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‘Till We Have Faces

Till We Have Faces: C.S. Lewis on the Veiling of Higher Education

by Philip J. Hohle

This paper was originally presented at the annual meeting of the  Religious Communication Association, Nov. 14, 2014, in Orlando, FL.

 

Clive Staples (C.S.) Lewis is best known as a writer of children’s novels. Today however, Lewis is receiving some exceptional attention from beyond circles that focus on children’s literature. This observation is supported by the fact that at least two accredited universities within 30 miles of my home offer entire courses solely on Lewis’s life and his writings—one private and the other a public institution. If you were to scan the catalog of most any institution of higher learning, you are likely to discover few personalities from history, arts, or sciences honored with such attention.1 Seldom will a rigorous course in higher education approach an academic discipline or subject from the viewpoint of a single human being. Perhaps the appearance of courses centered on Lewis is significant in this regard. He infused an unmistakable deep current of philosophy through every work, with multiple branches of meaning diverging and converging, at once both deeply profound and simply entertaining. As a result of his mastery of direct and indirect communication, readers from multiple aptitudes and experiences are able to appreciate his work.

Of particular note among his imaginative works is Till We Have Faces, a recasting of the mythical tale of Cupid and Psyche. Using a metaphor found running throughout this story, this essay will reveal Lewis’ perspectives on education while highlighting the implications for higher education in the 21st century. Drawing from his life history, his apologetics on the subject, and from within his other imaginative works we will discover Lewis’ proposition that modern education has become faceless. 

REVIEW OF SCHOLARLY WORK

Lewis’ perspectives on education have generated a considerable body of commentary in the scholarly literature. Of special note is Irrigating Deserts, Joel Heck’s thorough assessment of Lewis’ corpus on this subject; the title taken from a line in The Abolition of Man. In three parts, Heck catalogs Lewis’ comments on education in his non-fiction work, his experiences as a student, and his work as a professional educator at Oxford and Cambridge. Heck also provides links to situations and characters within Lewis’ imaginative work that serve as an indirect commentary on education. These references provide reciprocal support for Lewis’ more direct opinions on education in his non-imaginative works. Heck was also successful in gathering memoirs from a number of Lewis’ former students. These enrich our understanding of Lewis’ Oxford years as an educator.

There are general biographical sources that help confirm and advance the assertions within this essay. Armandi Nicholi’s The Question of God and Alan Jacob’s The Narnian are both helpful in providing insight to the historical events Lewis himself leaves vague or incomplete in his autobiography, Surprised by Joy. 

More specifically, Peter Kreeft authored six separate essays based on The Abolition of Man that provide deeper insights on education for today. Oskar Gruenwald’s essay, “Renewing the Liberal Arts: C. S. Lewis’ Essential Christianity,” as well as Gilbert Meilaender’s “C. S. Lewis on Moral Education,” serve to strengthen an appreciation of Lewis’ commitment to a liberal education. While not a direct work on Lewis, The Oxford Tutorial provides insight into the personal, face-to-face instruction Lewis both provided as a professor and enjoyed as a student. Students and tutors within today’s Oxford University community wrote the essays in this collection.

THE METAPHOR FOR EDUCATION IN TILL WE HAVE FACES

While it can be taken as a simple creative recasting of the Greco-Roman myth, one can sense the commentary on modern culture inside Lewis’ Till We Have Faces. Orual, the narrator of the story, is caught in a dual battle for identity. First, she literally veils her face in order to hide her ugliness, an act of self-loathing that distances herself from her family and others who would love her. In this sense, she becomes faceless and dehumanized. The second battle of identity involves Orual’s anger at the gods for not showing their faces—for not revealing themselves to her in a tangible communion on a stage where she can contend and negotiate on an equitable basis; where she might clearly understand what they demand of her. Even when the gods do indeed allow her a precious glimpse of their existence, she refuses to accept it and so chooses to stay veiled in her self-righteous anger and disbelief. She turns to education for clarity, as a way to see through the veil, but at best the royal system of education fails to reveal the transcendent truth about the gods.

The question of facelessness confronts Orual as it confronts us: Can a misguided education veil our identity and disguise our humanity? Will such education veil us so completely that we will no longer be able to see God for who he is? Do we busy our lives by filling ourselves with knowledge but never find the Answer, much less even learn the Question?

While Lewis’ tale is not about schooling per se, it is like many of his other imaginative works in the sense that it provides a glimpse of Lewis’ attitude toward the true aims of modern educational philosophy. In this story, much of what represents the folly of modern academia is represented in the character Fox. This man is a Greek slave hired to provide quality schooling for the king’s daughters. On the surface, one might expect a classical education from a Greek tutor—especially since the tale is set in a pre-industrialized world—but Lewis creates a character that is more sophist than Socratic. Instead of providing enlightenment, this teacher’s perspectives on knowledge only help veil Orual’s face. 

When Orual becomes queen, Fox becomes one of her two chief advisors; the other is Bardia, but neither can help her see through the increasing darkness of her veil. Ironically, the warrior Bardia is revealed to have too little courage to encounter the supernatural. He tells Orual, “‘The less Bardia meddles with the gods, the less they’ll meddle with Bardia’” (Till We Have Faces 135). Fox on the other hand represents those who have climbed the ivory tower of education and see no gods at all from the pinnacle. In a rare moment of clarity, Orual inquires of Fox about the possibility of a supernatural world undetected by human senses. In this moment she honestly considers the possibility of real souls living in an actual heaven. Lewis provides Fox’s rationalized answer: “He ran his hands through his hair with an old, familiar gesture of teacher’s dismay. ‘Child,’ he said, ‘you make me believe that, after all these years, you have never even begun to understand what the word soul means.’” By this, the Fox avoids consideration of “‘things behind our back. Things too far away.’” Yet even the Fox admits to a weak longing for the transcendent: “‘I wish I could believe it’” (142). Still he cannot, because he is taught and teaches that one can only trust what can be sensed and observed in the material world. His assures himself, solely finding “comfort in words coming out of his own mouth” (86). He cannot help lift Orual’s veil, since he played a role in fixing it in the first place.

Like Orual, today’s university students are in a battle for identity on these same two fronts. The first front is finding their identity on campuses that are operated more like a factory than a school; where each part is assembled to specifications determined by utility. The other front is a materialist education emptied of transcendent knowledge; where God is veiled and only rational thought is sovereign.  

FACES AND PLACES: LEWIS ON HIS EDUCATIONAL JOURNEY

Drawing as a primary source from Lewis’ autobiography Surprised by Joy, I will note a number of moments and players in his life story that help provide us insight into his worldview on education, demonstrating how Lewis’ own education was at times faceless in both dimensions mentioned before. 

Lewis wrote that he lost transcendent joy in his life as a boy—an “unsatisfied desire, which is itself more desirable than any other satisfaction” (Surprised by Joy 18). He would not recover it until well after his formal education had ended. For much of his elementary schooling, Lewis was imprisoned in an environment unsuitable to the needs of his emerging intelligence. Thus, his intellectual growth was developed largely in spite of his formal education. At times he experienced masterful instruction, but more often than not, he was denied a sense of scholarly self-identity as a result of his stunted school experiences. 

Lewis compared his experience at The Wynard School to that of a concentration camp, consistently calling the boarding school Belsen throughout his autobiography (24, et. al.). Lewis saw the irony in such a place, where the dwindling student body was subjected to rigid discipline in their studies, yet he felt he was never really challenged academically. “The only stimulating element in the teaching consisted of a few well-used canes (25). . . . The curious thing is that despite all this cruelty, we did surprising little work” (27). Lewis mentions no real academic interaction with the schoolmaster he called Oldie (Robert Capron).2 “Supervision was slack and very little assistance was given” (28). Paradoxically, it was in this context that he developed a personal life of prayer and “learned to live by hope” (36). It is important to note that while Lewis’ first exposure to formal education was not necessarily a godless experience, at best it resulted in only a vague sense of a faceless god.

His next stop was a school near home, Campbell College, where he stayed for just one half term due to health reasons.  It is perhaps unfortunate, because Campbell did at least provide one good mentor, Octie (James Adams McNeil), who helped him appreciate the transcendent poetry of Matthew Arnold. Nevertheless, it was here where he first came to experience the bullying which almost derailed his education, though it was more evident in later years at another school. “[While] no serious share of it came my way, and there was no trace of the rigid hierarchy which governs a modern English school; every boy held just the place which his fists and mother wit could win for him” (Surprised by Joy 51). Campbell represented the typical educational environment where the complexities of social life become more important than the academic offerings. Lewis often mentions the inner ring as a social network that is exclusive. Of course he was outside this ring, but later we will see how important his membership in such a group was to his development; an inner ring that provided strong social cohesion and support.

Following Campbell, Lewis was back in England in the town of Malvern, which he calls Wyvern (not to be confused with Wynard).3 Here, Lewis was enrolled, first at the preparatory school Cherbourg House (he called Chartes) and later Malvern College where his brother Warnie had been sent before him. Here another irony: while this is the place he felt his education began, it was also the place where he ceased to believe in God. This dichotomy haunted Lewis until he reclaimed Christianity much later in life. As we will see in his later work, Lewis came to realize that an education was incomplete without encountering the face of the One who authored truth.

In advance of a more rigorous discussion below, it is important here to note the high regard Lewis gave at least two of his mentors during this period: Tubbs (the nickname for Arthur Clement Allen)4 at Cherbourg and Smewgy (nickname of Henry Wakelyn Smith) at Malvern College. These two provided Lewis with the scholarly attention he longed for, and as a result, his potential as a literary scholar began to blossom. Little is known about the true academic nature of these relationships, but Lewis himself describes Tubbs as a “clever and patient teacher” (Surprised by Joy 58). This implies that he taught with imagination and compassion. Tubbs singled out Lewis for a scholarship to Malvern, which suggests a degree of personal recognition if not personal attention. Also at Cherbourg was the master called Pogo (the nickname for Percy Gerald Kelsal Harris),5 a teacher with a more negative influence on impressionable young men. Even though Lewis himself does not blame all his youthful vices on Pogo’s impact, he does admit that he began “to make myself into a fop, cad, and a snob” (68) at Cherbourg. 

It is also worthwhile to note that Lewis largely attributed his final departure from Christianity during this period to the influence of the matron of this school—a person influential by not by virtue of her scholarly expertise but from her close contact with the students. Miss C. (the nickname for Miss G. E. Cowie)6 was experimenting with all manner of spiritualism and Lewis took note. “Little by little, unconsciously, unintentionally, she loosened the whole framework, blunted all the sharp edges, of my belief” (60). From Lewis’ description one can surmise that his descending unbelief was influenced more from personal face-to-face interactions than from reading of non-Christian works of literature. In comparison to his return to Christianity much later, his regress was no robust intellectual exercise. He wrote, “A young man who wishes to remain a sound atheist cannot be too careful of his reading” (191). Nicholi proposed it was a lack of knowledge that fueled Lewis’ disbelief (93), a veiling so to speak. Instead of academic rigor, his well-meaning mentors simply blurred the face of God. They covered it with all matter of false idols that served to further remove him from the transcendent joy for which he longed. Nicholi further suggested that Lewis’ choice to become an atheist might have stemmed from his problems with authority (50) and his desire to be left alone (46)—certainly a plausible idea when one considers the strain of his social life during his school years. While the Malvern experience gave him a new face in education, it served to veil the face of God in the process. Meanwhile, the bullying continued and some of these more dismal educational experiences will show up often in Lewis’ fictional work. 

By far, the greatest academic mentor for Lewis was the Great Knock or Kirk (nicknames for William T. Kirkpatrick)7 who taught both his father and his older brother Warnie. He nominates Kirk (along with Smewgy) the most important influence (Surprised by Joy 148), devoting an entire chapter to this man in his autobiography. Lewis left Malvern and moved in with Kirk, where he received a tutored education—one that foreshadowed his own career as an educator. In this setting, the young Lewis received the individualize care that helped him develop into a candidate for Oxford. Kirk gave him both personal attention and room to breath, a combination that finally began to solidify his identity. Kirk imprinted his own sharp intellect upon Lewis, which served him well in his calling as a writer and professor. From the description of their interactions in the pages of Surprised by Joy, one can see that he cared for Lewis’ mind (134, 137) and got to know him well enough to recognize his vocational gifts (183). The Kirk-Lewis relationship serves as a great model for a healthy education where the master does not fill, but draws out the knowledge from the student. Yet even Lewis noted in retrospect, that his exposure to great literature only inflamed his longing for the transcendent, which would remain unfulfilled during the this era since did Kirk himself no longer believed in God. 

The final phase of Lewis’ formal education began when he was admitted to Oxford University at Magdalene College (two separate applications). The Oxford University method of education is rare in that the student is required to conduct significant independent research and reading, and is held accountable via private or semi-private tutoring sessions with a professor. Conversely, lectures are widely considered to be optional or supplemental to the tutoring (see Palfreyman). It is not hard to see how the time spent with Kirk prepared Lewis for this next level of education as he quickly distinguished himself as a student at Oxford, excelling in every degree he pursued. 

After obtaining his degrees, Lewis spent the rest of his life as a tutor and lecturer at Oxford and Cambridge. Through personal correspondence, Heck contacted several of these formers students and asked them to provide their impressions of Lewis as a tutor. Heck compiles the picture of a Lewis tutorial: “After reading the essay, there would be a pause, then Lewis would critique the essay, following the pattern that W. T. Kirkpatrick has instilled in him, challenging the use of inexact words or phrases or the undergraduate’s interpretation of the previous week’s readings” (133). Lewis tried to shield his personal life from scrutiny, so it should not be surprising that his tutorials had a cordial, yet formal tone. “Sometimes, though rarely, friendly conversation would be included in on of Lewis’s tutorials, but never to the detriment of the tutorial itself” (Heck 134). In spite of this personal distance, he served as an engaging and willing coach for hundreds of university students over his career. If not a warm, personal relationship, Heck saw in the recollection of Lewis’ students a dominating sense of awe and respect, “The students who came to learn, who came to be challenged and to grow, with some notable exceptions, soon discovered flowers blooming in the deserts of their minds” (Heck 131). Former student Charles Arnold-Baker wrote about Lewis: “Intellectually arrogant he certainly was not—he was actually tolerant—but he would not accept the weak and insipid undergraduate who thought that the world owed him a degree” (quoted in Heck 129). Student A. E. F. Davis described his manner as a tutor:  “He was above all, a gentlemanly and jovial man of learning, exact in factual accuracy but ready for any form of argument” (quoted in Heck 132).

Even though Lewis found his calling as a university don, his own education was far from complete. Lewis finalized his search for knowledge by revisiting the claims of Christianity. In Surprised by Joy, Lewis took great care in mapping out the road of both his spiritual and his intellectual development, often showing them to be parallel in their development if not actually related. The eventual unveiling happened in spite of the climate at Oxford where the “intellectual ‘New Look’. . . [decided that] there was to be no more pessimism, no more self-pity, no flirtations with any idea of the supernatural, no romantic delusions” (201). Nevertheless, it was here where Lewis re-embraced Christianity in the final evolution of his educational journey. It was also at this turn on his spiritual path—and in this climate—that he found his identity as a writer. In The Narnian, Jacobs describes what followed Lewis’ conversion as a “burst of fluency” (156). 

Lewis at times seemed uncomfortable with the influence of the collective, at worst seeing a life in community the same as living as a worker ant in a busy anthill (Surprised by Joy 8-9). Oddly, it was the inner ring of a close group of friends that brought him to this final stage. It was on long lunches in pubs and extended walks with friends like Hugo Dyson, Owen Barfield, and J. R. R. Tolkien that he began reconsidering the exclusive truths of Christianity. Lewis implies that these discussions among writers, teachers, and thinkers were among the most rigorous intellectual exercises of his education. In spite of the formal side of his education that sought to veil this truth, it was through this intense mentoring that he was enabled to see God for who He is. Lewis was both surprised and inspired by the return of transcendent joy.

EDUCATION IN LEWIS’ NON-FICTIONAL WORK

The popularity of the Chronicles of Narnia stories and even the current films based on the same suggests that many fans of Lewis may know only of his indirect communication found in his imaginative works. Nevertheless, Lewis also mastered the use of direct communication in his non-fiction works. Perhaps the best known of these is Mere Christianity, a work of Christian apologetics that is valued by even secular readers in what Steven Beebe describes as the “oral quality” of his prose (31). Even his theological treatises are directly accessible to the average layperson. Much of his other works of non-fiction also have this conversational tone, reminiscent of his most engaging fictional work. 

Lewis made a direct attack on 20th century educational philosophy in the essay titled The Abolition of Man. Within the pages of this short book, Lewis confronted educational methods and curricula that put aside what is considered mere sentimentality in order to make room for the practical, the scientific, and the rational. Lewis knew the arguments well from his own decades-long intellectual cage match where he exhausted all the logical arguments he could muster in order to reject the existence of a divine absolute. Within the pages of this essay Lewis uses the Chinese term Tao to describe this universal, objective truth. He was orthodox in asserting that such truths are beyond social construction. As Meilaender put it, the difference is that humans “have not decided what morality requires; we have discovered it” (25). Kreeft, in a commentary on Abolition, defined the Tao as “the doctrine of the existence and nature of objective values, universal and unchangeable moral truths. Knowing the ‘way’ made our ancestors human” (137). Where Lewis and Kreeft are more oblique, Heck directly ties the Tao to Christianity, “The Bible contains the primary record of this objective truth or objective morality, though it appears elsewhere as well, but not in as complete and pure a form” (36).

