership of an academy or academies and staking their reputation on their success, as they do on the success of their fee-paying schools.

The roots of the state-private divide are so deep that they reach to the very foundation of state education in England in the 19th century. Historians talk a lot about Gladstone’s Elementary Education Act of 1870, which essentially started state education. But equally significant were Gladstone’s Endowed Schools Acts 1869 and 1873, which turned the great public schools and many of the newer grammar schools previously run in a rackety way by Crown, church or local appointees, into a Victorian equivalent of today’s academies, with independent governing foundations to control their assets, management and leadership. This Victorian academy status greatly strengthened the private schools as institutions. Yet their fees, and the conservative use of their charitable assets by their new governing bodies, kept most of them largely closed to all except the upper and upper middle classes. And so they remained as the state secondary system developed in parallel, and separately, in the decades after the Balfour Education Act 1902.

There was a moment at the end of the Second World War when history might have taken a different turn. An official report, published in 1944 on the day Dwight Eisenhower reviewed his bridgehead in Normandy, said that the social division between private and state schools “made far more difficult the task of those who looked towards a breaking down of those harddrawn class distinctions within society”. Even Winston Churchill, visiting his alma mater Harrow, talked to the boys of “broadening the intake” and of the public schools becoming more and more based on aspiring youth “in every class of the nation”.

But it didn’t happen. Two generations later, the only significant changes to the private school system are that it is larger and richer, and its average educational attainment has risen to among the highest in the world.

The reason for the failure of postwar policy to overcome the private-state divide can be explained simply. Both sides of politics, and both sides of education, positively wanted the divide to continue. So, for differing reasons, they adopted a one-word policy in respect of private schools: isolation.

On the Labour side, ideological antipathy to fee-paying, and later also to selective, education bred often intense hostility. But the social and legal position of the private schools –plus, paradoxically, the personal educational preferences of Labour leaders from Attlee to Wilson and Callaghan – kept at bay any attack beyond the rhetorical, except for the withdrawal of state funding schemes for small numbers of pupils to attend private schools.

I treasure Roy Jenkins’s exchange with Harold Wilson when turning down Wilson’s offer to become education secretary in 1965. “Looking for an excuse [to decline the job],” he records in his memoirs, “I said that all three of our children were at fee-paying schools and that this surely was an obstacle to being minister of education in a Labour government. Wilson brushed this aside as being of no importance. ‘So were mine,’ he said.” Tony Blair was the first prime minister in history to send his children to state secondary schools.

On the Tory side, there was an equal and opposite isolationism. Most Tory ministers and MPs went to private schools and sent their children to them. They still do. So long as Labour kept the dogs off, they had no desire to court controversy by proposing any role in the state system for private schools and their foundations. Better to let sleeping dogs lie.

So much for the politicians. The leaders of state and private schools were – and many of them remain – similarly isolationist. It was an article of faith among the leaders of the comprehensive movement that private schools were not only socially divisive but also, in their educational practice, largely irrelevant. This is still a pronounced view, even among academy head teachers. They say, to paraphrase: “What can that lot who just spoon-feed the children of the rich ever know about education in Hackney and Knowsley?” As for the heads of the private schools, many of them have been only too eager to agree, especially when the suggestion is made that they might manage academies.

Pressed further, they often say it’s not about ordinary children v privileged children but about non-selective schools vselective schools, an argument made by Sir Eric Anderson when provost of Eton. I found this richly ironic, given that Eton until recently was basically an allability comprehensive for the rich and titled.
 

Writ large

Those on the left, and in the state sector, who see the private schools as an irrelevance need only look at their huge footprint in almost every national elite, from politics and business to the media, sport and the arts. The Cameron- Clegg coalition is an Eton-Westminster coalition. (Westminster School accounted for two of the five Lib Dem ministers in cabinet until Chris Huhne’s resignation, and the rest of the cabinet is practically a roll-call of the other leading private schools.)

