Tag Archive for: analysis

MONTHLY BLOG 163, DO PARTISAN IDENTITIES ADD A PLEASANT FLAVOUR TO DAILY LIVING – OR DO THEY REALLY CONSTITUTE A TRAP THAT UNDERMINES TRUE HUMAN SOLIDARITY?

If citing, please kindly acknowledge copyright © Penelope J. Corfield (2024)

Fig.1: Shutterstock (2024) – Tug of War

This BLOG is copy of my review, published in The Political Quarterly, Vol. 95/2 (April-June 2024), pp. 376-77, under the title ‘Uniting the Human Race’.

The book under review = Yascha Mounk, The Identity Trap:A Story of Ideas and Power in Our Time (Allen Lane, London, 2023), pp. 401. See link = http://doi.org/10.1111/1467-923X.13393.

Note: I was invited by the journal to contribute this review, since I have already written on the subject of ‘Identities’ in one of my most widely read and quoted BLOGs to date.1

The truth is that all individuals have more than one identity. They can be classified under many headings – whether by age, citizenship, class, education, ethnicity, gender, intelligence, language, region, religion, or sexuality … to name some commonly invoked criteria. If an identity is chosen voluntarily – for example as fan of a football club or pop group – it can be a delightful thing to own and to share with fellow fans. How much importance to attach to this identity then becomes a matter of choice.

Yet, if one special aspect of an individual’s existence is singled out and harshly attacked, then that one identity can quickly become all-preoccupying – whether in defiant pride or fearful resentment. Subjective emotions quickly overtake dispassionate analysis. Little wonder that political campaigners often appeal to simplified sectoral identities – and stoke the stereotypes, to keep the polemical fires burning. Human solidarity is undermined.

That danger is the core message of Yascha Mounk’s new book on The Identity Trap. He himself is of Polish parentage, born and reared in Germany, educated in Britain and the USA, and currently working in the USA. As a result, he lives with the complexities of identity. He has described himself, for example, as a native German-speaker who never felt at home in Germany. And in this book, he takes up his pen to warn the world against crude over-simplifications.

Mounk’s writing style is chatty and accessible. Each chapter ends with a useful list of key points. At the same time, his arguments are buttressed by ample documentation. His purpose is deadly serious.

An opening peroration explains both ‘the lure and the trap’ of identity politics (pp.1-21). The story gathers force by examining the American Civil Rights movement of the1960s. Insofar as the book has a (muted) hero, he is the Rev. Dr. Martin Luther King Junior. He sought to forge an ecumenical campaign, endorsed by people of all skin colours and backgrounds. In his famous speech ‘I have a Dream’ (August 1963), he expressed the hope that one day: ‘little black boys and girls will be holding hands with little white boys and girls’. A colour-blind universalism and egalitarianism will prevail.

However, some colleagues began to fear that King’s soaring idealism lacked hard-edged realism. They called instead for ‘Black Power’ to deliver a more immediate route to remedy injustices. And, over time, as progressive reforms came only slowly, others on the American political Left began to lose faith in universalist solutions to deep-rooted inequalities.

Accordingly, Part 1 of this book (pp. 23-81) examines the genesis of what Mounk calls the ‘identity synthesis’, whereby universalist/liberal values are exchanged for sectional ‘affinities’. After the Second World War – with the growing awareness of the Holocaust and the advent of the atomic bomb – faith in grand visions of the progressive unfolding of history began to falter. Thinkers like Michel Foucault (1926-84) argued that knowledge systems were nothing more (or less) than expressions of power. And Jean-François Lyotard (1924-98) proclaimed, equally firmly, that the era of ‘Modernity’ had ended. Instead, people were living in a new ‘Age of Postmodernity’, in which absolute values were yielding to relative ones.

Critics of universalism thus argued that legal systems were not benevolently impartial. They were instead ‘cloaks for privilege’. One radical maxim stated that ‘Neutrality is political’. Another declared that: ‘Racism is permanent’. Action to help society’s most disadvantaged groups (especially those defined by race, gender and sexuality) was urgently needed. Separate ‘identities’ were thus not to be denied. Instead, they were to be embraced – and each group should be helped separately, secure in the validity of its own ‘lived experience’. A ‘proud pessimism’ (pp. 69-71) had arrived.

