The Yeshiva World on Trial: Some Thoughts on the Search Committee

I just finished reading Rabbi Marc Angel’s short novel, the Search Committee, which Chaviva was kind enough to send to me. This was certainly not a great novel, though it was entertaining and I think it could serve as a good conversation starter. I, therefore, recommend it and wish to say a few things about it. This is a rare creation, a Modern Orthodox novel. (Naomi Ragen and Michael Schweitzer would be other examples of this genre.) One of the weaknesses of the Modern Orthodox world is that it has not been diligent in putting out Modern Orthodox books, whether fiction or non-fiction. Forget about the secular world, this puts us at a disadvantage when it comes to Haredim, who have not held back from putting out works pushing for their brand of Judaism.

The premise of the Search Committee is a board of trustees looking to appoint the next Rosh Yeshiva (head) of the aptly named Yeshivas Lita. Lita is the colloquial term for Lithuania and this yeshiva is meant as a representative of the Ashkenazi Lithuanian Yeshiva tradition transplanted onto American soil. The two candidates are Rav Shimshon Grossman and Rav David Mercado. The two represent different ideological and sociological sides. Rav Grossman is the son of the previous Rosh Yeshiva, he was born into the Lithuanian system, believes the job is his almost by divine right, and is a staunch conservative, rejecting all innovations. Rav Mercado is an outsider; he comes from a traditional background but did not start learning Talmud until he was in college. Furthermore, he is not Ashkenazi at all but descended from Turkish Sephardim. While he is also a product of the Yeshivas Lita and has great respect for the previous Rosh Yeshiva, he sees weaknesses in the system and the need for certain changes, particularly in terms of openness to the outside world and secular subjects. (He reminded me of Michael Makovi minus the radical politics.)

In truth, the book, despite its heading, is less a novel than a philosophical dialogue in the tradition of Judah ha-Levi’s Kuzari. In this case, though, Rabbi Angel has the characters speak, not to each other, but to the silent members of the board, presumably the reader. The book offers a lineup of pairs of speakers in favor of the two candidates. First, there are the candidates themselves, followed by their wives, two rabbis in the yeshiva, two students, and finally two donors. As with most philosophical dialogues, the author’s position is never in doubt. This is Rabbi Angel’s polemic, not only against Haredim but also, as a Sephardi, against the Ashkenazi culture that has come to dominate Orthodox Judaism. I am, of course, in complete sympathy with Rabbi Angel’s position. Even if my family are Ashkenazi Jews from Hungary and Lithuania, my sympathies are with Sephardim. I even have a good excuse for this. The person I am named after, my great-great-grandfather Reb Benzion Shapiro, was an Ashkenazi who joined up with the Sephardi community in Jerusalem in the early twentieth century and served as a translator and reader for one of the leading Sephardi kabbalists.

The speeches of Rav Grossman and his wife are complete satire. They are entertaining to read, but I hold out the probably naïve belief that no Haredi rabbi would come out and speak to a board the way that they do. Of course, following the Poe Law, one can never satirize religious fundamentalists since there is going to be someone in a position of power and influence who actually fits the joke. Whether or not there are some Haredi rabbis who secretly would love the chance to do what Rav Grossman does is a separate issue. The one empathetic pro-Rav Grossman character is the donor, Clyde Robinson, who speaks powerfully about his father’s guilt over having his store open on the Sabbath. This, though, is once again an opportunity for Rabbi Angel to stick it to the Haredi world as, ironically, Mr. Robinson is not observant and all of his children are intermarried. He simply funds the yeshiva as a means of assuaging his own guilt as to not leading an observant life.

In contrast, the Mercado side gives Rabbi Angel the chance to preach his own worldview and he gives his speeches to characters that are all eminently likable. Rav Mercado is followed by his wife, who is a Greek Orthodox convert to Judaism, with a sappy but cute family story. There is also the speech by their donor, Esther Neuhaus, a diamond dealer from a German Jewish background, the one branch of Ashkenazic Jewry that Rabbi Angel admires. She challenges the yeshiva with the economic facts on the ground as to how they intend to continue to support themselves, particularly if follow Rav Grossman’s lead.