Responding to the modern ideas he saw creeping into the prevailing cultural consciousness through education, Lewis makes the case in Abolition that the demise of the human race will follow when all that is considered true is defined solely by subjective human experience. He described the demise as a de-evolution where we return to a state not unlike that of apes—beings who are incapable of transcendent thought, a theme personified by Shift, the clever ape in The Last Battle. Lewis wrote in the Abolition of Man,

The final stage [of this battle] is come when Man by eugenics, by pre-natal conditioning, and by an education and propaganda based on a perfect applied psychology, has obtained full control over himself. Human nature will be the last part of Nature to surrender to Man. The battle will then be won. (37)

Even in his day, Lewis saw this modernistic ideology thinly concealed behind new educational philosophies promoted by people who he called Conditioners, who among those are teachers, administrators, policy-makers, and professors already fully vested within this faceless philosophy. In effect, they practice what Kreeft calls cultural reproduction (137), which serves to perpetuate the downward spiral. By means of their chronological snobbery,8 these Conditioners seek to erase pre-modern thought from the educational agenda, leaving it soulless and ignoble. “[In] this reductive process, the human being becomes an artifact, to be shaped and reshaped” (Meilaender 25). These miscalculations are rooted in the Age of Enlightenment and the Industrial Revolution. “The intelligentsia assumed that progress was also occurring in every other field. Few believed that a new idea might actually cause regression rather than progression” (Heck 26). To use the metaphor, they have turned away from the face of God and bestow upon the face of their students the veil of this mistake. Kreeft laid out the argument:

Prescientific ancients often made the mistake of trying to know the cosmos by intuition, myth, poetry, and mysticism instead of science. We moderns usually make the far deadlier error of trying to understand the self by science. They personalized the universe; we depersonalize the self. They thought even matter was spirit; we think even spirit is matter. They thought even things were persons; we think even persons are things. They worshipped the earth as the body of a god; we call psychology a science. Which mistake is more stupid and deadly? (152-153)

More recently, there have been developments that may add to the veil of education and intensify the battle: Institutions in all parts of the western world are in the midst of a funding revolution. A recent Pew Center report noted that over half of Americans no longer believe college education to be worth the cost (Is College Worth It?). Simply put, parents as well as bureaucrats in institutions that fund education, are beginning to demand a precise accounting of the benefits of this rather expensive four-year camp we call college. This accounting is increasingly based on how capable or incapable students are in landing high paying jobs as a direct result of their degrees. In their quest to supply trained human resources for the workforce, the United States Congress recently began reevaluating student aid with a utilitarian attempt to tie it more closely to the track record of the universities in supplying trained hires. 

Now, for the first time, [the government] has decided to judge colleges not by their inputs and processes but by what actually happens to their students after graduation. And if student outcomes aren’t good enough—if they can’t pay back their loans on time or can’t get a good job that provides a decent salary—then colleges won’t have access to massive amounts of taxpayer support. (Carey) 

As a result, universities are scrambling to justify their tuition fees (and their existence) by applying new functional standards that would seem foreign to anyone but progressive-modernist administrators. Increasingly, the Conditioners of government funding and accreditation limit the imagination and innovation of educators who would aspire to reverse this demise. In this demoralizing climate, universities are compelled to put aside the esoteric to make room for the practical. Sadly it would seem in many halls of government, a liberal-arts education is no longer considered an end in itself. Even in those institutions that advertise a liberal arts education, it is often reduced to a structured checklist. Peter Schakel was wary of the published liberal arts core: “[After four years] when all the boxes have been checked, voila! You have a liberal arts education. Or maybe not” (515). 

Public funding of a university education may be more of a 21st century issue, but the important firewall between higher education and vocational training was recognized even by Victorian writers like John Henry Newman and John Stuart Mill, who proposed in 1867 that “Education makes a man a more intelligent shoemaker, if that be his occupation, but not by teaching him how to make shoes” (388).  In his time, Lewis was yet another eloquent champion in this ongoing battle to protect a liberal arts education—metaphorically, to restore the faces to education. Lewis’ crusade originated from within education as a prominent don at Oxford and Cambridge, thus his words bear special weight as we add them to today’s continuing debates on these issues. 

In our day, universities are faced with an increased emphasis on vocational education and measurable outputs. As a result of external pressures and the veiled vision inside the institution, higher education is in danger of devolving into something less than higher. More like an assembly line with a quota than a university, higher education is becoming for the student a faceless experience. 

EDUCATION IN LEWIS’ IMAGINATIVE WORKS

Readers may also find that Lewis had much to say about the battle over education in his fictional works. Michael Ward demonstrated that Lewis took great care to hide treasures of implication inside his works, “hidden meaning[s] deliberately woven” (5), demonstrating a command over both direct and indirect modes of communication. While I will not attempt to prove that Lewis crafted Till We Have Faces to serve primarily as a treatise on education, the application of the metaphor is powerful and supports Lewis’ other comments on education, especially those found in his other imaginative works.

The Chronicles of Narnia series involves school-aged children on adventures, so it was inevitable that Lewis would add some misguided attempts at schooling to those plots. In the first of the series, The Lion, The Witch, and the Wardrobe, the professor is clearly modeled after the Great Kirk of Lewis’ own schooling, When questioning the children on their journey to Narnia, the professor is dismayed that logic is not being taught in the schools (45). Yet he, in the end, admits to his own belief in Narnia, which is far from logical (185).

Lewis’ commentaries on education become much more pointed in Prince Caspian. Three moments relate well to our metaphor. In the story, a cruel despot rules Narnia. Lewis depicts two school classrooms in this land: In the first, Miss Prizzle teaches a reconstructed history of Narnia to her students, an unmistakable poke at the critical spirit of modern times (193-194). In such a classroom, history is twisted in a way that supports the ideology of the teacher and the governing authority. In effect, nothing from the past is accepted unless it is first baptized in this Zeitgeist. In his sermon “Learning in War-Time,” Lewis proposes that, “A man who has lived in many places is not likely to be deceived by the local errors of his native village: the scholar has lived in many times and is therefore in some degree immune form the great cataract of nonsense that pours from the press and the microphone of his own age” (58-59). Infected as such, the students in Prince Caspian are studying history from a teacher unwilling to stray beyond the comforts of her own time. Reminiscent of Orual, she refuses to look upon the Lion Aslan when he appears outside the classroom, doubting the perception of the only student who chooses to look out the window. The rest are like the students in many modern classrooms, pupils who are conditioned, veiled, and frozen by a teacher’s own shortsightedness. 

The second connection has to do with the decorum of both classrooms in Prince Caspian, evocative of some of Lewis’ childhood experiences. In the first classroom, the students are forced to wear rigid, stifling uniforms (193), reflective of the norm of the Lewis’ youth. This dig is repeated in The Magician’s Nephew (1). The restrictive, chaffing school uniforms are metaphors for a restricted individuality. Students in such an environment are at risk of becoming identical and faceless. The second classroom in Prince Caspian has a different, yet related problem. In this school, the teacher is more imaginative (she does look out the window to see Aslan), but her students are all like pigs that see almost nothing of the transcendent—they are not interested in what is outside and threaten to report the teacher for wandering beyond the pre-determined limits of education. When they see Aslan’s face, they are too small-minded to embrace what he represents and instead de-evolve back to just being pigs (196). The classroom-sty of these pig boys is certainly a jab at the harsh social environment of the schools in Lewis’ childhood. The social norms restrict the individual student who would be different, veiling a view through the window that might reveal the transcendent.

The third moment in Prince Caspian involves the personal tutor of the prince. Like Orual and her Fox, Caspian has a hired teacher by the name of Dr. Cornelius. In the open, he schools Caspian with a classic liberal arts curriculum.9 In secret, he rebels against the evil king’s command to keep the truth about Narnia’s history from Caspian. These were the very stories for which Caspian’s heart longed. As a child, he heard them from his nursemaid until the king banished her. Cornelius lifts the veil, and Caspian as a result ends up serving Narnia well.

In The Voyage of the Dawn Treader, Eustace is a bratty child who comes from a school with no corporal punishment. Lewis suffered random corporal punishment by cane from Oldie at the Waynard school (Surprised by Joy 25). Yet his experiences at Malvern College showed that when the administration fails to keep discipline, bullying flourishes. Eustace is noted to be the bullying type (2), unrestrained by the lack of (authoritative) corporal punishment that Lewis apparently supported.

In the pages of The Silver Chair, we find Lewis again creating characters who spring from a faceless scholastic background. The character Jill has suffered from an even worse form of bullying at her co-educational school called Experimental House. This was where the administration believed that “boys and girls should be allowed to do what they want” (1) and that the oppressors were considered not bullies, but “interesting psychological cases” (2).  We also discover that even references to the Bible are discouraged at this modern school, an attitude that serves to veil the students from Christianity (5). We also read about the use of Christian names in Narnia (169), which the narrator points out are not used at a modern school—literally veiling a student’s true identity. After Eustace and Jill return from Narnia, they expose the lunacy of the head of the Experimental House, who finds her true calling in Parliament thereafter (216), a twist Lewis uses to illustrate the lack of sanity among modern governmental policymakers in education.

Brief references to faceless education are found in The Horse and His Boy. The character Cor reveals Lewis’ attitudes about formal schooling. He is pleased to be going to school, “Even though Education and all sorts of horrible things are going to happen to me” (197). Note the use of the capital in “Education,” reflecting Lewis’ concern for the puffery that has come to veil true learning, and its equality to “horrible things.” In The Magician’s Nephew, Digory’s moral character is attributed to his schooling, but the narrator (Lewis) cracks that such ethical training is no longer a priority in modern schools (159).

Outside the Chronicles of Narnia, perhaps the evil character Weston in Perelandra voices the clearest expression of Lewis’ attitude toward modern education in his imaginative works. He is a scientist turned bad, and Lewis has him voice these words about the modernist purpose in education: “‘The false humanist ideal of knowledge as an end in itself never appealed to me. I always wanted to know in order to achieve utility. . . . When [income and fame] were attained, I began to look farther: to the utility of the human race’” (77). Weston attempts to take traditional religious views and recast them as mere scientific concepts pliable by human thinking. “‘The goal: think of it! Pure spirit: the final vortex of self-thinking, self-originating activity.’” Ransom, the Christian protagonist in the story responds, “‘Is it in any sense at all personal—is it alive?’” Lewis has Weston continue in a “schoolboy’s whisper . . . ‘Anthropomorphism is one of the childish diseases of popular religion’” (79). The scientist Weston veils the truth with his voice of reason. In this sense, Perelandra is a seventeen-chapter battle setting the folly of positivist, atheistic piggery Lewis saw in higher education against the classical, humanistic, and unapologetically Christian education Lewis championed. 

The Great Divorce places a busload of people without names in a purgatory of sorts. These ghost-like people struggle with their warped ideas that prevent them from entering heaven. The narrator notices that these candidates had “fixed faces, full not of possibilities but impossibilities . . . all in one way or another, distorted and faded” (17). Lewis portrays the conversations between these nameless ghosts and the spirits of their deceased relatives—people with identities who come to aid their transition. In several cases, it is the most educated ghosts that find even a taste of heaven most unappetizing. One saved spirit named Dick observes how the college education that caused his own (temporary) loss of faith still haunts his nameless friend, known only as the Episcopal Ghost. “‘At College, you know, we just started automatically writing the kind of essays that got good marks and saying the kind of things that won applause . . . . When did we put up one moment’s real resistance to the loss of our faith?’” His intellectual ghost friend who had become a liberal theologian responds, “‘The suggestion that I should return at my age to the mere factual inquisitiveness of boyhood strikes me as preposterous. In any case, that question-and-answer conception of thought only applies to matters of fact. . . . I should object very strongly to describing God as a fact’” (37, 41-42).  Several of these stranded travelers are found to be captive in the ruins of their faceless, modern education.

Finally, Lewis literally uses the voice of the demonic to speak what he believed to be threatening the impressionable student in modern times. In The Screwtape Letters, the master tempter proposes a toast to the best and most brilliant accomplishments that bring damnation to mankind. Inevitably, education is where Lewis allows the demons their considerable success. Screwtape reminds his audience that, “‘the basic principle of the new education is to be that dunces and idlers must not be made to feel inferior to intelligent and industrious pupils’” and that such is to be considered a true practice of democracy (203). To use our extended metaphor, the demons themselves recognize that making all students alike crushes their identity, a self that would be restored to wholeness in Christianity. “‘To secure the damnation of these little souls, these creatures that have almost ceased to be individual’” (202): a description of the ends and the means of the tempter’s work within education. 

LESSONS FROM LEWIS’ EDUCATIONAL JOURNEY

Clearly, there are abundant lessons for university educators in the writings and life experiences of C. S. Lewis. The attempt to untangle philosophy from theology was popular among academics in Lewis’ time as it continues today among institutions of higher education. Notwithstanding, Lewis cites the return of God to his intellectual life as the spark for his sudden explosion of literary output after producing only a meager yield of reviews and articles before. Like those in Narnia who dared to see Aslan outside the window of the classroom, Lewis’ conversion changed his identity. Nicholi also suggests that Lewis’ return to Christianity formed an outward focus, where his atheism produced an inward focus (77). This is not to say that a student is unable to learn or develop an identity while holding to alternative, false, or incomplete religions—or even no religion. But Lewis’ life and works supply a convincing argument for a return of absolute truth (and the Author of such truth) to the curricula of higher education.

From this review, several of Lewis’ key positions on education come to light. First, Lewis believed that one’s education is not complete without wrestling with the issue of God. Such an education helps our young “become men and women who are able to ‘see’ the truths of moral reason. . . . Lacking proper moral education, our freedom to make moral choices will be a freedom to be inhuman” (Meilaender 25). The fit between higher education and religion is natural. “What makes Christian scholarship and literature different, and uniquely ‘Christian,’ is the evaluative point of view of Christian truth, which, in turn, is not sectarian, but universal” (Gruenwald 15). 

At Cherbourg, Lewis fell to the temptations of a godless education: “From the tyrannous noon of revelation I passed into the cool evening of Higher Thought, where there was nothing to be obeyed, and nothing to be believed except what was either comforting or exciting” (Surprised by Joy 69).” As Kreeft put it, “The character [i.e., mankind] has forgotten who he is because he has thrown away the script and rejected the playwright” (152).  Still, there is hope even for those teachers in institutions limited by a strict separation of church and state. Like the young Lewis, a student may discover a longing for the absolute and supernatural by studying classic mythology. “Sometimes I can almost think that I was sent back to the false gods [e.g., Norse or Greek mythology] there to acquire some capacity for worship against the day when the true God should recall me to Himself” (Surprised by Joy 77).

The second conclusion is that the pressures to emphasize utility and vocational training for graduates will make them faceless. These pressures are already inspiring our institutions of higher education to remove much of the transcendent and sensuous content inherent in a traditional liberal arts education. Lewis saw the need for a counterbalance against the encroaching modernism by presenting content and experiences (even the use of story) that promote the imagination as equal to reason (Heck 27). Lewis wrote, “For every one pupil who needs to be guarded from a weak excess of sensibility there are three who need to be awakened from the slumber of cold vulgarity. . . . By starving the sensibility of our pupils we only make them easier prey to the propagandist when he comes. . . . A hard heart is no infallible protection against a soft head” (Abolition of Man 9). An education without imagination is certainly soulless and can only produce “men without chests” (16), or to use our metaphor, students without faces.

The third conclusion drawn from Lewis’s life and works stresses the importance of mentors in education. As both student and don, he demonstrated the profound advantage the individualized tutorial experience has over the faceless variety found in large lecture halls filled with disengaged students. Beyond Oxford and Cambridge, few universities maintain a formal tutorial system, and even Oxford is continually evaluating the practicality of this method for the future (Palfreyman 21ff). Nevertheless, the Oxford academic policy-makers recognize a strong link: the tutorial is seen as uniquely capable of producing students with higher capacities for critical thinking, which is the hallmark of a liberal arts curriculum and the distinctive brand of an Oxford education (22). Such attention has become increasingly rare in today’s mass-production educational climate as students find it hard to find a qualified professor personally willing to oversee their educational progress. Few universities would be able to replicate this quirkily British tutorial practice outside the United Kingdom, but it does not mean that educational mentors are unsuitable for American higher education. Institutions can draw from Lewis’ own experiences by eliminating policies that separate the professor and student—practices that make the educational transaction thin and faceless. Nevertheless, a cultural sea change may be required for this ideal to become a reality. Imagine how today’s administrators would react to this Lewis quote: “The greatest service we can do to education today is to teach fewer subjects” (Surprised by Joy 112-113). 

The final conclusion is the importance of having small communities of learners who support each other in intellectual exercises outside the formal classroom. Lewis discovered in the Inklings a small groups of like-minded individuals committed to each other in providing extraordinary stimulation, accountability, and encouragement. Visitors to Oxford today can visit the very pubs where Lewis, Tolkien and the other Inklings met and enjoyed each other’s company. In fact, one may encounter remnants of this kind of group in present day Oxford among students and faculty who meet over a pint to tell stories, argue, and laugh. It is hard not to envy these students who still enjoy to a large extent the kind of social educational environment that Lewis found his veil was lifted—a special learning community where he found identity as a student, his voice as a writer, and his soul as a human being.

REMOVING THE VEIL

Unfortunately as a result of so many veils, education no longer is related to learning (Heck 29). Kreeft proposed that “this is the first generation is American history that is less well educated than its parents” (135). Oskar Guenwald saw the liberal arts as “essential Christianity” and frames the consequences of this godless, faceless education in western society: “Liberal democracy is in crisis, since it lacks a transcendent moral guide, and that the renewal of liberal arts education is a key to restoring the ethical foundations of both individual liberty and popular self-government” (1).

Lewis was plain on the implications. “The practical result [of faceless education] must be the destruction of the society that accepts it” (Abolition of Man 17). Together with his direct communication in The Abolition of Man, Lewis’ imaginative works like Till We Have Faces provide both a compelling and imaginative argument to recognize and remove the veils from modern higher education.

Works Cited

Beebe, Steven. News from C.S. Lewis: Communication Studies Chair Discovers Forgotten Manuscript Of 20th Century Literary Legend. Texas State University, 28-31. Web 10 July, 2011. http://www.commstudies.txstate.edu/news.html

Carey, Kevin. What to Think About “Gainful Employment Rules.” The Chronicle of Higher Education. 6 June, 2011. Web. 16 July, 2011. http://chronicle.com/blogs/brainstorm/what-to-think-about-gainful-employment/35960

Gruenwald, Oskar. “Renewing the Liberal Arts: C. S. Lewis’ Essential Christianity.” Journal of Interdisciplinary Studies 14.1/2 (2002): 1-24. OmniFile Full Text Mega. Web. 25 July 2011.