After that, Mounk devotes Part 2 (pp. 83-126) to demonstrating how the ‘identity synthesis has swept through American Universities – and begun to influence corporate, philanthropic, and political life as well. The impact of social media simultaneously encourages the sharing of confessional narratives. In addition, Mounk notes the human capacity for ‘group think’, especially on emotive issues. Furthermore, the Presidency of Donald Trump fuelled a surge of frustration and anger amongst the American political Left. Radical zeal was channelled into immediate campaigns on the ‘identity’ frontier, where local successes could raise morale.

Having recognised the ‘lure’ of identity politics, Mounk turns in Part 3 (pp. 129-235) to refute its claims. Here he pulls no punches. The ‘identity synthesis’ has too many internal contradictions to constitute a coherent philosophy. For a start, disadvantaged people do not always agree among themselves. Then societies are not all perennially divided into mutually uncomprehending groups. There is much overlapping and sharing. Thus it is historically erroneous to think that each type of cultural output belongs exclusively to one specific group and cannot be adopted or adapted by others. Moreover, a ‘cancel’ culture that halts free discussion of such issues risks fuelling despotism rather righting injustices.

Building upon those criticisms, Mounk in Part 4 (pp. 239-90) ends with a rousing defence of liberal democratic values. With care and empathy, people can understand and help one another. Universalist programmes to provide good health care, housing, education, job opportunities, access to transport, peaceful neighbourhoods, and freedom from discrimination, can – given time and commitment – work wonders. ‘Progressive separatism’ is not actually progressive. Instead, it inculcates a negative pessimism.

These debates are likely to continue. But Mounk now detects a growing readiness among critics of the ‘identity synthesis’ to voice their objections – as he has decided to do in this admirably thoughtful book.

In that spirit, this reviewer wishes to add one further point that is not fully covered by Mounk. At one stage (p.100), he cites (disapprovingly) the case of an eminent American University where students are discouraged from stating that: ‘There is only one race, the human race’. Elsewhere, too, Mounk refers to racial classifications as ‘dubious’ (p. 262).

But let’s be franker. The attempt at establishing a so-called ‘scientific racism’ led into an intellectual blind alley. Experts could not even agree on the number of separate ‘races’. Today, geneticists confirm that all people carry variants of one biological template, known as the human genome.2 Hence individuals from all branches of the human family can inter-marry and breed fertile offspring – the fundamental test of one common species. Mounk does himself refer to the ever-growing number of so-called ‘mixed-race’ individuals (p.14), who do not fit into simple ‘racial’ classifications. But are they fully human? Of course, they are.

True, some people today maintain strongly racist attitudes. That’s an urgent problem for societies to address. Yet it’s not a good reason for endorsing the separatists. Humanity must avoid the ‘identity trap’ and walk with Martin Luther King. He sought to transform: ‘the jangling discords of our nation into a beautiful symphony of brotherhood’ [or: siblinghood!] King was brutally cut down in his prime. But his cause and his optimism are needed today more than ever. Can the human family get its global act together, at this time of climate crisis? That’s another huge and urgently-unfolding story … but anyone immediately seeking a measured faith in liberal human universalism should read Yascha Mounk.

ENDNOTES:

1 PJC, ‘Being Assessed as a Whole Person: A Critique of Identity Politics’, BLOG no.121 (Jan. 2021).

2 See esp. L. Cavalli-Sforza and F. Cavalli-Sforza, The Great Human Diasporas: The History of Diversity and Evolution (London, 1996).