To those in the private schools and their governing bodies who are reluctant to embrace academies, I appeal to their professionalism and their charitable missions. It was excusable to stand apart from state-funded education when the state did not want them engaged in the first place. But that is the isolationist politics of the past. With the academies programme, supported across the political divide, they have an opportunity to engage in state-funded education without compromising their independence, renewing for the 21st century their essential moral and charitable purposes.

Depressingly, the politics of private-state school reform is still too often seen in terms of cash transactions. On the left, the conventional wisdom is that charitable status gives an unfair subsidy to private schools which ought to be ended, while some private school leaders and governors, whenever it is suggested that they might sponsor academies or otherwise support state education in a non-tokenistic way, retort that their parents are already paying twice for education, through their taxes and their school fees, so why should they pay a third time over? Some say they would rather “give up” charitable status than be expected to do this.

Both these approaches are misconceived, for they fundamentally misunderstand the position of private schools as charities. “Charitable status” is not a badge that can be awarded or taken away from the assets of private schools by the Charity Commission for good or bad behaviour. Nor could the government do this, nor even parliament, unless charitable assets nationwide are to be held liable to random nationalisation. Rather, it is fundamental to their being, like blood in a mammal.

The assets of Eton, Westminster, Winchester and the rest are vested in their present trustees and managers on the understanding that they be deployed for charitable purposes. Private school charities can no more “give up” charitable status than they can have it stripped from them. If they do not wish to continue as charities, or if they are unwilling to perform genuine charitable endeavour, then their highly valuable charitable assets should be passed into hands willing to do so. If the governors of Westminster School, for instance, then want to set up a separate, non-charitable trust solely or very largely concerned with the education of those able to pay their fees of £31,000 a year, that is up to them.

The charitable purposes of these institutions could not be clearer. William of Wykeham established Winchester for the education mainly of poor scholars, and only a small number of “noble commoners”. Henry VI set up Eton for poor scholars. Charterhouse was established by Sir Thomas Sutton, the wealthiest commoner in England, for – yes, more poor scholars. Elizabeth I endowed Westminster School for the same purpose; to this day it is an integral part of Westminster Abbey. John Lyon set up Harrow in 1572 as a free grammar school for the education of boys of the parish of Harrow.
 

Conscience and duty

I could go on through the statutes, charters and founding deeds of hundreds of private schools. It shouldn’t take the Charity Commission to challenge private school foundations about their charitable mission. Their trustees and governors should look to them constantly as a matter of conscience and duty.

With each passing decade many of these schools have become more, not less exclusive, and for generations now few of them have done anything bold to reconnect with their charitable purpose. Most of them are seeking to provide a few more bursaries. Yet it is hard to argue that this is enough, when they could also be running academies whose central purpose is the mission for which their assets were intended in the first place.

As for the idea that these great schools and foundations are not capable of making a success of academies with a more challenging pupil intake, it is a comic proposition. The governing body of Eton is chaired by the former Conservative minister William Waldegrave. Its members include three professors, three knights, five PhDs and a Prussian princess. Westminster School’s governing body is chaired by the Dean of Westminster – John Hall, the former chief education officer of the Church of England who was the driving force behind the Church’s decision to set up more than 30 academies. His fellow governors include the Dean of Christ Church, Oxford, the Master of Trinity College, Cambridge, three professors, two canons, two knights, one baron and one dame.

Almost every private school governing body in the country is a catalogue of the very great and the very good, locally or nationally, including business, religious and educational leaders.

The notion that these organisations, if they have the will to do so, cannot command the resources and the expertise needed to run a successful school or schools in less advantaged areas – if that were true, England would indeed be Greece, about to default on its whole society and not just its state borrowing.