Heck, Joel. Irrigating Deserts: C. S. Lewis on Education. St. Louis: Concordia Publishing House, 2006. Print.

Is College Worth It? College Presidents, Public Assess Value, Quality And Mission Of Higher Education. Pew Research Center Publications, 15 May, 2011. Web. 16, July, 2011. < http://pewresearch.org/pubs/1993/survey-is-college-degree-worth-cost-debt-college-presidents-higher-education-system>

Jacobs, Alan. The Narnian. New York: HarperCollins, 2005. Print.

Kreeft, Peter. C. S. Lewis for the Third Millennium: Six Essays on the Abolition of Man. San Francisco: Ignatius Press, 1994. Print.

Lewis, C. S. The Abolition of Man. New York: MacMillan, 1950. Print.

—. The Collected Letters of C.S. Lewis: Family letters, 1905-1931, Vol. 1. Edited by Walter Hooper. San Francisco: HarperCollins, 2004. Print.

—. The Great Divorce. San Francisco: HarperCollins, 1946. Print.

—. The Horse and His Boy. New York: MacMillan, 1953. Print.

—. The Last Battle. New York: MacMillan, 1953. Print.

—. “Learning in War-Time.” In The Weight Of Glory And Other Addresses. Edited by Walter Hooper.  New York: Simon & Shuster, 1980. Print.

—. The Lion, The Witch and the Wardrobe. New York: MacMillan, 1950.  Print.

—. Magician’s Nephew. New York: MacMillan, 1953. Print.

—. Perelandra. New York: Scribner, 1944. Print.

—.  Prince Caspian. New York: MacMillan, 1951. Print.

—. The Screwtape Letters with Screwtape Proposes a Toast. San Francisco: HarperCollins, 1953. Print.

—. The Silver Chair. New York: MacMillan, 1953. Print.

—. Till We Have Faces: A Myth Retold.  San Diego: Harcourt Brace Jovanovich, 1956. Print.

—. The Voyage of the Dawn Treader.  New York: MacMillan, 1952. Print.

Meilaender, Gilbert. “C. S. Lewis on Moral Education.” Current 478 (2005): 25+. Academic OneFile. Web. 25 July 2011.

Mill, John Stuart. Dissertations and Discussions: Political, Philosophical, and Historical, Vol. 4. Boston: William V. Spencer, 1867. Print.

Nicholi, Armand M. Jr. The question of God: C.S. Lewis and Sigmund Freud Debate God, Love, Sex, And The Meaning Of Life. New York: The Free Press, 2002.  Print.

Palfreyman, David, ed. The Oxford Tutorial: ‘Thanks, you taught me how to think.’ 2nd ed.  Oxford: Oxford UP, 2008. Print.

Schakel, Peter J. “A Boy Called Eustace and a Hope Education.” Vital Speeches of the Day 75.11 (2009): 514-517.  Academic Search Complete. EBSCO. Web. 25 July 2011.

Texas State University. Study abroad, Oxford, England. Web 10 July, 2011. <http://www.studyabroad.txstate.edu/students/program-offerings/faculty-led-programs/oxford-england.html>

Ward, Michael. Planet Narnia: The Seven Heavens in the Imagination of C. S. Lewis. Oxford: Oxford UP, 2007. Kindle Edition.

Footnotes

1 Beyond Lewis, only Jane Austen has that honor in my university’s catalog.

2 Lewis purposefully disguised the names of some in his book, perhaps to soften his criticism. We find Oldies’ real name on page 1 of The Collected Letters of C.S. Lewis: Family letters, 1905-1931, edited by Walter Hooper.

3 In keeping with his practice of giving names to places and people in his autobiography, Lewis seems to combine Wynard with Malvern, perhaps in an attempt to show some similarity between the two educational experiences.  Oddly enough, there is a Wyvern College in England. It is interesting to note that a wyvern is also the name of a dragon-like mythical creature.

4 Again, Lewis hides the real name of Tubbs. It is only by interpolating comments made in a letter to his father that the connection is made. (See The Collected Letters of C.S. Lewis, edited by Walter Hooper.)

5 Pogo’s name was offered by Hooper (The Collected Letters of C.S. Lewis) in a footnote on page 19. 

6 Again, Hooper provides this detail.

7 Other sources must provide us with his real name. Again, see Hooper.

8 In Surprised by Joy, Lewis himself admitted to holding this perspective before his conversion to Christianity.

9 Lewis gives a delightful list of subjects appropriate for such study in this medieval-like world: Cosmography (geography/geology), Rhetoric, Heraldry (military science), Versification (poetry), History, Law, Physic (medicine), Alchemy (chemistry) and Astronomy (Prince Caspian, 52-53).

The Seven Acts of the Epistle from The Man Who Wasn’t There

The Seven Acts of the Epistle from The Man Who Wasn’t There

by Philip J. Hohle

This article was presented at the National Communication Association’s annual meeting in November of 2014 in Chicago, IL.

At one time or another, most people struggle with their identity and place in a community. When one feels their contributions are devalued or unnoticed, these moments can precipitate an existential crisis. This is the basic temperament of a lesser-known film from Joel and Ethan Coen titled The Man Who Wasn’t There (2001). While the story is a tragedy in the sense that the protagonist Ed Crane (Billy Bob Thornton) loses everything, it is worth locating and examining the choices he makes along in his spiritless journey to find redemption and transcendence. Using Kenneth Burke’s dramatic pentad, the key acts and agencies of the protagonist will be isolated, analyzed, and evaluated for redemptive efficacy. This analysis includes a brief description of the plot and a summary of both popular and scholarly reviews on this film. This is followed by an examination of the key choices of the protagonist using the act/agency ratios from Burke’s pentad.

The film is important for several reasons; the first is simply that it is a part of the impressive oeuvre of the Coen brothers. Their works have been among the most discussed and analyzed films in their generation. Secondly, the film serves as a marker for the plight of modern humankind—a postmodern critique of advances that serve as much to inhibit as they enable. Finally, the film is a sharp commentary on the crisis in masculine identity. Typical of postmodern, independent or art cinema, there is no true hero in this story. The main character is a male protagonist, but the monomyth is broken; any potential heroic journey is stalled while our society sorts out the damage to the masculine psyche inflicted by modern pressures. 

Summary of the Film Plot

Critics almost universally classify this black and while film as noir, a genre featuring abject corruption, fatalistic themes, and dark tones (Schrader 213). The story portrays crime and punishment—two murders and three trials—but is hardly like the detective or mystery stories common for this classification. With the exception of the distinctive first person narrative and stark style, this is not a typical noir film. 

The setting is a post-WWII small town where Ed languishes as just a second-chair barber. He searches for his identity in the roles of barber, husband, mentor, entrepreneur, and criminal. The story is told from Ed’s point of view. The viewer is not privy to any information outside of Ed’s experiences, imagination, or projections. Stanley Orr wrote, “the Coens both understand the burden placed upon first-person narration and are fond of playfully destabilizing its smooth operation. Ed Crane represents the Coens’ most ambitious experiment in first-person narration” (n.p.).

David Bordwell in Narration in the Fiction Film differentiated between the filmmaker’s techniques used to create the narrative, the syuzhet, and the complete story constructed in the mind of the viewer, the fabula (49-53). While this definition is oversimplified, it is put to use here as a way to spotlight the conscious endeavors of the filmmaker in providing necessary information (e.g., plot elements) for the viewer, and how these cinematic moments are built in a way that may produce some desired understanding or impression. Conversely, the fabula is a product of the viewer’s own internal processes. The impressions of the fabula are proposed for the viewer through the syuzhet, but alternative fabula frameworks are likely constructed, as we will see below in the critic’s divergent perceptions taken from the same film. 

It follows that a deeper examination of the Coens’ syuzhet may produce a revised understanding of the experienced fabula of this film. The syuzhet is a deeply subjective story from a convicted killer framed as a death-row confession elicited by a men’s magazine. The story is a flashback, but Ed does not reveal his ultimate fate until the very end. It is within this hind-sighted resignation that the narration operates, weighed down by the drag of destiny. 

Ed’s passivity is the hallmark of his personality. Stanley Kauffmann compared Ed to Camus’ character Meursault in The Stranger, an anti-hero who “has the capacity to make choices: he just chooses not to choose” (30). While some might argue that Ed is post-modern in that he chooses not to act, this analysis will reveal this is not quite the case. 

Ed and Doris (Frances McDormand) have a sexless marriage. Doris is the bookkeeper for the local department store, and Ed reveals to us that he has become aware that she and her boss Big Dave (James Gandolfini) are having an affair. Ed decides to blackmail Big Dave in order to fund an investment in dry cleaning, a plan enacted impulsively with little apparent concern for vengeance, premeditation, or consequences.

In self-defense, Ed kills Big Dave. Doris is pegged as the murderer, but she knows nothing of Ed’s actions. They hire Freddy Riedenschneider, a flashy defense attorney (Tony Shalhoub) who is not interested in arguing the truth, but rather in simply placing doubt in the minds of the jury. Ed confesses to his role in the killing, but Riedenschneider discards it as too implausible for Doris’ defense. Realizing the fool she has been, Doris hangs herself in her cell before facing trial. A sympathetic medical examiner tells Ed that Doris was pregnant, but Ed blankly confesses to him that he has not had sexual relations with Doris in years. Oddly now, Ed desperately wants to talk to Doris. He visits a spiritual medium but recognizes her as a fake. After only a brief reach into the unknown, he turns his back on the supernatural for what he believes to be the last time.

But Ed still finds hope. While the trial plays out, he invests his energy in a project—managing the budding career of Birdy (Scarlett Johannson), a teenage girl who shows some promise as a pianist. She is the daughter of the gently drunk Walter Abundas (Richard Jenkins), a friend who is hardly any less lonely. Yet even in this mentoring relationship, Ed’s dutiful support is thwarted by reality when the project crashes. Finally, with a smart dose of Coen irony, Ed is sentenced to die for a crime he did not commit—the murder of Tolliver, his partner in the dry-cleaning venture. The film narrative ends with Ed sorting out the events of his life, examining his fate to the best of his understanding.

As the story concludes, Ed is suddenly awakened one night in his cell on death row, a scene one might read as a dream. He goes out his open door to the prison courtyard where he witnesses a UFO hovering over the prison wall. It baptizes him with a bright light. The viewer sees the action, but Ed chooses not to narrate it. Untypically he does not now expend his cigarette smoke with his signature expression of resignation. Instead, he nods with understanding.

Indeed, Ed smokes cigarettes constantly in this film, one of a number of other key stylistic features of the Coen syuzhet. Ed drags on his smoke with a look of pained disgust that O.A. Scott reads as “baffled depression” (n.p.). Each exhale reflects the bitter bile of his meaningless, invisible existence. 

Hair also has meaning in this film. As a professional barber, Ed knows how to engineer all the styles popular in the day. He becomes emotionally caught up in its meaninglessness—something that grows without one’s control even after death. It is cut off and tossed in the dirt. Hair seems to trigger Ed’s existential crisis. In a soapy bathtub reading a popular magazine, Doris asks Ed to shave her legs. He obliges with professional efficiency without evidence of arousal. In a parallel scene while strapped to an electric chair in the last moments of his life, the prison guards shave Ed’s leg before attaching the electrical apparatus.

Through it all, pensive Beethoven piano melodies (including the Moonlight Sonata) give the film a despondent tone, reflective of Ed’s own inept search for transcendence. Michel Chion sensed that, “the technical precision of the rendering of the music … contributes to the general feeling of fatality” (176). Graham Fuller was chilled by the effect. “With its blankly becalmed hero and languid atmosphere, The Man Who Wasn’t There radically reworks noir’s clammy moral universe” (12). These are the metaphors for the existential yoke worn by Ed Crane throughout the film.

Review of the Literature

This film has received a respectable volume of consideration in the scholarly literature, but we will first examine some of the reviews in the popular press in order to establish some perspective. Roger Ebert wrote, “Joel and Ethan Coen are above all stylists. The look and feel of their films is more important to them than the plots” (n.p.). Scott agreed, “[The] Coens have used the noir idiom to fashion a haunting, beautifully made movie that refers to nothing outside itself and that disperses like a vapor as soon as it’s over” (n.p.). Two opposing ideological websites provided commentary on the spiritual undercurrent in the film. The Film Atheist site (Betrand XVI) declares a satisfying absence of a god and a lack of higher purpose in Ed’s life.

The film [leaves one] with the depressing but difficult to argue against message that life just sucks. While this doesn’t exactly make it an atheistic film . . . this does make the film’s message antithetical to the traditional omniscient, omnipotent, and omni-benevolent god concept currently the fashion in archconservative theistic circles. So, The Man Who Wasn’t There gets an extra half point on the Atheism scale due to blasphemy. (n.p.)

On a review site with a Christian perspective, Carole McDonnell provides paltry hope for Ed, arguing his condition is in total due to his own shortcomings. “He has arrived at his station (pun intended) in life by not making any real decisions . . . . It is a downer, emotionally and spiritually” (n.p.). McDonnell also argues that Doris deserved more sympathy. “And although it’s not an excuse, we know that a sullen curmudgeonly husband such as this is going to end up with a bored wife . . . who needs excitement, or at least someone she can talk to” (n.p.). 

Finally, Peter Travers of the Rolling Stone found Ed’s psychological crisis humorous, “What does Ed do? He smokes, stares and says nothing . . . . For all its lapses, Man is steadily engrossing and devilishly funny” (n.p.). Certainly among popular critics, there is little recognition of transcendence in this film.

In the scholarly literature, a number of critics have found an appreciation for Man on a deeper level. David Buchanan compares it favorably to other great noir films but left the generic comparisons behind to look deeper into Crane’s character. In the film, Walter Abundas spends his free time searching for records of his family’s roots in libraries and courthouses. Buchanan recognizes that both Walter and Ed are exploring their origins and (by default) their destination. “[It is a] search for truth, for certainty, for an understanding of one’s place in the world, and the impossibility of achieving it based upon hard facts alone” (147). Ed’s search for transcendence demands more than a modern man’s scientific positivism can provide. “The real and the unreal are combined in a striving for the ideal, for a completion that goes beyond the mere addition of worldly parts” (145). When put on trial for murder, Riedenschneider describes Ed’s plight in existentialist terms. Buchanan summarized, “He talks about how [Ed] had lost his place in the universe, tells the jury to look closer, that the closer they look the less sense it would make, that Ed ‘is modern man,’ and that to convict him would be to condemn themselves” (150). Buchanan clearly recognizes a longing for redemption and transcendence was present in the film. He explored the two beam-of-light experiences in the story, “Much like Riedenschneider did, [Ed] seems to understand something. [He said,] ‘It’s hard to explain … But seeing it whole gives you some peace’” (151).

On the other hand, not all scholarly critics cared much for Ed’s search for transcendence. Judith Franco sees “the impassive Ed Crane [as] the quintessential castrated and domesticated male” (35). For characters like Ed, any search for transcendence is simply a thinly disguised attempt at “redeeming white masculinity” (29). She generalizes that such characters do not demonstrate feminine values like “compassion, generosity, and altruism” (42) while at the same time she calls Ed “naïve” for mentoring Birdy (37). She considers protagonists like Ed afraid (39), narcissistic (45), and in desperate search for control (44). Male heroic agency is “troublesome” (41) and “demanding” (45), and she wrote of “pathological masculinity” (45) as if it were a disease. Franco anticipates this paper’s central thesis and argues against it:

[Sometimes, filmmakers work] hard to idealize the victim-hero through religious metaphors . . . [they resort to] a resurrection narrative in order to redeem the male protagonist . . . In these art cinema versions of masculinity in crisis, the male protagonist does not undergo a transformation or conversion. His crisis is permanent and culminates in (self) destruction and martyrdom. (33, 35)

Franco did confirm Ed’s search is a journey toward transcendence, but argues that he finds it only upon his death in his “return to Doris, the Mother” (37). 

Bordwell considers the arbitrariness of a character’s actions and the ambiguity of the fabula a mark of art cinema (209-10), a stark contrast to the efficacy and purpose of the modern man. Orr recognizes Ed’s search as a struggle, navigating the “arbitrariness of the distinction between meaning and meaninglessness” (n.p.). Deviating from art cinema somewhat, it is significant that Ed seems to find connection and meaning to his life in the dénouement. The trouble with the Coens’ film is that this ambiguous resolution remains somewhat inaccessible for many casual viewers and critics. Brian Snee argues that viewers watch Coens’ noir protagonists with a “detached interest, curious but not concerned or connected” (220). Though Orr recognizes the “existentialist epiphany of the death-cell sequence” (n.p.), he proposed that Ed might simply be insane.

In Man, the Coens create the narration in the absolutely subjective voice of Ed. In spite of the fact that one is privy to all of Ed’s thoughts in constructing a fabula, viewers like Franco or McDonnell were unable or unwilling to identify with Ed’s search. Kauffmann concludes that the Coens had no higher intentions for Ed. “They have contrived a hybrid, a protagonist who could make choices but who, for the most part, casts himself as a victim . . . . Ed’s actions then negate any suggestion of hidden depths” (30). Fuller sees only an “absence” and asks, “So what does Ed want, if not money, success, a prime piece of jailbait or even to be a small town barber?” (14). In using the narrative syuzhet, the filmmaker may locate the viewer on any point along this journey, but Bordwell argues the viewer fills the gaps left by the syuzhet when constructing the fabula (54-55). The problem in reading Ed is that his character seems to languish in his progress, which can tax the construction of a meaningful fabula. Like Bertrand XVI argues, one may only feel that it sucks to be inside Ed Crane’s mind for 116 minutes.

Methodology

Transcendence is an escape from a profane and mundane existence, an approach to the holy and sacred (Elaide 13ff). This process or movement toward transcendence is akin to Kenneth Burk’s cycle of redemption; it starts with order that becomes polluted. It is then corrected with acts of purification, which brings redemption and rebirth to a protagonist (Rhetoric of Religion 172ff).  If a character rejects or fails to recognize any of these steps along his or her journey, only a false sense of transcendence may be possible, or at worse, a parody of transcendence may be constructed out of frustration for this failure. What follows is an analysis of Ed’s choices in his journey to see how they helped or hindered his journey toward true transcendence.