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MONTHLY BLOG 88, HOW I WRITE AS A HISTORIAN

If citing, please kindly acknowledge copyright © Penelope J. Corfield (2018)

Invited by Buff-Coat to comment on how I compose works of history,
the answer fell into nine headings,
written as reminders to myself: 1

  1. Learn to enjoy writing: writing is a craft skill, which can be improved with regular practice.2 Learn to enjoy it.3 Bored authors write bored prose. Think carefully about your intended readership, redrafting as you go. Then ask a trusted and stringent critic for a frank assessment. Adjust in the light of critical review – or, if not accepting the critique, clarify/strengthen your original case.4
  1. Have something to say: essential to have a basic message, conferring a vital spark of originality for every assignment.5 Otherwise, don’t bother. But the full interlocking details of the message will emerge only in course of writing. So it’s ok to begin with working titles for books/chapters/essays/sections and then to finalise them about three-quarters of way through writing process.
  1. Start with mind-mapping: cudgel brains and think laterally to provide visual overview of all possible aspects of the topic, including themes, debates and sources. This is a good moment for surprise, new thoughts. From that, generate a linear plan, whilst keeping mind-map to hand as reference point. And it’s fine, often essential, to adapt linear plan as writing evolves. As part of starting process, define key terms, to be defined at relevant point in the text.6
    2018-04 No1 Mind-map clip-art

Idea of a Mind-Map
© Network Clipart (2018)

  1. Blend discussion of secondary literature seamlessly into analysis: beginners are rightly trained to start with a discrete historiographical survey but, with experience, it’s good to blend exposition into the analysis as it unfolds. Keep readers aware throughout that historians don’t operate in vacuum but debate constantly with fellow historians in their own and previous generations. It’s a process not just of ‘dialogue’ but of complex ‘plurilogue’.7
  1. Interpret primary sources with respect and accuracy: evaluate the strengths and weaknesses of primary sources from the past; be prepared to interpret them but only while treating them with the utmost respect and accuracy. Falsifying data, misquoting sources, or hiding unfavourable evidence are supreme academic sins. Historians are accustomed to write within the constraints of the evidence.8 That’s their essential discipline. Hence the claim by postmodernist theorists that historians can invent (or uninvent) the past just as they please is not justified. Indeed, if history (the past) was simply ‘what historians write’, there’d be no way of evaluating whether one historian’s arguments are historically more convincing than another’s. And there’d be no means of rebutting (say) Holocaust denial.9 The challenging task of evaluating, interpreting and knitting together many different forms of evidence from the past, in the light of evolving debates, is the essence of the historian’s practice.10
  1. Expound your case with light and shade: Counteract the risk of monotony by incorporating variety. Can take the form of illustrations; anecdotes; even jokes. Vary choice of words and phrases.11 Vary sentence lengths. Don’t provide typical academic prose, full of lengthy sentences, stuffed with meandering sub-clauses, all written in densely Latinate terminology. But don’t go to other extreme of all rat-a-tat sub-Hemingway terse Anglo-Saxon texts either. Variety keeps readers interested and gives momentum to an unfolding analysis.
  1. Know the arguments against your own: advocacy works best not by caricaturing opposite views but by understanding them, in order to refute them successfully. All courtroom lawyers and politicians are well advised to follow this rule too. But no need to focus exclusively on all-out attack against rival views. That way risks making your work become dated, as the debates change.
  1. Relate the big arguments to your general philosophy of history:12 Don’t know what that is? Time to decide.13 If not your lifetime verdict, then at least an interim assessment. Clarify as the analysis unfolds. But again ensure that the general philosophy is shown as informing the unfolding arguments/evidence. It’s not an excuse for suddenly inserting a pre-conceived view.
  1. Know how to end:14 Draw threads together and end with a snappy dictum.15

ENDNOTES:

1 This BLOG is the annotated text of a brief report, first posted on 15/03/2018 on: http://keith-perspective.blogspot.co.uk/2018/03/how-i-write-as-historian-by-penelope-j.html, with warm thanks to Keith Livesey, alias Buff-Coat, for the invitation.

2 See P.J. Corfield, Coping with Writer’s Block (BLOG/34, Oct. 2013), on website: https://www.penelopejcorfield.com/monthly-blogs/. All other PJC BLOGS cited in the following endnotes can be consulted via this website.