However, there is no need to argue by assertion. The leaders are there. Dulwich is spon - soring an academy in Sheppey. Wellington is sponsoring an academy in Wiltshire. The King Edward VI Foundation is sponsoring an academy in Sheldon, east Birmingham. All these academies replace failing comprehensives. The Girls’ Day School Trust has converted two of its outstanding private schools, in Liverpool and Birkenhead, into state academies. And five substantial academy chains – built up by the Mercers’ Company, the Haberdashers’ Company, the Woodard Corporation, the United Church Schools Trust and the City of London Corporation – have grown out of the management of historic chains of private schools, leveraging this expertise and experience in education to service academies alongside. With vision and leadership, there could be hundreds more academies sponsored by private school foundations.

It would also be good to see successful independent day schools convert to become academies. It was one of my main objectives for the academies programme, as minister for schools, that it should be a vehicle for a modern version of the “direct grant” scheme, which until its abolition in the 1970s made it possible for leading independent grammar schools to be state funded without charging fees. I had in mind a simple model. The private school would become an academy, fully retaining its independent management and character but without fees for any pupils. It would exchange academically selective admission for all-ability admission, with a large catchment area and “banded” admissions so as to ensure a fully comprehensive ability range. There would also be a large sixth form, underpinning continued very strong academic performance.

A direct-grant sector on these lines is gathering scale. I encouraged and oversaw the transition of five historic fee-paying secondary schools to academy status (William Hulme’s Grammar School in Manchester, the Belvedere School in Liverpool, Birkenhead High School, and Colston’s Girls’ and Bristol Cathedral schools in Bristol). All five are still performing strongly as academies, while expanding their intake and greatly broadening their social range. The Cameron government has continued this policy. Liverpool College and the King’s School, Tynemouth – both highly successful independent day schools in localities that suffer from high levels of deprivation – have recently decided to become academies.

With government encouragement, there could soon be 50 or 60 more “direct grant” academies. Over time, these direct grant academies could sponsor new academies, replicating their ethos and success within the system.

I recently visited the Petchey Academy, one of the five such schools in Hackney, east London, sponsored by Jack Petchey, a great East End philanthropist. His academy isn’t just about examination results; it is about education for character, for community and for citizenship. This is done brilliantly, in one of London’s most deprived communities.

The staff were particularly keen that I should see debating teams from Years 10 and 11 debate before the whole of both year groups. The debaters were articulate and well prepared, just like the pupils in all those private school debating societies.

The motion they were debating was: “This House would abolish the private schools.” It was carried by two to one. All the old arguments were aired. Unfairness. Privilege. Elitism. Afterwards, I asked the girl who had led the charge whether she had ever visited a private school. “Of course not,” she said. “Why would they want to have anything to do with anyone from around here?”

Why indeed. It is time to bury the past and build a better future.

Andrew Adonis is a Labour peer and served as schools minister from 2005-2008. For a unique New Statesman reader offer on his new book, “Education, Education, Education” – just £8 (rrp £12.99), signed and with a personalised inscription – visit bitebackpublishing.com and enter the promotional code: NSEducation.

This article first appeared in the 17 September 2012 issue of the New Statesman, Who comes next?

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The prophets of Trumpism

How the ideas of two pre-war intellectual refugees – the radical Herbert Marcuse and the reactionary Eric Voegelin – are influencing the new culture wars among Trump and his acolytes.

Even after Donald Trump’s more conciliatory address to Congress, American politics seems set to become a battle between the president’s joyless autocracy and a carnival of protest that could end up evoking the anti-war movements of the 1960s. There will be more draconian executive orders and more marches in pink hats. There may well be violence.

The intellectual battle that will be played out in the months and years to come, however, was foretold by two German refugees from Nazi persecution: Eric Voegelin, the doyen of Cold War reactionary conservatives, and Herbert Marcuse, the inspiration behind the revolutionary student activism of the 1960s. Voegelin argued that society needed an order that could be found only by reaching back to the past. Marcuse argued that refusal to accede to tyranny was essential to give birth to a revolutionary politics that would propel progress to a new kind of society. Marcuse the radical and Voegelin the reactionary could not seem further apart, and yet they share a common intellectual root in Germany in the 1920s, from which came a shared critique of modern society. Their ideas may well inspire some of the political conflicts to come.