Unlike most dialogues, Rabbi Angel allows the opposition to win and has the board appoint Rav Grossman. This allows Rabbi Angel to have more fun with his character as Rav Grossman proceeds to fire not only Rav Mercado, but the entire board as well for daring to think they had any role to play in the selection at all. Rav Mercado gets to kindly tell the board that they made their bed and are free to lie in it and that in the meantime he and his wife are taking their kids to Turkey to see the island where their ancestors lived and that he was planning on moving to Jerusalem to start his own yeshiva.

I think this book would make a very good Jewish day school assembly project. We could have the students in the audience as the teachers, playing the various roles, come up and present their pieces. Each presenter would end by taking questions from the audience. At the end, the students would get to play the role of the search committee and cast their votes. For this to work in any meaningful way, though, we would need to make the Grossman side at least vaguely plausible.

A Student’s Letter of Recommendation

This past week I found out that the Hebrew Academy was not going to bring me back for next year. The administration decided that even though they loved the fact that I taught at a very high level, in essence offering a college level course, I lacked the right touch for dealing with high school students. One of my students, without me asking, was kind enough to write the administration a "letter of recommendation" for me. The student sent me a copy and allowed me to reproduce part of it here.

I am writing because recently I have heard some criticisms from other students about Mr. Chinn's class, so I would like to describe my experience in Modern Jewish History. Since the beginning of the year Mr. Chinn's class has been one of my favorites. He conveys the information with great energy and he really makes the material interesting. He always manages to connect what we are learning in class to current events, which helps me learn the material much better. His quizzes and tests are challenging, but fair. They always reflect the material covered in class which is more then I can say for other classes I've taken. He encourages really thinking about the material, and will often teach by asking the students questions about, for example what the motivation of a historical figure might have been. There is always a lot of dialogue between Mr. Chinn and the students on the material, and it really makes for a charged and energized learning environment.  

…

In short I feel that Mr. Chinn was a really excellent teacher and I am glad to have had the privilege of taking his class.

It looks like I am going to be back in Columbus next fall to use my final year of funding. That is unless someone else has a use for an eccentric graduate student in medieval and early modern history, with a loud theatrical style of lecturing.

Am I a Misogynist Teacher? (Maybe a Little)

My previous post on the issue of bodily functions and its role in civil rights generated some very good comments. It was a risky piece in that I was almost asking to be misunderstood and accused of being a misogynist who believes that women should be sent "back to the kitchen." I am particularly heartened that Clarissa and Miss S. gave me a pass. I see them as my guiding lights when it comes to feminism. If they decide not to kill me then I feel that I can rest easy, knowing that I have lived up to my responsibilities as a gender aware male. In a sense though, the charge of sexism has some validity in that a basic argument of modern feminism does apply to me. My subconscious model of normalcy is male. The student in my head whom I prepare to teach is male. Even my approach to teaching can be regarded as very "male." I work within a very top-down model where I lecture and ask questions. My goal is to critically analyze historical texts through the rubric of clearly established rules, much as a lawyer cross-examines a witness. I am not naturally inclined to focus on forming a personal relationship with students nor am I apt to ask my students how they "feel" about a text. Obviously, I am aware that many of the students, even usually my best students, are women. As a liberally inclined person, women are welcome into my classroom and I will treat them as "one of the guys." This, though, does not solve the problem.


Rabbi Jonathan Sacks, in the Home We Build Together, criticizes the Enlightenment model of tolerance in that it treats minorities like guests in a hotel. Even when the West chooses to be "tolerant," it does not change the fact that this is a white European Christian system. Other people are allowed to take part in this system that was not created by them or with them in mind. They are just welcome to reside in it. Rabbi Sacks poses the challenge of how do we create a home in which everyone is allowed to take an active role in creating the system.

To apply Rabbi Sacks, my approach to teaching does create a very real problem for women since it creates a situation where they become "guests" being fit into the situation. This is a problem with our society in general. 150 years of women's rights have not changed the fact that we are still a male culture attempting to fit women in. Because I recognize the situation that women are in I go out of my way to make the effort to try to help female students feel comfortable in my class. This is particularly the case in terms of getting to talk in class; I consciously am on the lookout to make sure that girls in my class are not getting shouted down by some of the louder boys in class. This in of itself, though, only exacerbates the trap we are in. By the very act of attempting to compensate for my subconscious biases I am still placing them as an "other" to be brought into a system not designed for them; in essence as "guests."