3 Two different historians who influenced me had very distinctive messages and writing styles: see P.J. Corfield, Two Historians who Influenced Me (BLOG/15, Dec. 2011).

4 P.J. Corfield, Responding to Anonymous Academic Assessments (BLOG/81, Sept. 2017). It followed idem, Writing Anonymous Academic Assessments (BLOG/80, Aug. 2017).

5 History is such a vital subject for all humans that it’s hard not to find something to say. See P.J. Corfield, All People are Living Histories, which is Why History Matters. A Conversation Piece for Those who Ask: Why Study History? (2007), available on the Making History website of London University’s Institute of Historical Research: www.history.ac.uk/makinghistory/resources/articles/why_history_matters; and also on PJC personal website: www.penelopejcorfield.co.uk: Essays on What is History? Pdf/1.

6 That advice includes avoiding terms still widely used by others, like racial divisions between humans. They are misleading and based on pseudo-science. See P.J. Corfield, Talking of Language, It’s Time to Update the Language of Race (BLOG/36, Dec. 2013); idem, How do People Respond to Eliminating the Language of ‘Race’? (BLOG/37, Jan.2014); and idem, Why is the Language of ‘Race’ Holding On for So Long, when it’s Based on a Pseudo-Science? (BLOG/38, Feb. 2014).

7 P.J. Corfield, Does the Study of History ‘Progress’ and How does Plurilogue Help? (BLOG/61, Jan. 2016).

8 P.J. Corfield, What’s So Great about Historical Evidence? (BLOG/66, June 2016); idem, What Next? Interrogating Historical Evidence (BLOG/67, July 2016).

9 For further discussion, see P.J. Corfield, ‘Time and the Historians in the Age of Relativity’, in A.C.T. Geppert and T. Kössler (eds), Obsession der Gegenwart: Zeit im 20. Jahrhundert; transl. as Obsession with the Here-and-Now: Concepts of Time in the Twentieth Century, in series Geschichte und Gesellschaft: Sonderheft, 25 (Göttingen: Vandenhoeck & Ruprecht, 2015), pp. 71-91. Also posted on PJC website: www.penelopejcorfield.co.uk: Essays on What is History? Pdf/38.

10 On the need to differentiate between facts and pseudo-facts, see P.J. Corfield, Facts and Factoids in History (BLOG/52, April 2015).

11 And at times, new words are needed: see P.J Corfield, Inventing Words (BLOG/84, Dec. 2017); and idem, Working with Words (BLOG/85, Jan. 2018).

12 My own account of historical trialectics is available in P.J. Corfield, Time and the Shape of History (Yale University Press, 2007). It’s also expounded theme by theme in idem, Why is the Formidable Power of Continuity So Often Overlooked? (BLOG/2. Nov. 2010); idem, On the Subtle Power of Gradualism (BLOG/4, Jan. 2011); and idem, Reconsidering Revolutions (BLOG/6, March 2011). And further discussed in idem, ‘Teaching History’s Big Pictures, Including Continuity as well as Change’, Teaching History: Journal of the Historical Association, no. 136 (2009), posted on PJC personal website: www.penelopejcorfield.co.uk: Essays on What is History? Pdf/3.

13 The time to decide for yourself might not correspond with interest from others. Never mind! Stick to your guns. See also P.J. Corfield, Writing into Silence about Time (BLOG/73, Jan. 2017); idem, Why Can’t we Think about Space without Time? (BLOG/74, Feb. 2017); idem, Humans as Time-Specific Stardust (BLOG/75, March 2017); and idem, Humans as Collective Time-Travellers (BLOG/76, April 2017).

14 It’s much easier to advise and/or to supervise others: see P.J. Corfield, Supervising a Big Research Project to End Well and On Time: Three Framework Rules (BLOG/59, Nov. 2015); idem, Writing Through a big Research Project: Not Writing Up (BLOG/60, Dec. 2015).

15 On my own travails, see P.J. Corfield, Completing a Big Project (BLOG/86, Feb.2018); and idem, Burned Boats (BLOG/87, March 2018).

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