Hannah Arendt – The Modern Frame

The Isolated Self and the Limits of Communication, Part II

The phenomenon of the isolated self is best understood within the more general phenomena of communication struggles, breakdowns, and failures that characterize much contemporary debate.¹ While in many ways the isolated self can be described on the basis of theoretical frameworks alone, there is also more to the story. Failures in communication fuel the psychological need for reinforcement and self-affirmation (especially by like-minded others), which in turn lead to a kind of factionalism² that understands one’s group as pure and righteous, and those whose views differ as at best mistaken, or at worst, evil. The pseudo-confidence accompanying this phenomenon ensures that isolated selves live within their own reality, cut off from those holding different perspectives. It appears that this overall condition has, in part, stemmed from the basic human desire for certainty that seems proportionate to the relative uncertainty of the modern world.³ But this is not all. The transformation of the public sphere of rational-critical debate into a commodity–to be consumed like any other–has led to its own problems and complexities, not the least of which is the role it has played in the emergence of the isolated self. To this, I now turn.

Education: Instrumentality and Specialization

Education in the West has taken many forms throughout history. Like philosophy, its genesis can be traced to ancient Greece, where the first schools of thought were recorded. The first rival conceptions of education–such as those advanced by the ancient sophists, Isocrates, and Plato¹–are in many ways mirrored in modernity, albeit in very different circumstances. Beginning in Greece we find tension with respect to education, which concerns the debate between theoretical and practical forms of higher learning, i.e., between disinterested truth and application or utility. Of course, there is an academic history of this thought, the aggregate of which has come to be known as the philosophy of education. It is not my intention, however, to explore the history of this thought here. It is rather to contrast the varying forms of higher education as they have existed across history in the West in terms of two specifics: instrumentality and specialization. Most important to this comparison will be the question of telos, that is, what is and what has been the goal or purpose of education? What is its raison d’être?

Human Life as Enacted Narrative

We both reveal ourselves to, and encounter others, through action–through words and deeds. An important aspect of human action that has not yet been considered is its historic character. By historic I do not necessarily mean important, but enduring, permanent. What one does, echoes in eternity–not in the sense of the eschatological, though that may prove true–but in that of the final; once something is done, it cannot be undone. To wrong another person is to do something that cannot be erased;¹ so too to be kind, or just. But considerations of merit aside, I refer also to those actions which may be considered the most insignificant just as much as those which may be pivotal to the narrative arc of one’s life. What emerges within the movement of a given life–built up from one’s words and deeds through time–is a kind of enacted narrative, a life story. And it is through bringing unity to the narrative of one’s life which partly answers the question: “What is the good life for man?”²

The Individual and The Human World

Up to this point, I have used the word “world” without disclosing what is meant by it.¹ Yet this should have gone more or less unnoticed, since it is part of the nature of our existence to be embedded within our world, and thus its context provides us with many underlying assumptions which we take for granted. The world I am speaking of is what I will call the human world, which makes up “a world within the world”, so to speak. It is a world which–though metaphysically inseparable from the physical and especially biological aspects of our existence–nonetheless transcends them. An understanding of the depth and complexity of this will be necessary if we are to make certain concepts and observations sufficiently intelligible, and its articulation will help us better understand our situation, placing us in a better position to evaluate the phenomena we are considering. In this initial exposition, I am drawing heavily upon the work of Hannah Arendt and Raymond Tallis.²