The culture wars of the 1960s are very much alive for Trump’s acolytes. Steve Bannon, the former executive chairman of the alt-right website Breitbart News and Trump’s chief strategist, blames the counterculture of the 1960s – the drugs, the hippies, the liberal reforms – for America losing its way and, eventually, succumbing to economic crisis in 2008. Bannon set out his ideas in Generation Zero, a 2010 documentary which blamed the financial crash not on greedy, under-regulated bankers but on the moral and cultural malaise that started in the 1960s. He is still fighting people who might have been inspired by Marcuse. “The baby boomers are the most spoiled, most self-centred, most narcissistic generation the country has ever produced,” he told an interviewer in 2011.

Bannon’s thinking, set out in several speeches over the past few years, is that America’s working and middle classes have been betrayed by an elite in Washington, DC (the “Imperial City”, he calls it) which oversees insider deals so that the insiders can profit from global capitalism. Bannon wants to return America to traditions rooted in Judaeo-Christian values and to reassert national sovereignty. Most worryingly, on several occasions he has said that the crisis will only be resolved through the catharsis of conflict and national mobilisation through war.

America has always been a work in progress. Ronald Reagan and Barack Obama were very different presidents but they shared a belief that progress was America’s calling. The reactionary turn in US politics is not just a shift to the right but an attempt to displace progress as the common creed.

Instead, Bannon and his ilk want America to become a work in regress, as the historian Mark Lilla argues in his recent book on reactionary philosophy, The Shipwrecked Mind. Much of the new reactionary thinking echoes Voegelin’s idea that, in order to renew itself, a society must first go backwards to find where and how it lost its way.

 

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Eric Voegelin defies easy categorisation. Born in 1901 in Cologne and brought up in Vienna, he was brave and principled. After a visit to the United States in the 1920s, he wrote two books criticising Nazi racial politics, which got him sacked from his teaching position at the University of Vienna. When the Germans arrived in Austria following the Anschluss in 1938, Voegelin and his wife fled on a train as the Gestapo ransacked their apartment.

After a brief stay in Switzerland, he moved to America and in 1942 took up an academic post at Louisiana State University. He then embarked on a prolific career, the centrepiece of which was his sprawling, multi-volume work Order and History.

Voegelin’s philosophy gave expression to the dark and powerful forces that had shaped his life. He believed that modern society was prey to flawed utopianism – he called this “gnosticism” – in which an elite of prophets takes power, claiming special insight into how heaven could be created on Earth for a chosen people. Gnostic sects in the Middle Ages had their modern equivalents in the Nazi proclamation of a racially pure utopia and the Marxist promise of equality for all. Voegelin’s catchphrase was: “Don’t immanentise the eschaton!” (meaning: “Do not try to build heaven on Earth”).

Marxism and Nazism, Voegelin argued, were political versions of religion: we get rid of God only to reinstall him in the form of an elite of reformers with all the answers. In his recent bestselling book Homo Deus, Yuval Harari argues that we are entering a new stage of the process that Voegelin identified. We have become as powerful as gods, he argued, but now need to learn how to be wise and responsible gods.

Today Voegelin’s attack on overreaching perfectionism echoes in reactionary criticism of Obamacare and in the yearning for national certitude. Voegelin thought the role of philosophy was not to change the world, but to understand its underlying order and help us tune in to that, rather than being diverted by the lure of the false prophets of political religion.

He was influenced by the Viennese satirist Karl Kraus, who said that “origin is the goal”, by which he meant that the point of the future was to restore the ancient past. For Voegelin, order comes from a sense of harmony, of everything being in its place. This is a position that opens itself up to deeply conservative interpretations.