Burke’s dramatistic pentad (Grammar of Motives xv) is a five-way lens that can be used to isolate the dominant ratios (or interactions) in a work’s syuzhet. Any given work can be summarized in a series of five questions: Who (agent), does what (act), with what means (agent), under what exigence (scene), and with what intent (purpose)? A ratio is a description of the interaction observed between any two answers. The discipline required to form ratios can help the critic construct a stable fabula from a film’s syuzhet elements. For this study, we will examine this film using the pentad, but will focus only upon several competing alternatives to the key act/agency ratio. 

Analysis

The Man Who Wasn’t There is a definitive story of modern mankind’s search for higher meaning in life. While the story takes place in the boom of post WWII expansion and optimism, the scene is more a postmodern frame in that the precision and efficiencies of modern times themselves are put on trial as meaningless constraints. The agent is the passive Ed Crane, which may seem counterintuitive. Of course, Man is hardly a complete heroic quest like that mapped in Joseph Campbell’s monomyth (30), yet Ed finds himself in the belly of the whale (90) or an inner cave where he faces an ordeal (Vogler 143, 155). Indeed like the traditional hero, Ed finds himself struggling to find a way out and back to wholeness.

Consider this the universal truth for protagonists grasping for transcendence: Without a creator in a broken cycle of redemption, the creature finds no sense of longing; without a longing, acts of redemption are meaningless. Without redemption, communion and transcendence are impossible. The agent must experience communion with a higher Other and realize redemption from without in order to discover transcendence. 

The proposed act/agency ratios analyzed in this film portray Ed’s clumsy grasp toward this this fixed purpose. What follows is a test of several acts/agency pairs to evaluate their efficacy in achieving this end. The standard question arises—will Ed survive the ordeal in his inner cave and return with a redemptive boon to share with his community and the viewer? (Campbell 181).

The Acts of the Epistle

Writing from prison and facing death, Ed Crane’s letter to a men’s magazine is his confession. Ed’s passivity makes his few decisive acts stand out in stark contrast to his inaction. What is meant here by acts are not unconscious reflexes such as lighting another cigarette or the conscious acts of his routine. The acts here examined are those conscious decisions he makes, plans that are clearly efforts to dislodge himself from the psychological and spiritual rut limiting his journey. We will evaluate each act and what is proposed as the concomitant agency (act/agency)  in order to evaluate their efficacy in helping Ed reach transcendence (purpose).

  1. Ed Cuts the Hair/Duty
  2. Ed Visits Tolliver/Technology
  3. Ed Shaves Doris’ Legs/Servanthood
  4. Ed Writes Extortion Note/Power
  5. Ed Stabs Big Dave/Will
  6. Ed Sets Up Birdy’s Audition/Vicarage 
  7. Ed Falls Silent/Mystery
Act one: Ed Cuts the Hair/Duty

The modern condition lays a role expectation upon the citizen, and fully expects a devotion to the role enough for spiritual fulfillment. It is a duty to contribute to the stabilization if not the betterment of the community, whether anyone notices or not. Ed searches for transcendence through fulfilling his the duty to his world. Ed is technically competent and knowledgeable, but realizes the meaningless in hair and the endless cycle or growing and cutting that provides no drama, rebirth, or redemption. In Ed’s existential crisis, he readily sees that merely fulfilling a material role is not enough.

Act Two: Ed Visits Tolliver/Technology

Ed has not yet given up on modernity, even though the innovations of hairstyles and household gadgets have not deserved more than a passing comment in his narrative. Entrepreneurial risk and independence are really the liberating agencies, but it is the technology that intrigues him the most. Dry cleaning without water is magic, a miracle of science. The idea provides Ed with renewed hope. Much to his disappointment, Ed misses his opportunity and the miracle remains beyond his grasp. Later when reading an article on dry cleaning, he must resign himself to the idea that technological transcendence is without spirit and any boon is reserved for others more worthy or lucky.

Act Three: Ed Shaves Doris’ Legs/Servanthood

Ed is dreaming of technology when Doris’ makes this request of her barber husband. Actually, his act seems to be another passive response, but the attitude of servanthood is a conscious choice. He chooses his own masculine mortification as an agency to find spiritual communion with Doris. This sacrificial act proves that Ed really loves Doris. Franco disagreed, seeing his servant motif “construed as a victim of social pressure who gives his family and friends what they want because he is afraid to disappoint them” (39). But the real servant expects nothing in return, and even though Franco is right in that this platonic relationship is hardly balanced, healthy, or whole, yet Ed seeks communion in the faithful servant role. The act of gently shaving the legs is not self-gratifying, as clearly Ed is not sexually aroused. Instead, he willingly submits to his wife—reminiscent of the image of Jesus washing his disciple’s feet as recorded in the Bible (NIV, John 13:3-5)—a spiritual act of humility that leads to transcendence. Sadly, there is no spiritual balance for Ed in this communion as Doris is too distracted by Big Dave to understand or appreciate Ed’s act. She cannot give of herself completely to be served, thereby thwarting Ed’s act.

Act Four: Ed Types and Delivers an Extortion Note/Power

Ed’s use of power (knowledge) is a rare experience for him. Unaccustomed to this agency of coercion, Ed can only manifest it in a criminal act and he quickly loses control over his agency. While the blackmail produces the cash, it does precipitate unwanted consequences: Doris loses her power and freedom. In gaining some power over Dave, Ed actually takes it from Doris and ultimately from himself.

Act Five: Ed Stabs Big Dave/Will

Of all the conscious acts of Ed, this is perhaps the one most difficult to see as a willful act. Yet it confirms that Ed is not yet dead. Under duress he produces a will to survive. This is evident in the prolonged physical struggle between the two that reaches a critical point before Ed stabs Dave in self-defense. While one could argue that Ed only acts reflexively, one could also make the case that Ed chose not to allow Dave to choke him to death. It is precisely this will to survive that produces all the following acts. A glimmer of hope, it is a key moment in the film easily overlooked. Still, the agency of will is not enough. After his near-death encounter, Ed is left without a spiritual release. He is alive, but must live with the consequences of his act of self-redemption that only produced more guilt.

Act Six: Ed Sets Up Birdy’s Audition/Vicarage

At a party, Ed stumbles upon the teenaged Birdy Abundas playing a meditative Beethoven sonata on a piano. Franco considers Birdy a “seductive daughter figure” (30). Kristi Brown confirmed that most reviewers focus on the repressed sexual nature of Ed’s encounter and relationship with Birdy. “When they mention the music at all, it is usually as a pleasant accessory to the girl’s charm . . . . What initially draws him into that room is the music [emphasis original], not the girl” (146). Indeed, Ed hears something miraculous in the music and, “he immediately wonders . . . [if] a miracle might be possible for him too” (Brown 150-151). With Birdy and Beethoven, Ed discovers beauty, peace, and purification—but soon finds he cannot appreciate it by itself as a source of transcendence. With his modern conditioning, he finds a utilitarian (materialist) motive to pursue: the development of Birdy’s career. The piano instructor informs Ed that Birdy is soulless in her technique. While Ed’s transcendence is dissipated, he “seems to understand the ‘soul’ thing more than he lets on” (Brown 151). Moments later when Birdy finally demonstrates her lack of purity, Ed’s vicarious act of redemption is negated as well.

Act Seven: Ed fall Silent/Mystery

The Bible promises, “The Truth shall set you free” (NIV, John 8:32), and Ed spills it all in a last attempt at self-redemption. The confession is a symbolic mortification of the efficacy of modern man, and while it provides some catharsis, it alone cannot provide transcendence. Riedenschneider cannot hear Ed’s confession, and so he fails to save Doris. Nor does telling the truth set him free. After all is said, the confession gives way to silence, which allows Ed to contemplate the mystery of order and obedience (Burke, Rhetoric of Religion 307). It is difficult to evaluate this agency in the dénouement, as the Coens’ leave veiled for the viewer that which is revealed to Ed. We can only join Ed and experience the mystery.

Failure to Launch

Ed’s journey is a failure. Ed never manages to climb out of the belly of the whale, and so one could classify this story a tragedy and leave it at that. As a consequence of his failed acts, Ed concludes the story in a position worse than when he began. As a result of these bungled attempts, people may only see Man as a cautionary tale at best. Spiritually, he is paralyzed, but as Brown asserts, “Inertia is clearly not the same thing as tranquility” (150). 

A deeper examination of Man may yet reveal that Ed does indeed approach transcendence, but not as a result of his own acts or agencies. Like the flood in O Brother Where Art Thou? this Coen film requires divine intervention to satisfy the longing for redemption. Ed is in need of an outside Other to bring him into communion, where redemption can be performed, where no act can divide the wholeness that is the mark of transcendence.

In one scene early in the film we see a low angle view of a statue of Jesus Christ on the cross. Ed narrates that he and Doris go to church once a week but as the shot tilts down to reveal a priest, we quickly realize that he is presiding over a game of bingo. For Doris, the church provides pseudo-transcendence only when it satisfies her longing for entertainment and competition. Meanwhile, Ed only finds peace in the place. This syuzhet element suggests that the organized church is no longer the source of transcendence for modern man. Yet modernity’s hierarchy of ideals is no better. Ed’s role is that of a barber, which is a metonym for uselessness—a source of guilt and the place of his fall. Recognizing the pollution that begins the redemptive cycle, we see that Ed’s hands are clean on the outside, but the constant cigarette smoke is symbolic of the death inside. Polluted and unredeemed, humans find sacred acts impossible to perform. 

Kauffmann observed, “[Ed] performs some acts in the film, two of them illicit, but he is such a puppet figure—a given, meant to be accepted as presented—that these acts are incomprehensible in him” (30). However as we have illustrated, one of Ed’s conscious acts is an act of servanthood. Parallel to his own servant act of shaving/washing of Doris’ feet, the prison guards do the same for him in preparation for his own rebirth in the afterlife. It is as if Jesus himself were inviting Ed to come die and live with him transformed, leaving behind the hierarchical guilt that plagues all of humankind.

Modern thinkers drive the idea that human efficacy can produce transcendence. Foucault argued, “I don’t feel that it is necessary to know exactly what I am. The main interest in life and work is to become someone else that you were not in the beginning” (9). On the other hand, G. K. Chesterton asked: what does it mean that man is unable to save himself? 

I remember amusing myself by writing my own answers to the questions; but I soon found that they were very broken and agnostic answers. To the question, “What are you?” I could only answer, “God knows.” And to the question, “What is meant by the Fall?” I could answer with complete sincerity, “That whatever I am, I am not myself.” (165) 

When Big Dave confronts Ed about the blackmail, he asks Ed, “What kind of man are you?” Later Frankie repeats this same interrogation. Ed of course has no answer. His entire search for transcendence is a search for identity, but the answer to this question stays just beyond his grasp.

Three events in the film provide moments where an Other, through a mediator, attempts to intercede on Ed’s behalf. The first event is when the eerie Ann Nirdlinger appears on his doorstep at night. Wide-eyed, she insists that aliens are behind all their troubles. At the time, Ed finds her tale unbelievable to his modern ears and he cannot grasp the metaphor. As prophet, Ann is misunderstood and rejected.

The second event is Freddy Riedenschneider’s look inside the beam of light. As he strategizes Doris’ defense, this unlikely philosopher stumbles upon a revelation as he stands in the jail cell looking up into the light streaming from a window. As Freddy says to Doris and Ed, “the more you look at it, the less you know.” The scene recalls the essay by C. S. Lewis, who discovered the difference between looking at something—for example, a beam of light inside a darkened toolshed—and looking along with something, that is, looking inside and through the light itself and toward its source. 

We must, on pain of idiocy, deny from the very outset the idea that looking at is, by its own nature, intrinsically truer or better than looking along. One must look both along and at everything.” (Lewis 215) 

In an apparent dream state, Ed finally steps into his own beam of light at the very last hours of his life in the third event. In wrapping up his epistle, Ed admits to finally seeing things differently, being able to sort things out. But the Coens’ syuzhet seems to leave a gap. Just what is it that suddenly brings Ed to this new communion with the truth? (Joel—space aliens? Are you serious, Ethan?) Tiffany Joseph adds skepticism when she noted that Coen “characters [often] misread their own lives, confuse what is true, what is false, what is real, and what is imagined” ( 5). Franco is kind enough to see Ed’s impending death as “a liberating experience (‘seeing a hole gives you some peace’) . . . . Ed in the electric chair bathed in white light suggests Ed’s redemption and his return to Doris, the Mother” (37). It is perhaps relevant that Franco misquotes Ed, who actually says, “seeing it whole gives you some peace.”  She sees a hole where others inside the beam might see a whole. Brown also looks at it, but cannot see inside it: “Ed experiences separateness as transcendence: a mysterious, secret knowledge, which he has attained through an elevated perspective” (155). These analyses fail to fully explain the transcendence Ed experiences inside the beam.

While Ed never says anything about it, he sees the space ship with his own eyes in his dream walk (significantly, a shape he saw while unconscious and presumably near death after his car accident). The clue is found not by looking at the light, but with the light. The viewer can construct the fabula with this possible meaning: that modern man does not have all the answers within, that knowledge of a Numinous Other will rearrange our order and upset the hierarchy. The viewer must also step inside the beam to experience the mysterium; that redemption comes from outside our cells. As Ed finally figures out, communion with an Other is possible. Transcendence is conceivable, even if not earned by any acts or agencies of our own doing. This brings about a creaturely humility. Rudolf Otto wrote, “Conceptually mysterium denotes merely that which is hidden and esoteric, that which is beyond conceptions or understanding, extraordinary and unfamiliar” (13). As such, one cannot cause another person to experience the Numinous. It must be experienced for oneself; it can only be “awakened from the spirit” (60). The transcendence is found in communion without words and Ed rightly remains silent on what he experiences; the Coen brothers properly leave it to the viewer to wrestle with mystery inside their own fabula.

Conclusion

Joseph observed that Coen characters often end the film physically alive but spiritually dead” ( 32). In this exception, Ed loses his life, but not before he gains a glimmer of hope in a revelation—that there is meaning in life, and that even the most empty, passive, or even stupid humans are worthy of redemption and transcendence. Passively, as his leg is shaved and perhaps with some trembling, Ed is redeemed. He finds communion and transcendence—but he cannot express it. As he says, “I’m not much of a talker.”

The story of Ed Crane is not a typical journey toward transcendence. Nevertheless, models of transcendence and redemptive cycles help a critic track and analyze the acts that agents perform, as well as the fit of their agencies to the milieu of veiled journeys toward transcendence. Additional scholarship is needed to better read those narratives that produce false transcendence (or appear to fail) in order to help evaluate the choice of acts and agencies. 

Works Cited

Bertrand XVI, “The Man Who Wasn’t There.” The Film Atheist: Reviews From a Decidedly Non-Religious Perspective. The Film Atheist, Inc., (n.d.). Web. 

Bordwell, David. Narration in the Fiction Film.  Madison, WI: University of Wisconsin Press. 1985. Print.

Brown, Kristi A.
“Pathetique Nair: Beethoven and The Man Who Wasn’t There.” Beethoven Forum 10.2 (2003): 139-161.  Web.

Buchanan, David. “The Man Who Wasn’t There: An Intertextual Investigation of Modern Identity.” Studies in the Humanities 38.1-2 (2011): 138-154. Web.

Burke, Kenneth. A Grammar of Motives. Berkley, CA: University of California Press, 1969. Print.

—. Rhetoric of Religion: Studies in Logology. Berkley, CA: University of California Press, 1970. Print

Campbell, Joseph. The Hero With a Thousand Faces. Princeton, NJ: Princeton University Press, 1949. Print.

Chesterton, Gilbert K. Orthodoxy. San Francisco, CA: Ignatius Press, 1908. Print.

Chion, Michel. “The Man Who Was Indeed There (Carter Burwell And The Coen Brothers’ Films).” Soundtrack 1.3 (2008): 175-181. Web.

Ebert, Roger. “The Man Who Wasn’t There.” rogerebert.com Movie Reviews. Chicago Sun-Times, 2 Nov. 2001. Web.

Foss, Sonja, Karen A. Foss, and Robert Trapp. Contemporary Perspectives on Rhetoric. Prospect Heights, IL: Waveland Press, 1985. Print.

Foucault, Michel. “Truth, Power, Self: An Interview with Michel Foucault – October 25th, 1982.” From: Martin, L.H. (et al) Technologies of the Self: A Seminar with Michel Foucault. London: Tavistock. 1988. 9-15. Web.

Franco, Judith. “‘The More You Look, The Less You Really Know’: The Redemption Of White Masculinity In Contemporary American And French Cinema.” Cinema Journal 47.3 (2008): 29-47. Web.

Fuller, Graham. “Dead Man Walking.” Sight & Sound 11.10 (2001): 12-15. Academic Search Complete. Web.

Joseph, Tiffany “A real imaginary place: reality and fantasy from Blood Simple to The Man Who Wasn’t There.” Post Script. 27.2 (2008): 107. Web.

Kauffmann, Stanley. “Odd Leading Men.” New Republic 225.21 (2001): 30-31. Academic Search Complete. Web.

Lewis, C.S. “Meditation in a Toolshed.” in God in the Dock: Essays on Theology and Ethics. Ed. by Walter Hooper. Grand Rapids, MI: William B. Eerdmans, 1970. 212-215. Print.

McDonnell, Carole. “The Man Who Wasn’t There.” Christian Spotlight on Entertainment. ChristianSpotlight, (n.d.). Web.

Orr, Stanley. “Razing Cain: Excess Signification in Blood Simple and The Man who Wasn’t There.” Post Script (2008): 8-22. Web. 

Pleasantville. Dir. Gary Ross. Prods. Robert J. Degus, Jon Kilik, Gary Ross, and Steven Soderbergh. Wr. Gary Ross. New Line Cinema, 1998. Film.

Schrader, Paul. “Notes on Film Noir. In Barry K. Grant (ed.) Film Genre Reader II.  Austin, TX: The University of Texas Press, 1995. 213-226. Print.

Scott. A. O. “A Barber Is Passive and Invisible, Then Ruinous and Glowing.” Movies. New York Times, 31 Oct. 2001. Web.

