Culture as legacy
by Ken Myers
“The crisis of authority in education is most closely connected with the crisis of tradition, that is with the crisis in our attitude toward the realm of the past. This aspect of the modern crisis is especially hard for the educator to bear, because it is his task to mediate between the old and the new, so that his very profession requires of him an extraordinary respect for the past. Through long centuries, i.e., throughout the combined period of Roman-Christian civilization, there was no need for him to become aware of this special quality in himself because reverence for the past was an essential part of the Roman frame of mind, and this was not altered or ended by Christianity, but simply shifted onto different foundations.
“It was of the essence of the Roman attitude (though this was by no means true of every civilization or even of the Western tradition taken as a whole) to consider the past qua past as a model, ancestors, in every instance, as guiding examples for their descendants; to believe that all greatness lies in what has been, and therefore that the most fitting human age is old age, the man grown old, who, because he is already almost an ancestor, may serve as a model for the living. . . .
“With the undisturbed background of such a tradition, in which education has a political function (and this was a unique case), it is in fact comparatively easy to do the right thing in matters of education without even pausing to consider what one is really doing, so completely is the specific ethos of the educational principle in accord with the basic ethical and moral convictions of society at large. To educate, in the words of Polybius, was simply ‘to let you see that you are altogether worthy of your ancestors,’ and in this business the educator could be a ‘fellow-contestant’ and a ‘fellow-workman’ because he too, though on a different level, went through life with his eyes glued to the past. Fellowship and authority were in this case indeed but the two sides of the same matter, and the teacher’s authority was firmly grounded in the encompassing authority of the past as such. Today, however, we are no longer in that position; and it makes little sense to act as though we still were and had only, as it were, accidentally strayed from the right path and were free at any moment to find our way back to it. . . .
“The problem of education in the modern world lies in the fact that by its very nature it cannot forgo either authority or tradition, and yet must proceed in a world that is neither structured by authority nor held together by tradition. That means, however, that not just teachers and educators, but all of us, insofar as we live in one world together with our children and with young people, must take toward them an attitude radically different from the one we take toward one another. We must decisively divorce the realm of education from the others, most of all from the realm of public, political life, in order to apply to it alone a concept of authority and an attitude toward the past which are appropriate to it but have no general validity and must not claim a general validity in the world of grown-ups.
“In practice the first consequence of this would be a clear understanding that the function of the school is to teach children what the world is like and not to instruct them in the art of living. Since the world is old, always older than they themselves, learning inevitably turns toward the past, no matter how much living will spend itself in the present. . . .
“What concerns us all and cannot therefore be turned over to the special science of pedagogy is the relation between grown-ups and children in general or, putting it in even more general and exact terms, our attitude toward the fact of natality: the fact that we have all come into the world by being born and that this world is constantly renewed through birth. Education is the point at which we decide whether we love the world enough to assume responsibility for it and by the same token save it from that ruin which, except for renewal, except for the coming of the new and young, would be inevitable. And education, too, is where we decide whether we love our children enough not to expel them from our world and leave them to their own devices, nor to strike from their hands their chance of undertaking something new, something unforeseen by us, but to prepare them in advance for the task of renewing a common world.”
—from Hannah Arendt, “The Crisis of Education,” in Between Past and Future (The Viking Press, 1961)