When, in his presidential inauguration address, Trump spoke of American “carnage”, he was echoing Voegelin’s account of decay and disorder. When he talked of “one people, one nation, one heart” he was evoking the kind of order that Voegelin spoke of. Trump and his acolytes see their mission as the need to restore a natural order, under which illegal immigrants and aliens are kept well away and white people can feel at home once more in a society where everyone signs up to Judaeo-Christian beliefs.

Nothing could be further from the ideas of Herbert Marcuse.

Born in 1898 in Berlin, Marcuse became a member of the celebrated Marxist Frankfurt School, which included Theodor Adorno, Max Horkheimer and, tangentially, Walter Benjamin. Marcuse emigrated to the United States in 1933 as Hitler came to power. By 1940, he had become a US citizen and, while Voegelin was starting work at Louisiana State, Marcuse was working as a researcher for the Office of Strategic Services, the precursor of the CIA. He continued working for the government after the war and resumed his academic career only in 1952. His best-known book, One-Dimensional Man, was published in 1964.

One of Marcuse’s big ideas was the “Great Refusal”: progress had to start with refusing to accept an unacceptable reality. One should say “no” to a world of alienating work, dominated by corporations and impersonal systems, which allow little room for people to explore their deeper sense of humanity. Marcuse saw the student and anti-war protests of the 1960s and 1970s, which adopted him as their intellectual mentor, as evidence that the Great Refusal was gaining momentum.

Trump has given the Great Refusal new life. The documentary film-maker Michael Moore has called for cities to become “regions of resistance” by offering sanctuary to immigrants threatened with deportation. Angela Davis, the once-jailed Black Panther revolutionary who was close to Marcuse, told the Women’s March in Washington that people had to be ready for “1,459 days of resistance: resistance on the ground, resistance on the job, resistance in our art and in our music”. In a lecture at the Free University of West Berlin published in 1970, Marcuse said demonstrations and protests were an essential first step towards a “liberation of consciousness” from the capitalist machine:

“The whole person must demonstrate his participation and his will to live . . . in a pacified, human world . . . it is . . . harmful . . . to preach defeatism and quietism, which can only play into the hands of those who run the system . . . We must resist if we still want to live as human beings, to work and be happy.”

The Great Refusal was a capacious idea capable of embracing anyone who wanted to say, “No, enough!” It could embrace trade unions and workers, African Americans and feminists, students and national liberation movements, those who were on the margins of society and those professionals – technicians, scientists, artists, intellectuals – who worked at its centres of power and who chose to refuse as an act of conscience.

As a new generation prepares to embark on a period of resistance, what lessons should they learn from the wave of protest that Marcuse once helped to inspire?

Protest is a way to bear witness, to make voices heard and to make it possible for people to bond. Yet the fire of protest can easily die out as the Occupy movement did, even if its embers are still glowing. The carnival-type atmosphere can be uplifting but fleeting. Creating common programmes to be taken forward by organisations demands hard work. The Arab spring showed how quickly a popular revolution can turn sour when a movement is not ready to take power.

Since the protests that Marcuse was involved in, no comparable movement of the left in the United States has mobilised such a broad support base. Instead, that period of resistance was followed, at the end of the 1970s, by a shift to the right in the US and the UK. It was reactionaries, not revolutionaries, who set off forward to the past.

Now we seem to be in for an intensifying cycle of conflict between the adherents of Marcuse and Voegelin: between the Marxist revolutionary and the mystic conservative; between resistance and order; between those who want to live among a cosmopolitan, urban multitude and those who want a society of provincial oneness and sameness; those who want change, innovation and creativity and those who crave simplicity, stability and authority.

That much is obvious. Yet what is striking is not how different Marcuse was from Voegelin, but how alike they were. The best way to respond to the rise of Trump might be to blend their ideas rather than set them against one another, to create a new intellectual and political combination. Indeed, they could be seen as different branches of the same intellectual tree.