Snee, Brian J. “Soft-Boiled Cinema: Joel And Ethan Coens’ Neo-Classical Neo-Noirs.” Literature Film Quarterly 37.3 (2009): 212-223. Web.

The Man Who Wasn’t There. Dir. Joel Coen. Prod. Ethan Coen. Wr. Joel and Ethan Coen. USA Films, 2001. Film.

Travers, Peter. “The Man Who Wasn’t There.” Rolling Stone Reviews. Rolling Stone 2 Nov. 2001. Web.

Vogler, Christopher. The Writer’s Journey: Mythic Structure for Writers, 3rd Ed. Studio City, CA: Michael Wiese Productions, 2007. Print.

Courageous 60 Minutes Exposes Big Tech’s Role in Promoting Anorexic Behavior to Vulnerable Teens. (But Wait. . . )

A Response to: Season 55, Episode 35
by Philip J. Hohle, Ph.D.

When I found the episode on the 60 Minutes webpage to watch this story again, the very first thing I saw when I began was an ad that said the episode was brought to us by Pfizer. That’s right. It is as if the Big Pharma guys were saying, “Trust us; we are on this same moral crusade.” I thought such sponsorship seemed out of place-a mismatch. Maybe I am surprised the WHO didn’t sponsor it. But that is a topic for another time.

What the episode featured was a report that parents have begun filing lawsuits against big tech companies like Instagram for targeting young teen girls worried about their health and body image. Allegedly, Instagram algorithms wouldn’t generate stories of healthy diets or affirmations of body shapes of all kinds. Instead, apparently, it bombarded those young searchers with toxic promotions of dangerous anorexic behaviors.

It would seem that while Instagram’s parent company, Meta (aka Facebook), was shielding us from false information about COVID, they have been feeding provocative images and sketchy website links to kids who were not mentally or emotionally healthy enough to recognize the dangers of the content. Further, the parents claimed that Instagram use had significantly contributed to their child’s depression. Sounds familiar, doesn’t it?

Good for you, 60 Minutes. Pat yourself on the back for your advocacy. 

But wait. Something is missing.

I propose my readers try this experiment: Listen to the episode and imagine something else-I know it may be hard. After all, this is the legacy media were are talking about- but try to imagine that every time anyone says “anorexia” or “skinny,” you insert “gender dysphoria” or “gender transition surgery.

When I do, the story still makes sense to me. Parents are enraged. Lawsuits are coming. Quoting the Surgeon General, the reporter asserted that Big Tech and social media are “posing a profound risk of harm to the mental health and well-being of America’s youth” and calls for tougher standards. The bottom line in either story is that these ideologies harm our children, and certain institutions should be shamed and punished for promoting that harm.

Of course, transgender ideology was not the focus of this 60 Minutes story-eating disorders were the issue. Still, my question for CBS News is this: When will that become your issue?

When will the legacy media report that the mental health of those seeking harmful gender transition drugs and surgery is as big, or is a more significant crisis among America’s youth? When will CBS News, along with their big-tech collaborators, point fingers at themselves and admit that not unlike Instagram, they have promoted and even celebrated the false ideology that a person can change their biological sex? No doubt, CBS, PBS, NBC, and others have generally shown great hostility to anyone who would push back against any form of LGBTQIA+ ideology. As a result, they have stopped far short of honestly reporting on the harms presented by the popular new kid on the block-transgenderism.

So how long will I have to wait for 60 Minutes to air their report documenting how harmful this intentional and predatory sexual grooming of our youth is and will always be? When will they interview the unfortunate humans who have mutilated themselves permanently-now eternally dependent on medicine and therapy to get by?

Will they likewise include the grieving parents who tell us how hopeless they felt in their battle to save their children from it? Will they air the tearful sound bites from the young girl who now regrets her mistaken belief that this was the answer to her depressed feelings of shame and rejection? Will the editor include the comments where the victims retell the moment when they came to the horrible realization that, unlike the many teens suffering from anorexia have done, they can never reverse the damage?

When will the enranged and steely-eyed 60 Minutes reporter attack some child-mutilating surgeon or progressive hospital administrator on camera for perpetrating this harm? (*Crickets*)

I’m waiting. If they do, I bet this is one episode Pfizer will decline to sponsor.

Welcome to the New World Order (Sorry if I woke you)

A Revisit of Jean François Revel’s 1970 book, Without Marx or Jesus: The New American Revolution Has Begun

©Philip J. Hohle, Ph.D.

Neo-puritans. In the old days we burned witches

A battle is being fought . . . the stakes are of the utmost importance for all mankind . . . . It is absolutely necessary if mankind is to survive. The exchange of one political civilization for another, which . . . seems to me to be going on right now in the United States. -Jean François Revel, 1970

These are the words of French socialist Jean-François Revel in 1970. He believed that a unified world order would be the result of this revolution, and the impact would finally sweep the world of regressive and harmful ideologies. He was remarkably prophetic in how the revolution was to progress.

There are five revolutions that must take place either simultaneously or not at all: a political revolution; a social revolution; a technological and scientific revolution; a revolution in culture, values, and standards; and a revolution in international and interracial relations” (162). The result would be, “The abolition of war and of imperialist relations by abolishing both states and the notion of national sovereignty; . . . world-wide economic and educational equality; birth control on a planetary scale [read: abortion?]; complete ideological, cultural, and moral freedom (Revel, 161).

According to Revel, this revolution would necessarily have the United States as the epicenter of this change. In his book, Revel prescribed a comprehensive transformation of American culture. The accomplishment would come to pass, not accidentally, but as the matured cumulation of the many isolated, incomplete, or failed revolutions attempted in Europe, Asia, Latin America, and in other parts of the world. Socialist revolutionaries, Revel insisted, would finally get it right in the revolutionizing of the United States. This reformed America would then lead the rest of humanity into a better world-where romantic fascinations of the colonial, imperialistic past would finally be put aside in order that true equity would be enjoyed by all. A new world authority will take the place of autonomous national governments. Personal property would be shared with all.

Revel predicted this new revolution half a century ago. Many of the necessary social transitions have indeed come to pass in a series of small steps that may have gone unrecognized as a part of a unified effort. If so, let me be the first to welcome you to this new world order. Perhaps you did not realize you had boarded that train, but we are indeed pulling into the station just now. This journey and destination is the very progress dreamed of by those who call themselves Progressive. Their long march is almost over; their goal is within sight.

Jean-François Revel was a disciple of classic liberalism, ideals that seem today almost conservative in comparison to some of the radical notions of the far left. Due to their numerous historical failures, Revel shared his many revealing observations concerning the radical wing’s fallacies. Yet, in spite of the harsh criticism of his fellow socialists, Revel’s intention was clearly constructive. His book was to help make the revolution more inevitable, more potent.

Specifically, Revel noted that the passionate leftist revolutionaries often destroyed the countries they aimed to claim. After the overthrow, they found themselves incapable of replacing or rebuilding the necessary institutions that serve the populace. In pointing to history, Revel asserts that such failed revolutions have only invited dictators and oligarchies to rise from beneath the chaos.

“No more!” Revel exudes his reader, “This time we will succeed! We will bring the institutions down to their knees, but we will transform them, not destroy them. We must keep alive and master the goose that lays golden eggs” (paraphrased).

American revolutionaries, in effect, are in an ideal situation. They are the beneficiaries of the system of whose failing they denounce (Revel, 179).

The American system of government is seen as especially ripe for overthrown due to the freedoms outlined in the constitutions and proactively enforced by our courts. Thus, the revolution would not require the violent measures tried elsewhere; the American revolution would be conducted through legal means. Moreover, Revel marveled that he knew of no other society that would allow members of the police or military to stand trial for the execution of their duty.

The best return on violence is achieved by its marriage to the legal resources offered by America’s political system (Revel, 200).

Fifty years later, Americans are in the later stages of Revel’s prophesied revolution. Of course, were it not for the unexpected election of Donald Trump, the revolution might simply have been about the business of mopping up in the year 2020. The question arises; will progressives be ultimately and wholly successful in achieving the final goals for the revolution in light of the political setback? Even if the COVID-19 crisis helps bring down the Trump White House, will the economy recover after the sweeping socialist protocols of pandemic are finally relaxed?

In any case, it is yet to be seen if today’s progressive revolutionaries can prove that they can overcome their weaknesses. In their zeal, they may actually destroy what makes America great and worthy of claiming.

The many societal changes in America since 1970 indicate that these revolutionaries may have indeed learned their lesson-they have been extraordinarily patient and strategic in their efforts. History shows that these progressives have made remarkable progress in transforming the country in measured steps, puzzle piece by puzzle piece. 

A reading of Revel provides proof that each change was part of a plan- subtle, intentional, and unified. For at least fifty years, a conspiracy has indeed been underfoot. Without the patient  being fully conscious to the transfusion of ideology, the citizenry of this country have been hooked up to the ideological dialysis machine for decades. Drip by drip, for better or for worse, today’s America is no longer like the America of Revel’s day.

Over this span of time, American leaders warned people of an oncoming military conflict with the communists-like the one played out in Vietnam. In spite of the vigil, and without a shot, a communist-like revolution has mostly succeeded in gaining control of the US in spite of the vigilance. The revolution’s quiet victories have been won partially because they avoided raising the population’s concern over Marxist imperialism-the Red Scare that shook Americans in Revel’s time. 

The [new] American revolution is, without doubt, the first revolution in history in which disagreement on values and goals is more pronounced than disagreement on the means of existence (Revel, 134).

Furthermore, the revolution progressed without the need for the socially woke version of Jesus imaged by the liberal wing of Western religion over the same decades. Certainly, conservative American Christianity had to be sidelined early to make space for a brand new morality.

Above all, we must know what is the “threshold of perception” of disaster within a society; we must know the danger signals, and we must know the controls by means of which this information can be translated into political action (Revel, 97).

One may wonder what perceptions of disaster have come upon us in the last several decades-what dire warnings have been translated into political action? One can clearly recognize an alarmist agenda in the media, sensationalism that serves to promote a perception of impending doom. Shows like The View, The Daily Show, and even Good Morning America are (or were) popular programs where episodes feature passionate warnings about certain calamities that will likely destroy viewers unless they take immediate action.

The Disastrous Dozen

Over this last half-century, those heralds of disaster have cried warnings on an entire range of impending catastrophes facing all Americans. Each crisis provided an opportunity to weaken further the American resolve or ability to resist. What follows below are several crises that have faced Americans over the decades, and the possible aftermath of those emergencies.

1. Overpopulation.

The specter of unrestrained human population growth was painted for us in books like Paul Ehrlich’s The Population Bomb (1968). More than just overcrowding, overpopulation fuels the side effects of war, disease, and famine. The crisis served to shake the foundations of the traditional family unit and open the door to using abortion as a means of birth control. Alarmed readers were warned not to be fruitful or multiply.

2.  The rise in fascism.

Providing evidence that Nazis were still active among us, the revolution precipitated a crisis that was used as a means to further cripple prideful nationalism and to cancel, or reclassify as a xenophobe, anyone who would still dare to call themselves a patriot. Meanwhile, the historical atrocities of communists patriots were conveniently forgotten or downplayed.

Is it progress if a cannibal uses knife and fork? (Polish Poet Jerzy Lec Stanislaw)

3. The Christian Moral Majority’s attempt to sway the government.

Comparing the movement to the Salem witch-hunts, the backlash was used as a means of removing the Church and God as competing moral authorities vying for the souls of Americans. Ironically, we have seen the Moral Majority’s Judeo-Christian ethic swapped out with the revolution’s Neo-Puritan strict morality, a political woke-ness bereft of grace and forgiveness.

[The revolution has] resulted in a widespread and strong feeling of guilt and a passion for self-accusation, which, on occasion, tends to go to extremes (Revel, 134).

4. The attacks by the far right on the free press and the rising specter of censorship.

This crisis was a way to claim the high ground of the venerated First Amendment. It served to belittle the cries of “wolf,” from those conservatives who would use prior restraint to quiet speech they feared represented a clear and present danger to the ideals of democracy and the security of the state. Another inversion was accomplished; instead of protecting American’s free practice of religion, the First Amendment has now become the very weapon used to shield Americans from religion’s influence. Replacing sedition as a primary concern, religion became the clearest and most present danger in need of censorship. Today, we amplify voices that protest while we silence those that proselytize.

This spirit of criticism of values, which is more emotional than intellectual, is made possible by a freedom of information such as no civilization has ever tolerated before (Revel, 134).

5. The immigration crisis.

The problem at the border is no longer framed as an issue of security or the war on drugs. The revolution repackaged the problem as a moral issue concerning the plight of innocent mothers and children fleeing gangs and oppressive governments. In turning our eyes from the gate, this crisis served as a way to import many more soldiers of ideological change who will dilute the concentrations of conservative resisters in key states. Without a secure border wall, there is no immigration problem. And of course, without a viable border, there can be no more delusions of sovereignty.

Real revolutionary activity consists in transforming reality, in making reality conform more closely to one’s ideal, to one’s point of view (Revel, 104).

6. The failures of our educational systems to keep pace with the world.

This failure precipitated a move to shed regressive ideology from the curriculum and to further remove parents as the primary influencers in children’s lives. No longer will the revolution allow the local community to have any authority in making choices on the curriculum for their schools. Meanwhile, conservative thought has been all but banished from the university classroom. Most universities today are more like an intellectual desert than a garden of ideas. Students are allowed to take only those positions pre-approved by the revolution on any subject. Intense norming pressures from faculty and other students inhibit the broad-minded scholar from challenging the nonsense that is served up as good, beautiful, or true.

Revolutions are not measured by the things that are done, but by the things that are prevented and by those that are allowed to happen (Revel, 164).

7. Homophobia and intolerance toward alternative lifestyles.

This crisis is found in the battle over what can be considered ethical and what is perverse. In a stunning reversal, the revolution has tried to demonstrate the immorality of Bible-based intolerance toward people with alternative lifestyles. In advancing the disproportional eminence of the LGBTQIA (lesbian, gay, bisexual, transgender, queer, intersex, asexual) culture, progressives have sought to emasculate the heterosexual father’s role in the family. Meanwhile, sexual predator behavior with minors is still deemed perverse when discovered among Catholic priests, but the exact same thing is called “helping a young person figure out a sexual identity” when the enlightened perpetrator has no religious pretensions.

The forces of change exist in an atmosphere of constitutional benevolence . . . . The more that chance is possible through legal means, the better the chances of revolution (Revel, 163).

8. The inconvenient truth about climate change.

Since the revolution’s goals include the redistribution of wealth, this crisis has served as an effective means to generate guilt in Americans over their materialistic privileges-the giant carbon footprint left by Western capitalists on the fragile throat of the world’s limited resources. Fear and shame were evoked without raising any of the usual red flags created by the typical envious Marxist blustering concerning private property.

9. Toxic masculinity.

The new world order has no room for warriors since war will be a thing of the past. As they remove the remaining distinctions between right and wrong, feminists ideologues are teaching our boys to forget their irrational instinct to defend women and children against evil. Joining the war against paternalism, progressives in the mass media will successfully eliminate positive examples of strong manhood that boys might use as a pattern for their lives. The cowboy has already become a caricature of himself, the policeman has become corrupt and racist, and the soldier no longer has a noble cause worthy of defending. The father has become just another mother in the home-he is better at baking bread than winning it. Family Guy and Homer Simpson clearly demonstrate this new man’s role in society. This cartoon-like husband/father/warrior is worthless. His only redeeming quality is that he can be entertaining-relegated to play the role of the clown. As such, he is the sole demographic the enlightened progressive can ridicule without guilt. 

There is an apparent nonviolence, which is really more violent than an act of spectacular brutality (Revel, 105).

10. Deadly worldwide pandemics. 

Not likely planned events (at least we can hope not), these crises still serve to demonstrate the ineffectiveness of sovereign nations and their borders while creating a dependency on world authority. Mandates on quarantines and mask requirements, while arguably helpful in combatting the disease, may also serve as a beta-test for more state-sponsored control in the future.

11. The militarization of the police.

This crisis provided an opportunity to shuffle the rails of the fence by installing a new sheriff in town. Polish Poet Jerzy Lec Stanislaw had this to say in reference to the changing of the rails, “When smashing monuments, save the pedestals. They always come in handy.” Embolden by their moral superiority in condemning and canceling any historical leader deemed brutal or racist, the new mounted figure celebrated on the monument will be the same revolutionary who tore down the old one. Once fully in charge, the militarization and brutality of police-work will not disappear. The new policing authority will use similar strong-arm methods to put down any person of means who tries to protect their private property or dares to voice disapproval of the revolution.

The police always accuse dissenters of “terrorism” and “armed violence”-unless the dissenters beat the police to the punch and accuse them of the same thing (Revel, 111).

12. The spread of racism.

Perhaps the most brilliant strategy of all, progressives have hidden their revolutionary intentions behind the American crisis of shame and guilt over racism. The ploy to re-stoke the conflict over civil rights from the 1960s has proven an effective method to further silence and cancel the resistance. It was ironic that Revel himself did not see in America the kind of inherent racism seen in other parts of the world-even with the racial tension still resonating in the US in 1970 when he wrote his book. Nevertheless, when the revolutionary can make the resister feel shame, they will naturally seek relief from their guilt. The brilliance is this: In this current crisis, no other source of absolution is possible except that from the revolution itself. The only reparation worthy of exoneration is one’s full loyalty to the revolution.

Paradoxically, the United States is one of the least racist countries in the world today . . . . The demands of black Americans are, after all, more cultural demands than class demands (Revel, 202).

The End of the Long March?

The conspiracy-minded among us will sense that all of these were planned disasters selected and employed as means to the goals of the revolutionary. They will note that each and every time, well-meaning Americans responded to the crisis without first questioning it. The more skeptical among us may simply consider these changes a part of natural evolution, growing pains as it were, and that these alarms were indeed in response to real wolves at the door. In either case, what is unmistakable is the truth that each disaster has changed America in some fundamental way.