Voegelin was influenced by the German- Jewish philosopher Hans Jonas, who studied with Martin Heidegger in Freiburg in the 1920s. Jonas joined the German Jewish Brigade, which fought against Hitler, before emigrating to the US, where he became a professor at the New School in New York. He was one of the foremost scholars of gnosticism, which became Voegelin’s focus. Towards the end of his life, Jonas took up a chair at the University of Munich named after Voegelin.

Voegelin did not study at Freiburg, but one of his closest friends was the social ­theorist Alfred Schütz, a student of Edmund Husserl’s who applied his phenomenological thinking to the sociology of ­everyday life. Marcuse studied with Husserl and Heidegger at Freiburg, at the same time as Jonas and Hannah Arendt. From that shared intellectual root have emerged some powerful ideas that could unite progressives and conservatives.

Only at moments of profound crisis – of the kind we are living through – do we see just how contingent, vulnerable and fragile our society is. Voegelin warned: “In an hour of crisis, when the order of society flounders and disintegrates, the fundamental problems of political existence in history are more apt to come into view than in periods of comparative stability.”

A crisis should be a time for profound reflection, yet leaders are more likely to resort to “magical operations” to divert people’s attention: moral condemnation, branding enemies as aggressors, threatening war. “The intellectual and moral corruption,” Voegelin wrote, “which expresses itself in the aggregate of such magical operations may pervade society with the weird ghostly atmosphere of a lunatic asylum, as we experience it in Western society.”

Welcome to the Trump White House.

 

***

 

Voegelin is a timely reminder of how unconservative Donald Trump is and of how conservatives should be a vital part of the coalition against him. Conservatism comes in several strains: laissez-faire conservatives such as George Osborne want small government, free trade, low taxes and freedom of choice. Status quo conservatives such as Angela Merkel want stability and continuity, even if that entails sticking with social welfare programmes and liberal democracy. Authoritarian conservatives, however, are prepared to use the big state to engineer change.

One important question for the future is whether the laissez-faire and status quo conservatives will realign around the ascendant authoritarian camp promoted by Trump. Merkel is the world leader of the conservative-inspired opposition to the US president. But his most profound critic is Pope Francis, who uses language similar to Voegelin’s to condemn the “material and spiritual poverty” of capitalism, and the language of Marcuse to condemn the process of dehumanisation embarked upon by Bannon and Trump.

“As Christians and all people of goodwill, it is for us to live and act at this moment,” the Pope has said. “It is a grave responsib­ility, since certain present realities, unless ­effectively dealt with, are capable of ­setting off a process of dehumanisation which would then be hard to reverse.”

The challenge for progressives is to reframe resistance in terms that can appeal to conservatives: to use conservative ideas of character and spirituality for progressive ends. We will spend a great deal more time trying to conserve things. The swarm of legal challenges against Trump will hold him to the principles of the US constitution and the rule of law. Many of the young people attracted to Bernie Sanders and the Occupy movement yearned for the restoration of the American dream.

Building bridges with the conservative opposition is not merely a tactical manoeuvre to widen support. It has deeper roots in shared doubts about modernity which go back to Freiburg and the man both Marcuse and Jonas renounced in 1964 for supporting the Nazis: Martin Heidegger.

For Heidegger, modernity was a restless, disruptive force that displaced people from jobs, communities and old ways of life, and so left them searching for a sense of home, a place to come back to, where they could be at one with the world. Technology played a central role in this, Heidegger argued, providing not just tools for us to use, but an entire framework for our lives.

Marcuse, writing four decades before ­Facebook and Google, warned that we needed to resist a life in which we freely comply with our own subjugation by technical, bureaucratic systems that control our every thought and act; which make life rich but empty, busy but dead, and turn people into adjuncts of vast systems. We should “resist playing a game that was always rigged against true freedom”, he urged, using language that has been adopted by Trump.

Writing not far from what was to become Silicon Valley, Marcuse pointed to a much larger possibility: the technological bounty of capitalism could, in principle, free us from necessity and meet all human needs, but “. . . only if the vast capabilities of science and technology, of the scientific and artistic imagination, direct the construction of a sensuous environment; only if the world of work loses its alienating features and becomes a world of human relationships; only if productivity becomes creativity are the roots of domination dried up in individuals”.