One such fundamental change is the way Americans perceive freedom. The present generation of Americans seem bent on claiming the maximum of personal freedom in behavior and expression at the cost of community. Perhaps one residual fallacy of the left’s approach is that one cannot claim a right to diversity while striving for unity within the community-an ideological contraction Revel recognized even in the revolutionaries of his day. While he saw this growing liberty as an indispensable foothold for the revolution, he also admitted that the practice of freedom could create new inequities he called “imperfect and unjust.”

The revolutionary ideologue may find a loophole in the paradox of liberty if they perceive this indispensable personal freedom like a tethered climber on the face of a cliff. The climber is allowed the freedom to move, but only in the desired direction. In the case of this new revolution, personal freedom is encouraged only when it advances the dismantling of resisting institutions. Two examples; the revolutionary has absolute freedom to blaspheme the sacred tenants of the church, but the Christian who voices his defense is labeled an intolerant bigot. Likewise, the heroic revolutionary is encouraged to use her personal freedom to practice civil disobedience in disturbing the peace of the community-closing public roads and buildings and creating autonomous zones. On the other hand, law-minded authorities are handcuffed in holding this activist accountable for the damage she inflicts. One action enjoys liberty, while the other is restrained.

Today, the disruptions caused by the excesses of personal freedom trump the peace that comes from unity under the law. This revolutionary stance seems to contradict the kind of egalitarian society, where people willingly sacrifice their rights for the good of the community. The tether is this: Personal freedoms are granted only if they directly support the revolution-and of course, if you practice your freedom in a way that selfishly opposes the revolution, your personal freedoms will be restricted. If and when the revolution becomes the status quo, those personal freedoms will be curtailed, and individualism will again be seen as a threat to the new world order. History is sure to repeat itself in this regard.

American revolutionaries do not want merely to cut the cake into equal pieces; they want a whole new cake (Revel, 134).

These American revolutionaries have won many victories along the way in their long march toward domination, but they have done so in spite of their many illogical contradictions and any valid proof of concept. Again, Stanislaw wrote, “Once it is given the chance, a dream will always triumph over reality” (paraphrased). Still, one may have reason to wonder if the dreamy leaders of this new world order will ever claim their full sovereignty. 

Liberation must be complete, or it will not exist at all (Revel, 179).

Perhaps a new breed of counterrevolutionaries is right now strategizing ways to make the progressive liberation incomplete. In their own way, conservatives may be woke in a rising call to regain some of the socio-political ground lost over the last fifty years. If such opposition is mobilized, will they fall back on the use of armed resistance like have so many other insurrectionists in our world’s history? Or will they have the same patience of Revel’s progressive revolutionaries to sequence a number of quiet-but-strategic battles over time?

Even without the opposition of an organized counterrevolution, perhaps those exuberant progressive revolutionaries, in the end, will stumble over their emotionally infused contradictions. After the goose produces no more golden eggs, will their dream die in the sobering light of facts and sound logic? In either case, it may yet take another half-century to see if Revel’s promised revolution is finally completed.

 

Revel, Jean-François Revel. Without Marx or Jesus: The New American Revolution Has Begun. New York: Dell Publishing (1970).

As it Turns Out, America’s Racial Problems Are Not All That Bad

 WHAT REALLY DIVIDES US IS PREJUDICE

A meme with a man talking to son about racism and prejudice

 

Stated simply, prejudice is pre-judging another person for their values, looks, or behaviors. Humans use these judgments as psychological placeholders. We categorize people to help us evaluate their inner character and estimate their intentions toward us. As such, there is a whole range of prejudices one may harbor, as people commonly prefer to be around people who are like them (homophily) and, thus, not as keen to hang out with people who are different (heterophily).

In light of recent events, some have found great advantage in re-labeling all prejudice as racist. Activists have loudly argued that racism is a systemic, compelling—yet often unconscious—prejudice against people wearing other skin colors. Taking their cue to do some soul searching, I have only found that as a white male, I do not regularly practice bias against others based on the color of their skin. But you will have to take my word for it.

Nevertheless, I discovered that I am prejudiced. I freely admit it—I practice discrimination against other people every moment of every day.

And so do you. We all do.

Like every other human on earth, there are things I like and other things for which I do not care. For example, I enjoy my property, and I am highly prejudiced against anyone who would take from me what is rightfully mine. I worked for it—they did not.

Similarly, I harbor prejudice against selfish people. In fear of being judged the same way, I try to practice generosity so that no one will easily discriminate against me on that same account. Furthermore, I am prejudiced against people who find ways to avoid hard and honest work. That goes for the rich wall-street investor and the bum alike, white-collar or blue.

As I self-examine, I see that I also harbor extreme prejudice against bullies and thugs—those folks who demand their way and throw temper tantrums when people try to stand up to them. I discriminate especially against those who would use coercive and violent force to marginalize others. I disrespect people who disrespect the law and our elected authorities.

These days, I am also annoyed by people who think they can read my mind or believe they are more qualified than me to determine what I like or dislike—and those who think they know all about the privilege I’ve enjoyed (brother, your envy is showing). I am biased against those who tell me I am merely like the fish in the ocean that is too stupid to realize he is all wet. If you knew me, you would know that I am not a clueless enabler of some hate group (sister, your prejudice is showing).

Last time I checked, bullies come in all skin colors, from many cultures, and are of various ages; they can be Democrat or Republican, college-educated, or drop-outs; they can be rich or poor. Oddly enough, I am more willing to tolerate the differences of ideology, class, culture—and yes, even race—much more comfortably than I can tolerate a sharp contrast in personality.

On the other hand, I am positively prejudiced toward those who like calm dialectic and reasoned responses to refine our best practices in a free society. I respect those who have endured many slings and arrows and still manage to carry on with grace and forgiveness and without any notion of revenge. You are my heroes!

We are all prejudiced. (I write that last sentence with some irony in that even my grammar check program just now suggested that I substitute the word racist for the word prejudice.) It is impossible not to discriminate as we bridge life’s gaps and try to make sense of the world.

The real problem is that we often keep using our prejudices long after their expiration dates. A healthy soul will reconsider, re-evaluate, and check their signals before they reapply a prejudice in a new situation. Is it still valid? Does it reliably help one make sense of others’ values and behaviors?

Here is the truth, my deepest confession: I will hopelessly continue to be highly prejudiced against jerks. So reprimand me if you have taken offense. Shut me down. Silence my voice. Do what you must. But know that at least I am one white male citizen who can freely admit his real prejudice.

©Philip J. Hohle, Ph.D.

The Curative Serum

An Allegory About Disease

©Philip J. Hohle, Ph.D.

With all the talk about the disease de jour, we should never forget that there is another disease still running its unstoppable course, the most nefarious malady of all time. While one seldom hears in the news about its spread, this disease is fatal in that it deprives the infected of life. And yes, it is highly contagious due to our shared genealogy—all humans everywhere are at risk since it is transmitted at birth. It is impossible to avoid catching and spreading it.

Virus cells, man sneezing

The good news is that it is curable.

Centuries ago, the authorities issued a 10-part protocol on how to keep the disease at bay, but no one was able to live out those rather strict rules for hygiene and health. In more recent times, a new treatment has proven to be 100% effective, and it costs the patient nothing. The serum comes from the rare blood of one single Donor. It is so rare that no one can find a match. Records show that so much blood was drawn from this man that he died—though those who take the cure seem to come under the impression that he has been regenerated somehow. This may be true because, despite the rarity, the supply of this curative serum seems strangely unlimited.

There have been reports by those cured that the treatment is remarkably painless and enjoyable—but they can only realize this truth after the procedure is finished. In the moment, most people report an agonizing discomfort and a burdening sense of shame.

As such, there are many infected people who are hesitant to take the proven treatment for various reasons. The untreated may perceive such a cure to be worse than the disease. Others will claim the procedure is too naively simple, too inconvenient, or even unnecessary.

Still, there are even others who still bet on their ability to meet the standard protocol. On the other hand, there is a growing number of infected who just simply give up and embrace their disease—even to the point of proclaiming that their hopeless and joyless choice is actually more healthy and satisfying.

Meanwhile, scientists continue spending billions of dollars in research to bring expensive synthetic treatments to market. There are a host of medical salespersons who tout everything from exercise, to special diets, to a range of psychotherapies as the real cure. Meanwhile, those who suspect they are infected will often find ways to self-medicate. People become so immersed in such homeopathic remedies that they begin to experience a common hysteria—the impression that they are well and immune.

All these rumors are perpetuated in the news as well as in many of our pop-cultural narratives. Still, only in death will the true course of the disease be made known. And only in death will those remedies be found inadequate.

As stated before, the procedure is rather uncomfortable. One must be in the presence of the Doctor who requires one to disrobe completely—no clothes or adornments can hide one from His probing examination. The examining room is cold and lit brightly. It is common for patients to report that they sense other people watching as they stand before the Doctor, judging every flaw in their ridiculously pathetic naked body. Others resist the Doctor’s commands to bare themselves. As such, there are many stories of long struggles with the Doctor who must forcefully take away everything the patient brings into the examining room.

The symptoms of this disease are varied, but the most common one is that the infected have no joy or hope. And even many among those treated with the cure will report the lingering or recurring symptoms of this disease for the rest of their lives. Oddly enough, infected people often don’t realize that there are treatment centers scattered almost everywhere across the globe. Even the cured come in for regular treatments, even though their presence serves more of a reminder to the fact that they have already tasted the serum. This booster is particularly helpful when the ghost symptoms of the disease cause doubt.

The fact that many tend to put on their old clothes after undergoing the procedure is likely the cause of the lingering ghost symptoms. A clean new wardrobe is offered to every patient after treatment, but some think they can’t afford it. Others simply prefer the fit of their old clothes. In spite of one’s choices, people should know that the treatment centers remain open to address both the real and ghost symptoms of this disease.

With other diseases, social distancing is a way to contain the virus. Yet with this disease—this, the most contagious, most terminal disease the world has ever known—the Doctor commands his cured do just the opposite. We can never distance ourselves from our family, friends, and neighbors who are infected.

In all cases, the cure works. The serum is powerful. It always has been, and it always will be effective against whatever new strain is discovered—though it is unlikely any new virus will be discovered under the sun that hasn’t already been tested and destroyed.

On the Move to Fight Cancer

New Non-profit Hosting Benefit to Help Get Patients to Treatment Centers.

By Philip J. Hohle, PhD

Cancer is a tough enemy to fight. Recent statistics from the American Cancer Society show that in the United States, an estimated 125,000 cancer patients needed help with transportation to their treatment appointments in 2017. In Texas alone, the Society provided 2,223 cancer patients with rides, but 16,247 additional requests went unmet.

According to the Patient Advocate Foundation in 2015, 15 percent of all cancer patients reported problems accessing care due to transportation conflicts, and the greater the distance they have to travel, the more likely they will miss or delayed treatment. It is no wonder that the cancer survivor rate is remarkably lower in underserved areas.

Driving Hope LogoDriving Hope of Texas is a new startup that aims to put a dent in those statistics. The non-profit organization is the vision of a veteran professional truck driver Michael Hohle of Moody. “Several years ago, my uncle came down with cancer. I saw the trouble my aunt had in getting him to his treatments. They were from your typical small Texas town, and driving in the big city was quite intimating for her. Because of the situation, going to treatment was as hard on my aunt as it was for my uncle—who never really trusted her driving. I thought, ‘they needed me to do the driving.’” Hohle added, “Ever since then, I’ve been wrestling with how to help people who have to go through the stress of getting to their treatments. After all, just knowing you have cancer is stressful enough.”

Continue reading On the Move to Fight Cancer

Is Democracy Dead—or is it just Obsolete?

Lesson Learned on the Road to Waco

It is a bright Texas afternoon and Interstate 35 is not so crowded. I set the cruise control—that sublime moment when driving to Waco becomes an actual joy. Driving a few of clicks above the limit, it is not long before I found myself gaining on a slower car, and I realize that I will have to pass. In my driver’s side mirror, I see another car approaching at a much faster speed. I have to make my choice quickly: Do I move into the left lane at my current speed and force this guy to slow down as I pass the car? Do I hit the gas and race around the slower car as fast as I can? Or do I hit my brakes and stay in my lane until the driver speeds past? I select the third option. Afterward, I began wondering why had I deferred to the driver in the fast lane. Then I realized this road encounter had revealed something profound about democracy.traffic

Thomas Hobbes and other 18th century Enlightenment thinkers outlined our social contracts, the mutual sacrifices members of a community make without hesitation. This willingness became fundamental to the establishment of our democratic government. In light of recent events and trends in the news, I am fearful that our democracy has died, or at the very least, it appears somewhat obsolete. Citizens are beginning to abandon the lumbering deliberations that a democratic process requires. We no longer seek to engage in tedious duels of logic to uncover truth.

Instead, we crave a fast-food version. The true statesman has been replaced by the sophist, who publically shames and demonized the opposition until they can no longer speak. Those who influence public opinion are simply those who command attention while talk shows seldom feature those who practice serious dialectic. On defense, these ideologues tightly drape their identities around the issue, making it impossible to counter without inflicting personal offense. The truth uncovered by these methods is most often a mirage as such politicking denies the community the opportunity to use rational dialectic in deciding the issue.

It is difficult to practice dialectic today because a mutual appeal to authority is no longer possible. Postmodern apologist Jean-François Lyotard observed that our great institutions have lost their credibility. Democracy itself is certainly not immune from this penetrating critique. In the new democracy of public opinion, the only appeal with credible density is the appeal to self and the ultimate limit to your opponent’s authority is your right to take offense: “Freedom for me means freedom from you.” To say the least, this is not a very hopeful foundation on which to build a better community.

Civic order requires more selfless engagement and democracy has always maintained an inherent imbalance in this regard: the majority always wins. When outvoted, the collection of offended selves finds the democratic process tyrannical, and the courts often seem fixated on reversing this reality. The law has lost its sting, and you can sense it even when driving our highways. Liberal or conservative, the problem lies in all segments of American society. If the lawmaker is proven unjust, the lawbreaker becomes free to act without restraint. Like the driver who hopes to change lanes, those who still obey the law must make way for those who fearlessly enjoy their freedom from social contracts.

Let us become more intolerant of those who selfishly disregard our contracts, regardless of their age, race, or ideology, including me. A militaristic police state is not the answer, but a citizenry that respect the laws of community—those generated by honest dialectic in a democratic process—will make such policing unnecessary. The sacrifice is honorable and healthy. May we all enjoy the security that comes from the true practice of democracy.

 

Postmodern Heroes

HEROES WITHOUT A FILM, FILMS WITHOUT A HERO:
HEROPHOBIC VOICES IN POSTMODERN INDEPENDENT CINEMA

by Philip J. Hohle, Ph.D. (2013)

Introduction

On Memorial Day 2012, the MSNBC network aired a brief debate over the use of the term hero to describe the actions of military personnel who demonstrated a will to sacrifice for the country by performing physical acts of bravery in war. A panel debated the need for a better, more neutral term for heroic action that is removed from political ideology. Such a debate illustrates an observable trend in contemporary culture, particularly seen in independent film, where ideologues are out to create new cultural stories with a new kind of hero. This includes a makeover of the appropriate acts and agencies for this new breed of protagonist. Some filmmakers banish the classic hero from their narratives and replace them with characters whose passive and innocuous agency may represent an ongoing sea change in what constitutes heroic action in western culture. While films that feature a deconstruction of the hero can be seen in many studio-backed projects, one can clearly see this trend in cinema that is unbound by the traditional formulas of Hollywood. Whether at the cineplex, at the art film festival, or in the comfort of the home theater, this exnomination is quietly filling our culture’s psyche with a new heroic image.

This essay will include a brief review of the roots and traditions of orthodox heroic agency found in the narratives of western culture, particularly as it is portrayed in the cinema. From this perspective, we will examine an emerging trend in independent film that may indicate a sea change in how our narratives celebrate heroes and heroic agency. This essay will consider if these new kind of heroes represent a wholesale exchange of values in our culture. Alternatively, the essay will also consider the emergence of a new kind of protagonist. To describe the lead character or primary role model in a film whose agency is dysfunctional or even missing completely, we will use the term aheroic. Along the way, this essay’s examination may help explain the difficulty of the MSNBC panel in using the word hero to describe a U.S. soldier.

The Context: A Review of the Literature

Orthodox Heroes in Narratives

Before analyzing the hero in independent film, let us examine what a hero is in a classical, orthodox sense. Carl Jung believed that the idea of the hero was permanently wired in the minds of all humanity. This “collective consciousness [is made up of] archetypes [that are] definite forms in the psyche which seem to be present always and everywhere” (42). The heroic figure is one of these archetypes that have persisted throughout time. The classic hero Beowulf represented this particular archetype for students of literature for generations. While recent reconstructions in film threaten this particular character’s longstanding role as an archetypical hero, mythologist Joseph Campbell argued that the concept of the heroic archetype is universal and timeless. In The Hero With a Thousand Faces, he compares the stunning similarities of the heroic archetype among world civilizations throughout time. In a journey he describes as the monomyth, the hero is compelled to search for and experience a transformation that benefits both this character and the community. Again and again, the general pattern is repeated: The hero is called to adventure, drawn into the innermost cave or belly of the whale (sometimes in the unconscious) where s/he faces trials that when overcome lead to redemption and transcendence. The hero finally returns to his community with a boon or elixir that benefits his community (Campbell 36-37, 245-246). 

Often, the hero begins the adventure with personal flaws that put the journey in doubt. Dangers abound, and would-be heroes can be misdirected or even killed before achieving transcendence—a heroic story that becomes a tragedy.  In other stories, the would-be hero refuses the call to pursue a higher goal, which turns his/her situation into “a wasteland and [so] his life feels meaningless” (59). An aborted or failed journey may serve as a cautionary tale that can still serve a rhetorical teleology—to maintain the moral structures that bind the society and help conserve the demarcation between heroic and unheroic action. A hero may be flawed and still be successful, but the hero can never complete the journey if s/he loses control over the unconscious Id that can manifest itself in childish obsessions, selfish grandeur, or even a lust for power. Further, the hero may not always be popular—persevering even though s/he may never fully return to the community s/he left. Other heroes fail and “instead of returning, [decide] to retreat one degree still further from the world” (Campbell 196). Often, a supernatural intervention is needed, “and he is born back into the world from which he came” (216). Campbell recognized that heroes can be flawed and rejected, and his/her journey may fail, but the orthodox hero is firmly grounded as the central focus of our cultural narratives and that ultimately, the hero strives for the good of the community.