Writing in the 1960s, when full employment was the norm and advanced society was enjoying a sense of plenty, Marcuse foreshadowed the debates we are having now about what it will mean to be human in an age of machines capable of rapid learning. Mark Zuckerberg’s argument in his recently published manifesto that Facebook creates an infrastructure for a co-operative and creative global civil society is a response to concerns that Marcuse raised.

 

***

 

Just as Marcuse saw that capitalism was a union of contradictions – freedom created on the basis of exploitation, wealth generated by poverty – Voegelin thought modern society was self-defeating: it declined as it advanced. Giving everyone wages to buy stuff from the shops was not progress, he said, but a soulless distortion of the good life, an invitation to spiritual devastation. The gnosticism that Voegelin so hated, the effort to design a perfect society, was also the source of the technological and rational bureaucracy that Marcuse blamed for creating a one-dimensional society. Voegelin would have regarded the apostles of Silicon Valley as arch-gnostics, creating a rational order to the world with the insights gleaned from Big Data and artificial intelligence.

Marcuse and Voegelin point us in the same direction for a way forward. People need to be able to find a sense of meaning and purpose in their lives. Both would have seen Trump’s ascendancy as a symptom of a deeper failure in modern society, one that we feel inside ourselves. The problem for many of us is not that we do not have enough money, but that we do not have enough meaning.

For Voegelin, living well involves “opening our souls” to something higher than buy and sell, work and shop, calculate and trade, margins and profits. Once we detach ourselves from these temporary, Earthly measures of success, we might learn to accept that life is a mysterious, bubbling stream upon which we cannot impose a direction.

A true sense of order, Voegelin argues, comes from living with an open soul and a full spirit, not being part of a machine manufacturing false promises. If we cannot manage to create order from within, by returning to the life guided by the soul, we will find order imposed, more brutally, from without. Marcuse, likewise, thought that turning the Great Refusal into a creative movement required an inner renewal, a “liberation of consciousness” through aesthetics, art, fantasy, imagination and creativity. We can only escape the grip of the one-dimensional society, which reduces life to routines of buying and selling, by recognising that we are multidimensional people, full of potential to grow in different ways. It is not enough merely to resist reality; we have to escape it through leaps of imagination and see the world afresh.

Václav Havel, the leader of the Czech resistance to communist rule, called this “living in truth”. Havel’s most influential essay, “The Power of the Powerless”, written in 1978, is about how to avoid the slow spiritual death that comes from living in an oppressive regime that does not require you to believe in what it does, merely to go along with “living within a lie”.

The greengrocer who is the central figure and motif in Havel’s essay eventually snaps, and stops putting in his shop window an official sign that reads: “Workers of the world, unite!” Havel wrote: “In this revolt the greengrocer steps out of living within the lie. He rejects the ritual and breaks the rules of the game. He discovers once more his suppressed identity and dignity. His revolt is an attempt to live within the truth.”

Human beings by nature long to live in truth, even when put under pressure to live a lie. In language evocative of Voegelin and Marcuse, Havel writes: “In everyone there is some longing for humanity’s rightful dignity, for moral integrity, for free expression of being and a sense of transcendence over the world of existence.”

In communist Czechoslovakia that meant taking a wide and generous view of what counts as resistance as people sought their own ways to “live in truth”. Under President Trump, many Americans are finding they are living within a regime of lies, and they will be drawn back, time and again, to find ways, large and small, personal and political, to live in truth.

Resistance to Trump and Trumpism will succeed only if it mobilises both conservative and progressive forces opposed to authoritarianism, and it needs to stand for a better way to live in truth, with dignity.

Charles Leadbeater is the author of the ALT/Now manifesto, which is available to read at: banffcentre.ca

This article first appeared in the 23 March 2017 issue of the New Statesman, Trump's permanent revolution