Modern And Postmodern Heroic Revisions In Narratives 

From the orthodox understanding of the hero, we find ourselves in a modern or even postmodern age where the integrity of these classic cultural narratives is threatened. Jean-Francois Lyotard wrote, “The postmodern condition is the result of these grand narratives ceasing to be credible” (37). For this study, we define postmodernism as an audacious and relentless questioning with deep suspicion the agenda of all our traditional cultural narratives. We would also argue what might be called an autopoeisis effect, where the postmodern condition is deepened as these alternative grand narratives reproduce and become entrenched within a closed system. In other words, the postmodern condition not only is a response to the perceived incredibility of traditional narratives, but these postmodern cultural narratives on film become an exnomination that aids in the banishment of tradition. 

Where the modern condition retools the classic hero to perform in ways compatible with the new millennium’s zeitgeist, the postmodern shift takes it a step further and challenges any sense of universality found in the agent and agency of the hero. With no higher or noble purpose, a would-be hero is stripped of agency. This is the concern of post-structuralists like Manish Sharma, who argue that de-historizing works—separating them from Jung’s and Campbell’s universals—allows the critic to unabashedly address the text from within a contemporary sensibility and without regard to historical accuracy or respect toward the ideological exegesis from which the work emerged. For those in these postmodern schools of thought, such insight serves to “‘rescue’ [classical heroes like] Beowulf from the clutches of various critical monsters . . . . from the ‘omnivorous grasp’ of more traditional critics” (Sharma 61). The aim is to reach deep into the roots of culture in order to destabilize traditional heroic metanarratives and make them less blasphemous to a postmodern society. As a result, critics speaking from this perspective might celebrate heroes that use agency rooted in a new set of cultural values, or even heroes that employ no effective agency at all, making it difficult to consider protagonists as heroes in an orthodox sense.

Perhaps the best interpretation of postmodern sensibilities on film narratives is found in a discussion of art cinema. Unlike mainstream studio film, theorist David Bordwell recognized that the characters in this genre have little direction or purpose. 

Characters may act for inconsistent reasons . . . or may question themselves about their goals . . . . Choices are vague or nonexistent. Hence a certain drifting episodic quality to the art film’s narrative. Characters may wander out and never reappear; events may lead to nothing. (96)

While Bordwell admits that many of these characteristics are already evident in what we would call modern cinema, this study proposes that this dearth of ideals to be part of the postmodern turn, particularly as these stories escape beyond the art house cinema and become more evident in traditional mainstream film venues. I will explore Bordwell’s definition again later when we discuss independent films.

These postmodern characteristics can be recognized in mainstream film. Frances Auld, a professor of literature, considered the archetypical hero “broken” as she examined alternative, unorthodox heroic structures in contemporary remakes of the Beowulf classic tale (417). Rhetorical critic Janis Hocker Rushing agreed, “The old heroic myth, once essential and glorious, has run its course  . . . . Its continuation is dangerous” (117). Another literary scholar Eileen Jankowski set about a systematic “questioning the origin and nature of violence, heroism, and honor; the danger in demonizing the ‘other’; and the proper exercise of power in a society marked by random violence” (427). She considers the best postmodern hero to be an existentialist, “more likely to consider the reason for the opponents’ behavior before confronting them in battle” (429). Now they must have the “the skills of a psychological detective [in addition to the] traditional heroic characteristics of remarkable physical prowess and superb confidence” (429). This new unorthodox hero comes packaged with much more doubt, moral disillusionment, and compassion than physical agency.

Cultural critic Dario Llinares claimed that he isolated a strategy in Apollo 13 used by director Ron Howard to maintain hegemonic heroic power in his film through the use of orthodox heroes. Llinares complained that, “Its absolute precision visually shapes a past which becomes the authentic reality of the event” (166) and that the power of the film’s narrative “deliberately undermines the possibility of critical interrogation” (168). According to Llinares’ logic, Howard is guilty of telling its story too well in addition his failure to tell a different story. He further chides, “[Howard’s] utopia lies not in reaching for an increasingly indefinable future but returning to an imagined ideal of the past” (169). In a pejorative sense, he used the term retropia to describe this fidelity to the heroic structural conventions of the past. These positions clearly illustrate the axiological dimensions of this debate. 

A part of the postmodern shift is seen in the move from the collectivist to the individualist. Scholar Robert Samuels saw a twist of postmodernism in what he called automodernism. “The power of new automated technologies to give us a heightened sense [emphasis original] of individual control often functions to undermine the awareness of social and cultural mediation” (225). Freed by technology from social norms, the unorthodox postmodern hero has no taboos or motivations for action and thereby acts within a vacuum.

A related characteristic of postmodern thinking shapes the hero’s agency in contemporary film: the arising distrust of institutional authority. While the hero may be willing to act, s/he may be paralyzed, unable to serve the cause of institutions that, by fact or perception, are corrupt. One can easily sense that popular cinematic narratives increasingly portray our traditional institutions as immoral and unworthy of serving. Llinares saw Howard’s portrayal of the astronauts in Apollo 13 as flawed because it fueled the ideological superiority of the United States. It became for him, “nostalgic idealism emptied of any political or cultural dissent” (168). Thus, the astronaut’s heroism is contaminated by the institution they serve. Jankowski sees the orthodox portrayals of heroism as supportive of U.S. militarism. Her implication is that George Bush’s “cowboy diplomacy” (431) was inept and anything but heroic in the context of an enlightened world. In her analysis of Beowulf & Grendel (2006), Jankowski quotes director Sturla Gunnarsson: “We’re taking the hero myth and turning it on its head. The hero myth is a story of tribalism and ethnic cleansing” (430). Clearly, a change in the definition of hero is well underway, even in mainstream film.

The causes of Christianity and religion in general have motivated many heroic actions throughout the history of western cinema, but postmodern paranoia does not exclude religious institutions. Auld notes in Robert Zemikis’ Beowulf (2007) that the Christian character Hrothgar, the leader of the Danes in the tale, exhibits “both the social and physical structures of Christianity, but both are badly flawed, left open to his selfishness and lack of human empathy” (418). In the abuse of a slave named Cain, Auld notes that Danes demonstrated the “self-serving aspects of Christian ethos” (418). The unorthodox hero can no longer find motivation in the Christian faith.

Featured in this discussion of postmodernism is an analysis of the state of the uniquely masculine hero. According to feminist scholars, orthodox heroic action is an excuse for masculine dominance—a tattered and soiled parade banner of a once grand narrative in our culture. At first glance it seems fit to discuss it as a component of postmodernism—a replacement of the masculine grand narrative with a more compassionate one as feminist ideology seeks to expose male hegemonic agency. Heroism emerges from a Peter Pan mentality, according to Tara Moore, “the unapologetic deployment of aggressive, childlike masculinity” ( 10). Llinares chaffes at Ron Howard’s choice of Tom Hanks as an astronaut, apparently because Hanks is not masculine enough to clearly demonstrate male hegemony in retropia. “[The choice in casting] is therefore ideologically perfect for the apolitical, overtly nostalgic construction of an idealized, non-threatening masculine hero” (169). Literary scholar Bill Schipper argues that if a male character is to be considered credible for today’s audiences, they expect him to be flawed, and incapable of sexual purity (425). Rushing complained that even efficacious female heroes like Ripley in the Alien series act too much like men to be credible or appreciated. Further, she demonstrates the feminine perspective in evaluating heroic agency by questioning the very premise of who should be considered the antagonist in these films. Instead of the good Ripley battling the evil alien, they see the alien’s suppressed anger understandably brought forth by masculine hubris resulting in the justifiable evil unleashed by the Furies (Rushing 115-116). 

These critiques are a sample of a school of thought that essentially seeks to remove all semblance of a masculine nature from the hero, particularly any threat or use of physical agency. Rushing proposes that the orthodox male hero is too egotistical, didactic, and dogmatic to be of any use in the new cultural narratives. Yet this assumption brings us back to the central questions of this essay. Does this new unorthodox hero represent a new set of cultural values that differ sharply from the classical model? For example, does the unorthodox female hero fundamentally differ from the orthodox male hero in terms of agency? Is the difference best understood by examining the basis of power from which each hero acts upon when choosing agency and performing heroic acts? Or as Rushing argues, does the difference lie beyond the chosen means and instead, within the teleological rationalization for the action itself? If so, perhaps even revenge is heroic when unleashed for a good cause. 

Further, does a postmodern culture consistently read the actions of the orthodox male hero as fundamentally motivated by selfish ambition? Does the hero push an agenda of greed and consumerism in order to feed his hungry ego? Conversely, do postmodern filmmakers correct this by producing unorthodox heroes whose actions are ego-free sacrifices made in order to balance power, reuniting what was separated and cleansing what is soiled? Or do these new cultural narratives feature protagonists who are devoid of any heroic agency whatsoever? These questions will guide our review of contemporary independent film.

Evolution in Filmmaking

Before we examine some film texts, it is important to justify the focus on independent film. Using Bordwell’s taxonomy, much of independent fare can be considered art cinema. He considers this branch of cinema not as much as a marketable commodity as it is an artist’s expression. He also believed that art cinema differed from Hollywood fare by the functions of style and theme, particularly when one examines the realistic experience for the viewer, the distinctive imprint of the auteur on the film, and the preponderance of ambiguity in the narrative—represented as a break in the “cause-effect chain” (95). This realism and ambiguity is seen in the “psychologically complex characters [who lack] . . . defined desires and goals. . . . [Whereas] the Hollywood protagonist speeds directly towards the target; lacking a goal, the art-film character slides passively from one situation to another. (96)  

Art cinema filmmakers project their own sense of uncertainty and meaninglessness upon their audience. Their subjective angst becomes “the overriding intelligence organizing the film for our comprehension” (97). Bordwell argues, “seldom [one finds verisimilitude] at the level of groups or institutions; in the art cinema, social forces become significant insofar as they impinge upon the psychologically sensitive individual” (97). Thus in postmodern art cinema, one would not expect the feminization of the male hero to be a dominant concern. Simply, while the feminist presumably seeks to make a better world, the postmodern filmmaker may find no hope in such activism. Neither masculine nor feminine agency is held in regard.

Independent film then reserves the freedom to either mimic the classic Hollywood style and themes, or to follow the filmmaker’s own personal journey wherever it leads. While emerging filmmakers seek distribution deals to help pay the bills and fund future projects, they are essentially free from any constraint or convention that would stand in the way of their expression. Yet Bordwell acknowledges the significant impact these forms are having on mainstream film production. “A small industry [of] International film festivals, reviews and essays in the press, published scripts, film series, career retrospectives, and film education all introduce viewers to authorial codes” (97-98). As viewers become more familiar with these codes, they are more likely to be mimicked in more mainstream narratives.

The Death of the Orthodox Hero

As the growing independent film industry becomes less isolated from mainstream culture, these evolutions raise other important concerns. The mainstream industry is actively encouraging the development of more independent cinema in order to feed the growing appetite people have for entertainment.  Subsidiaries of major studios develop smaller budget films or more unconventional stories, while other companies specialize in placing independent films in theaters and on television. The expansion of cable and satellite networks has resulted in a greater demand for more movie channels and the programming to feed them (i.e., Independent Film Channel). It is important to track the extent this economy has enabled the migration of these independent films from alternative art-house cinemas or film festivals to more mainstream television channels and the mega-cineplex. 

Film watching behavior is also undergoing change. Inexpensive DVD technology allows films to skip theatrical release and still reach a modest audience. Already, Internet streaming has proven to be an effective way for alternative stories to reach a larger audience. What was once confined to the art house cinema now is represented equally on the Netflix streaming menu alongside Hollywood blockbusters. The decision to skip theatrical release and go straight to video may no longer represent a financial or artistic failure of the film. Viewers may never know or care that the film never played in a theater.

Much less restrained by the economic and cultural hegemony of the mainstream Hollywood industry, these independent films with their alternative narratives of postmodern angst and hopelessness may soon take root in our culture’s psychic narratives. Again, one might argue these perspectives have already have become the exnominated voice of our culture and settling in as the new collective unconscious. We can look at what has happened to the hero in these independent films to recognize an historic sea change in our culture’s mythology. 

The power of the mass media to directly manipulate society is debatable. Some would argue that closely held beliefs are not influenced directly by the mass media (Rogers 311). However, whether direct or indirectly, the film industry does more than just mirror society. Theorist George Gerbner saw the power of the mass media to inculcating culture with its own narratives. His cultivation theory argues that heavy viewers of television are exposed to more violence and thus they tend to surmise that the world is more deprived and dangerous than it actually is. If so, people who watch many movies on television may believe that institutions are more corrupt than they are or fear that all young black men are criminals. The cultivation theory holds that these ideas become stabilized or fixed in our culture’s attitudes because they are voiced with an exnomination that is no longer challenged. 

These institutional processes of the mass-production of messages short-circuit other networks of social communication and superimpose their own forms of collective consciousness—their own publics—upon other social relationships. The consequences for the quality of life, for the cultivation of human tendencies and outlooks, and for the governing of societies, are far-reaching. (Gerbner 69) 

If postmodern independent film is cultivating a change in our culture’s stories, just what is the nature of that cultivation? Literary scholar Robin Norris gives us a hint of this seeding in her introduction to a series of essays on recent cinematic treatments of the Beowulf story. The filmmakers have changed the hero myth “by resisting Christian ideology, hero worship, and demonization of the Other, and by blurring the boundary between human and monster” (437). The consequences of this seeding are sobering according to Carl Boggs and Tom Pollard, who warned of “far-reaching psychological transformations . . . as conventional formulas, narratives, schemes, and ‘role models’ give way to a more diffuse, fragmented, and confusing parade of images” (173-174).

In Zemeckis’ version of Beowulf (2007), the pitiful and misshapen outcast Grendel is “denied either social or physical generative potential. He can never create except through the destruction and consumption of those structures he can never negotiate as a man or an equal human” (Auld 420). Toward the end of his career, Beowulf morns to his warrior friend (Auld, quoting the film), “We men are the monsters now” (419). In Zemeckis’ film as in others, the audience may find it increasingly difficult to distinguish the protagonist (man) from the antagonist (monster). 

When the hero becomes as scary as the monster, Vogler calls it Herophobia (xx). In The Writer’s Journey, he illustrates the classic hero’s journey that often includes a confrontation of the monster inside the psyche (30). This inner conflict often has a plot parallel with a physical monster that threatens the hero and his community. Further, the shadowy villain may once have been a hero who “is so convinced his cause is just that he will stop at nothing to achieve it” (68). While the orthodox hero must admit but suppress his monstrous DNA on the road to becoming whole, the postmodern unorthodox hero placates and even embraces his monster side in an attempt to find wholeness. Conversely, Vogler finds that even in classic tales a monster character can become the hero, but only when they act in compassionate and human ways that result in a boon for the community. The monster must embrace the good and stand in the light—there is no heroism found in the destruction of the good village.

Where the orthodox hero ultimately recognizes his calling, the postmodern protagonist remains disconnected from heroic agency. Instead of slaying the monster, this hero is concerned over the perception that slaying of trolls or aliens may be a form of politically incorrect genocide (Norris 436). 

Since this ambiguous teleology is a characteristic of art films we expect to find this motif prevalent among the independent film we examine. Bordwell evaluated this new aptitude: “With the open and arbitrary ending, the art film reasserts that ambiguity is the dominant principle of intelligibility, that we are to watch less for the tale than the telling, that life lacks the neatness of art and this art knows it [emphasis original] (99). When box office numbers are of little importance, the independent filmmaker is free to experiment with alternative forms, structures and story arcs.  

Scope And Limits Of This Study

What follows is an examination of this new hero and the teleology of heroic action found in selected independent films from recent festivals. The study will not attempt a comprehensive review of all films nor of all festivals. In order to demonstrate the existence of alternative heroic structures in independent film, this analysis simply relies only on the recent films screened by this one reviewer at the 2012 Sundance and South by Southwest (SXSW) festivals. Of course, not all films screened deviated from the classic heroic structure, but this sample should be adequate to illustrate the freedom of independent filmmakers to venture beyond those constraints. Likewise, this study will not attempt to draw precise parallels between the characteristics of art cinema to these specific independent films. Any similarity will become self-evident as they are discussed. In true postmodern spirit in this essay, these fragmented cinematic texts will be reconstructed as a whole to provide some insight into the journey of the new hero. 

Finally, any study of heroes that seeks to revisit classic structures may appear retropic to some scholars. Nevertheless, grounded in our review of the characteristics of the orthodox hero, we can examine contemporary independent cinema to determine if the hero’s quest has ended or if a new hero has been born.

Methodology

In order to provide a uniform comparison, Kenneth Burke’s dramatic pentad will be applied to each film discussed. The pentad lends itself well for such an exploration of heroic action, as the critic is challenged to identify the act, agent, agency, scene, and purpose of the film as well as note any dominant interactions between elements of the pentad that may provide insight (Grammar of Motives xv). Using the pentad to examine a film, one should discover the exigence from which a call to action occurs—the scene. Operating within this scene, a clear protagonist-agent performs some significant act using whatever means s/he has available—the agency. These all point to some identifiable purpose. 

In addition, Vogler provided some fixed points of reference in The Writer’s Journey as a part of his thorough catalog of orthodox heroic structures and all their variations. In particular, we will search the many faces of hero in classic film for a suitable comparison to the agents in these independent films. Finally, Joseph Campbell’s anthropological monomyth provides revealing links to the universal roots of the orthodox hero’s journey. These will guide us as reference points as we search for heroic structures in these select films.

Review of Select Independent Films

Taiwan Oyster (SXSW Film Festival, 2012)

This film is a beautifully photographed and lyrical film written, directed and produced by the brothers Mark and Mitchell Jarrett. Like many classic hero adventures, this film is a journey to complete a task against all odds for a higher good. Friends Simon (Billy Harvey) and Darin (Jeff Palmiotti) are expatriated young Americans living aimlessly in Taiwan where they earn a living as schoolteachers. The scene is the distant land of Taiwan, a comfortable hideout isolated from the pressured demands of life at home in the states. They demonstrate no skills or show no honest preparation for their job and make light of their tasks. They seem less able to teach as simply play with the students. As a result, they undermine the stuffy standards of their rule-bound school principle. They belong to a larger group of western hipster friends who meet often to drink heavily and tell stories. Simon is the agent and like the others, he is running from something that is never revealed to the viewer. He wears a belt with the name “Bill” tooled on the back, symbolic of his missing identity and a marker for the existential crisis that he has apparently battled for some time. 

Jed, a fringe member of the group dies in a tragic accident while at a party. Simon and Darin decide to fulfill an unwritten vow of the group to make sure no member’s body is unclaimed and left to be buried in a pauper’s grave, but is to be taken to some sacred place and buried with a ritual sacred to their (adolescent) masculine honor, a ceremony that includes the playing of the deceased’s requested song. The two friends rescue (steal) the body from the morgue and set off on a meandering quest to find a suitable spot for burial, one honorable and worthy of the brotherhood. After an alcoholic impaired journey of hundreds of miles carrying a rotting corpse, they finally agree on a spot and bury the body. Yet this journey is not the act, but the agency, the means to a higher end. For Simon, the journey completed and the duty fulfilled is a means to find himself. It is not found in satisfying a promise to the friend, since they barely knew Jed and his request was merely a scribble discovered on a bathroom wall. It is Simon’s own symbolic burial and rebirth that provides the true act—the death of his wandering spirit and the return of his original self—a refocused, whole individual who, at the end of his quest, will glimpse a new purpose for living through the veil of his existential fog. That is, if the act and agency serves the purpose. 

A subplot helps confirm this pentad’s verisimilitude. Nikita (Leonora Lim) is a local girl who joins the journey, not as a mentor or guide, nor as a shadow of the hero’s unconscious (Vogler 26, et. al.). Instead, she is just one more casualty in the existential typhoon, joining the journey to search for something beyond her banal existence. Even though chemistry builds between the compatible Simon and Nikita, the balm of love is prematurely spilled due to Simon’s impotence and a soul connection is never made. Instead, dirty and hung over, Nikita and Simon drift apart as the journey ends. After the awkward burial in a random place and with only a substitute song, the trio returns to where their journey began. Incapable of love and impotent in finding his purpose, Simon returns to his previous state untransformed, bringing with him no boon or elixir. Even with the duty more or less accomplished, he is left fulfilled. He is unable to cross the final barrier in returning to his true self (Campbell 218, et. al.). He ends the journey by buying a drink and hitching a ride in the back of a pickup truck through the urban nightscape—a single shot that lasts for several minutes. Simon is emotionless; his only action is to manage to light a cigarette in spite of the wind. 

The hero’s ending is left ambiguous by the filmmaker. We find nothing that suggests a transformation in the protagonist. Instead, the losses mount and if anything, the hero comes away more damaged than he was before. He brings nothing with him and no one benefits from his return. As the opening credits hint, this trio is much like the dysfunctional Bundren family in William Faulkner’s As I Lay Dying, characters who also find themselves on a journey that increasingly decays into physical and moral horror. Both narratives are postmodern tragedies— stories not only without a surviving hero, but made even more tragic by the complete absence of a character with the fortitude to become one.

Crazy Eyes (SXSW Film Festival, 2012)

The male agent in this cautionary tale is a character with more wealth than he can manage. While Simon in Taiwan Oyster makes pocket money by teaching, Zack (Lucan Haas) is a slacker millionaire. He has a young son and an ex-wife, but his two primary occupations are to drink himself bleary every night and to obsess over Rebecca (Madeline Zima), the only girl in his assortment of girlfriends who refuses to have sex with him. While the chemistry between the two is palatable—their relationship involves considerable flirting and talk about sex—much of the attraction is contained within their long bouts with alcohol and drugs. At times, the flirtation turns dangerously close to rape, a disturbing act to observe in a hero.

The scene is an existential world wrecked by substance abuse, denigrated with poor body hygiene, and infected with money. Agent Zack’s quest is to win Rebecca—what he believes to be the golden key to his happiness. The courtship is the agency to the true purpose of fulfillment. The act is for Zack to grow up, to suppress the desires of the Id, and to accept the traditional mantles of father to his young boy, son to his dying father, and husband—or at least as a proper suitor—to the girl he loves. For any hero, this cam be a precarious journey filled with obstacles. In actuality, Rebecca is merely the destination for this journey and she battles her own demons. Claiming to be in another relationship, she vacillates between flirting and repulsion, which only maddens Zack. He represents for her both a balm as well as a threat to her well-being. 

Narratives like Crazy Eyes are challenging, since on the surface Zack plays both protagonist and antagonist—both the hero and his own dragon to slay. The struggle is internal, and the viewer can only watch the catastrophe—the cruel execution of his potentially functional personality kept helplessly drugged and imprisoned inside his psyche. In the end, the terrible Id wins and destroys the potential his relationships once had. Inside what Vogler calls the inmost cave (143), Zack finds no agency to heal the rift with his dying father. He bullies and destroys the innocent faith of his son. He finally seduces Rebecca, but ends up damaging her. After winning the obsession of his life, this impaired young man senselessly tosses her aside like a used tissue. True to the pattern, the viewer is left with nothing but ambiguity and perhaps even some anger over the incapacity of two lovers to overcome the obstacles of their own personality flaws. It is certainly a defective heroic quest—a tragedy of epic proportions.

King Kelly (SXSW Film Festival, 2012)

One of the most confounding concerns for critics and viewers alike is the classification system distributors that use. K5 International is set to distribute King Kelly, classifying it as a comedy. Yet like others in this essay, we will find that it is an unmistakable tragedy, and this confusion over definitions is a part of the same issue.

This film’s hero is female and she actually completes her quest and achieves her goal in the story. The scene is a grown woman (sexually) living inside a teenager’s body in a world where parents are irrelevant and female-teen sexual power is king. Kelly, the agent, is the star of her own voyeur website where she has built a considerable following with a strip-tease act. Kelly’s loyal followers include a state trooper who she knows only as Poo Bear.

Kelly is indeed king of her world. Her parents are clueless and unable to control her activities. She uses her friends, both male and female, and trades favors to her advantage. Machiavellian in intent, her purpose is to defend and expand her kingdom. Her act is to repair a breach in her security—a drug deal gone badly due to her ex-boyfriend repossessing the car he loaned her. He drives off with the drugs Kelly was supposed to deliver in the car’s trunk. Her agency is manipulation. Nothing is sacred or beyond her limits for use in serving her purpose—to maintain her dominion.

Akin to Campbell’s monomyth, Kelly’s journey takes her to the inmost cave where the hero and her companions endure an ordeal of conflict (155). She calls in favors from Poo Bear in order to retrieve the drugs, but his help comes with a price—sexual intercourse, a sacrifice Kelly reluctantly agrees to endure outside the protection of her webcam fortress. In the end, she uses her agency to escape with what she came for and manages to save her kingdom. She will post the video of the journey and ordeal, adding to her fame and power.

Unlike the other protagonists in this essay, Kelly demonstrates orthodox heroic characteristics like persistence, efficacy, and resiliance. What is postmodern about the quest is that the elixir she brings back is only for the voyeuristic community. While some heroes bring back a boon that improve the community, King Kelly’s boon will only further harm the subjects in her kingdom. This heroic journey is a tragedy in disguise—the unorthodox hero makes a classic journey and endures an ordeal, but returns only with more of the poison that caused the crisis in the first place.

Leave Me Like You Found Me (SXSW Film Festival, 2012)

Sometimes, two heroes are on a journey and need each other to complete the quest. Considerable drama and potential satisfaction characterizes the both the near misses and ultimate reunion of the co-heroes to overcome the final obstacles and endure the ordeal together as one. In this tale, the two would-be heroes are the co-agents: Erin (Megan Boone) and Warren (David Nordstrom). The scene is a world where nurturing relationships are hard to find, where trust is elusive, and commitment is rare. They are a part of a community of friends where couples are married and establish homes and raise families—connected nuclear units that support and stabilize the entire society. As a couple, Erin and Warren were once a part of the community but failed in their relationship. It was only after meeting at the marriage of another couple that they were able to both agree on purpose: to fulfill themselves in their relationship and recover their place as a stable couple in their community. Thus, the act is the quest to restore their relationship. The agency is a camping trip: a series of real and symbolic journeys that take them deeper and deeper across the threshold into the inmost cave where they experience doubt and face conflict. For each, the ordeal is the discovery of the other’s dual nature, one nature represents unhappiness (death of the individual) and the other is the source of the elixir that will heal their loneliness. This dissonance is not discovered (or remembered) until they trek off into the wilderness and become lost, a symbol of their journey to recover their relationship. During the trek they separate but find no solace in it. They frustrate and anger each other, but in the end, they realize that the ordeal is worse alone than with each other.

They end the film as a couple, but the unorthodox heroes find but meager elixir. The filmmaker leaves the viewer with the ambiguous suggestion that the relationship is no more stable and restored than it was before the breakup. In fact, the journey was nothing less than a descent into the cave without a full return. This heroic journey, like the others, is one where the story ends before the ordeal is overcome in perhaps a temporary victory before some scant hope for redemption is gained.

The Comedy (Sundance Film Festival, 2012)

Interestingly, this story is similar to Crazy Eyes without the romantic element. The agent Swanson is yet another wealthy young man with time on his hands. The scene is New York City. It is a place of wealth, but short on transcendence. Swanson’s purpose is unclear. The filmmaker, the character, and the audience are all lost in meaningless pursuits within this film. 

Swanson’s act is to test the world, to poke at it like a child jabs a snake hoping for a response. It is a dangerous activity and Swanson’s metaphorical stick is the agency—sharp disrespect for the status quo and for anything sacred. This quest is typical of art cinema in that it is a series of fragmented moments or episodes that as a whole represent meaninglessness (Bordwell 99). The would-be hero’s journey starts and remains in the inmost cave. The ordeal is simply living the existential reality of his privileged life. Swanson tests, but fails to find any redemption or transcendence in any of his relationships. He literally pokes his comatose dad and ridicules the male nurse who cares for him. He makes crude sexual suggestions to his grieving sister-in-law. He adds pornographic images to the memorial slide show for his father. He dresses like the homeless and gets a dead end job with the apparent hope that some pain might bring back his humanity. His small group of friends provides little consolation; with the possible exception that they are so similarly disgusting that Swanson may perhaps sense in them that he has not yet reached the darkest part of his own cave. This rat pack enters a church, and desecrates the holy space—but God does not send lighting to electrocute him. As with all his other jabs on the quest, no one or no thing strikes back, so Swanson continues to spiral deeper and deeper into his psyche.

The film ends with this unorthodox hero by the waters of the seashore, playing with a child. He does not enter the waters for a cleansing baptism—for a symbolic drowning of his corrupt personhood. Metaphorically, he avoids looking at the reflection of himself in the deep pool of his unconscious (Jung 18-19). Instead, Swanson remains content to endulge the childish Id to remain and frolic on the shore.

Kid-Thing (Sundance Film Festival, 2012)

The child hero is a common archetype (Jung 151ff). There is something about the innocence of a youthful protagonist that suggests they will find transcendence easier or deserve it more than a jaded and selfish adult. However, this film goes well beyond this consideration. The scene in this film is a world where adults have completely abdicated any meaningful role in raising children. Annie (Sydney Aguirre) is the preteen agent, living with a single father (Nathan Zellner) whose own agency is limited to hypnotizing chickens and driving in demolition derbies. He is self-hypnotized—veiled from recognizing the needs of his daughter and impotent in filling either the role of father or mother. His parenthood is a demolition of any moral structure for Annie. When she actually comes to him for advice, she is literally unable to wake him from his stupor.

Like Swanson, Annie has no clear purpose. Out of school (or skipping it), Annie wanders from one episode to another. Her act is a search for meaning. Like Swanson, she pokes at things with both literal and figurative sticks, her agency, in order to test for a reaction. And like Swanson, Annie finds no life in these people or institutions to guide her. 

Her descent into the inmost cave is synonymous with the discovery of a woman trapped in a hidden well in an overgrown forest near her home. Like the woman desperate for rescue, Annie is in need of redemption from her lack of purpose. A rescue presents an opportunity to realize a purpose, so for a while, Annie uses her agency to steal food and throw it down the well to the woman—small acts that provide a fleeting sense of meaning and importance. Predictably, the woman soon becomes desperate and demanding of a rescue, presenting a barrier for Annie that she is unable to overcome. She is unprepared on her journey to adulthood to pick up the cloak of humility and serve another human being in need of help. Annie flees from her ordeal (and that of the woman). Avoidance is the solution, and the woman expires from neglect. 

This unorthodox heroic journey ends differently from the other films examined in this essay. Instead of continuing on her fragmented journey for meaning, she unexpectedly returns and flings herself into the (dry) well—a figurative leap into the waters. While impulsive, her act is heroic in the sense that she may save her life by losing it. While the filmmakers leave her fate ambiguous as one might expect, the narrative does provide a glimmer of hope beneath the shock. Tragic as it is, the certitude of death (or at least the real pain of her new ordeal) may provide the missing meaning in her short life.

An Emerging Post-Modern Heroic Structure

While this sample of independent films is a rather narrow, patterns emerge in the form of a new model that help us conceptualize the differences between orthodox heroic structures and the less orthodox conceptions. As such, a new term is justified to illustrate these differences; this postmodern agency can be termed aheroism. The new model can be expressed in the following way.

Name Description Period Characteristics
Heroism

(Separate natures dominated by the nature of light)

Orthodox (classic) Pre-modern Full monomyth journey; confident hero returns improved, bringing elixir
Anti-Heroism

(Single nature, unresolved dominance)

Transitional Modern Full monomyth journey; flawed, reluctant hero returns, bringing elixir
Aheroism

(Separate natures dominated by the nature of darkness)

Unorthodox Postmodern Incomplete monomyth journey (tragedies, cautionary tales); hero refuses the calling, refuses to return, or returns with poison

The model illustrates the transition from the heroic to the aheroic, involving a consideration of the divided nature of the soul. The modern hero is a one who struggles with the battle between the two natures inside his/her psyche, while the postmodern hero gives in to the Id and the darker face of the unconscious. The conflict can take on many forms, including these proposed below.

Nature of the Orthodox Heroic

Nature of the Unorthodox Aheroic

Protagonist

Antagonist

Action/Direct

Inaction/Meandering

Human

Monster

Accomplish/Increase

Survive/Diminish

Sexual/Potent

Asexual/Impotent

Fortunate

Tragic

Health/Wellness

Disease/Unwellness

Creative/Provider

Creaturely/Consumer

Humor

Ridicule

Sacred

Profane/Mundane

The tension between these valued opposites also afflicts the transitional modern hero. Rich drama characterizes the stories rising from within this cultural psyche. Since only one idea can dominate, the modern human must strive to resolve this dissonance so one perspective can rule. “A man without a dominating [ideology] would be a thoroughly abnormal phenomenon” (Jung 62). Campbell added, 

The hero . . . discovers and assimilates his opposite . . . either by swallowing it or being swallowed . . . . He must bow or submit to the absolutely intolerable. Then he finds that he and his opposite are not of differing species, but one flesh. (108)  

So the struggle may always exist to some degree with heroes of any type or age. While this conflict is vivid and interesting, both orthodox heroic adventures and unorthodox postmodern tragedies can be just as compelling as the modern version if, at a minimum, they raise the question of resolve between these opposites. Typically, a satisfying viewing experience is found in the nature of the struggle and in the resolution and the ultimate outcome, but no character who fails to recognize or struggle with this tension can be identified as an orthodox hero.

Conclusion

Have only the darker Machiavellian or Nietzschean desires for power been banished from our cultural narratives or is the hero completely dead? Certainly from either case, the hero’s journey is clearly impeded in today’s films, especially from films and filmmakers who are freed from economic necessity to stick close to proven story arcs. Heroes are banished by restless critics who cry, “Is that all there is?” when faced with a protagonist who wills to undertake a journey for a cause. The result is an exnomination that declares the hero to be dead, a recurring and dominating voice that erases the memory of the hero who once used orthodox agencies to challenge worthy opponents and replaces him/her with a new kind of unorthodox hero. This voice creates a loop, an autopoiesis that both fuels our cultural shift and celebrates it. The voice surrenders all sense of agency to the darker, unconscious side of the nature. Gideon Haberkorn used another term to describe the effect, “It makes sense to regard such evolutions from ridicule to reinvention as palimpsests, as the earlier versions are criticized, scraped off, and newer versions are reinscribed over them” (323).  Certainly, one can argue this has been the process for many years and this new aheroic role model is creeping into the mainstream.

The orthodox hero may be around for some time—filmmakers and critic hardly can deny the existence of these archetypes that have served humankind since the beginnings of recorded history. But without purpose and agency, the aheroic protagonist is lethargic and nihilistic. Perhaps the true difference is the lack of a soul in these postmodern heroes. Jung suggested, “the soul lures into life the inertness of matter than does not want to live” (26). Even if these postmodern narratives provide some substance for the viewer, “the boon brought from the transcendent deep becomes quickly rationalized into nonentity, and the need becomes great for another hero to refresh the word” (Campbell 218). 

Perhaps a soul with a viable ethical framework will be required of protagonists in the unstable future. Jung wrote, “It becomes very clear how much the cure of neurosis is a moral problem” (40). Perhaps over time, we will get over our herophobia. Campbell encouraged filmmakers and critics alike to keep the hero around, “It is not society that is to guide and save the creative hero, but precisely the reverse” (391).

Is the hero dead in film? Have they begun to languish within our collective consciousness? Perhaps not, but the careful critic with a more conscious viewing public would do well to consider the transformations well underway in cinema, especially the herophobic voices taking the stage in independent film. As a result of this sea change of values, critics and scholars should pay close attention to the long-term social consequences of this new monomyth—cultural narratives that replace the orthodox heroic protagonist with an aheroic model, those that exchange elixir with poison and redemption with revenge, stories that substitute a coherent teleology with a fragmented journey toward meaninglessness.

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