I relate to this personally on two levels, as a Jew and an Asperger. For example, growing up as an American Jew, living outside Jewish enclaves such as Brooklyn NY, every holiday season I had to come to terms with the fact that I stood outside of Christmas and thus American society as a whole. The Christmas ads and the television specials were not made with me in mind. I was simply an inconvenient reality to be tolerated and worked into the system. Because of this, I developed a split perception of myself and my place in American culture. I am an American even to the extent that I have an easier time relating to American non-Jews than I do with Israeli Jews. Yet I am an American who stands outside the Christmas window display. Standing apart from American society as it celebrates Christmas becomes my part in American society and what makes me truly American. Similarly with Asperger syndrome; our society has constructed itself around the assumption that everyone is neurotypical. Of course, it is undeniable that not everyone is a neurotypical and we are in the process of working out the full implications of this. I am stuck as the outsider in society peering in and observing and even tolerated, but never truly a part of things. As an outsider, I welcome all other outsiders as allies and, may I say it, brothers.

Meeting Patrick Rothfuss

Last night I went with Lionel Spiegel to meet Patrick Rothfuss, who was speaking at a Borders in Northern Virginia. For those of you who are not familiar with him, Rothfuss is one of the leading fantasy writers today. My only hesitation in putting him in the league of Tolkien as one of the greatest fantasy writers ever is that he has only written one book so far, the Name of the Wind. I will say that Rothfuss' Kvothe is the most interesting lead character in a fantasy since Thomas Covenant. Fantasy is a genre that usually focuses on building interesting worlds, populated by odd side characters to take over the story, leaving the main character trapped in the role of hero. It is Rothfuss' gift as a writer that can create a world as interesting as he does with so many great side characters and still have them play second to Kvothe.

I went to the bookstore simply for the pleasure of meeting a man whose work I so admired in the flesh and to hear him talk about his work, perhaps even to catch an unguarded slip as to what is going to happen in his next book, Wise Man's Fear, which fans have been waiting three years now for. What I was completely unprepared for was how much fun Rothfuss was in person as he mixed responding to questions with reading various pieces of his, including a pathologically hilarious gerbil story and yes the prologue of his next book. Writing is a solitary task and one has no reason to expect authors, even those who can create personable characters, to have it themselves. Watching Rothfuss, I was struck by the fact even if he lacked the romance cover long red hair of Kvothe, (in fact the original cover for the book was dropped because it looked too much like a romance novel) here was Kvothe, with all of his wit and charm, in the flesh. Even if I am unable to convince you to try reading a nearly 700-page work of fantasy, I would still recommend, if you have the chance, going to see Rothfuss on his book tour. He is worth it all for himself and if I cannot convince you to read him, seeing him perform might.

I will be circumspect as to what Rothfuss spoke about as he asked at the beginning that there be no video recordings for fear that something could come off the wrong way and end up on Youtube. (The speech was an adult affair, though hardly smut for smut's sake, and not for children, even if Name of the Wind is perfectly fine.) There were a few things that I think should be alright and worth mentioning. Rothfuss spoke passionately about the value of fantasy as speaking its own truth even as a work of fiction. He challenged the assembled group of, assumingly, fantasy lovers, as to what meant more to them, Narnia or Peru. (Asking forgiveness from my friend who studies Early Modern Peru, I must confess that I raised my hand for the former.) I asked him what he would advise aspiring fantasy writers as to how to avoid the trap of rewriting Tolkien and turning out clichés. (Another of Rothfuss' strengths is how he took a story with a hero going to magic school to learn to be a wizard that could have so easily turned into a cliché and made it stand on its own as something clearly within the fantasy tradition and yet so original.) His advice was to start off at the age of twelve and read a fantasy book a day. (At least that is what he did.) If you understand the genre you can work with it, know what has already been done and avoid repeating it.

If I have talked about how talented Rothfuss is, I would end by noting what a nice person he is as well. After speaking, he posed for a picture with the entire crowd and stayed to sign books. It was close to an hour by the time I got to him and there were still plenty of people behind me. These are people who have already bought the book and will likely buy the sequel no matter what. Rothfuss has nothing to gain, particularly as he does have better things, like his newborn son and the mother of his child, to deal with.

I went back and forth as to whether to bring my copy to be signed. I picked it up off a library used pile. In the end, I agreed to bring it; Rothfuss was a fellow follower of the vow of poverty known as graduate school and I do have Wise Man's Fear on pre-order whenever it comes out. Rothfuss was kind enough to sign it to Izgad. (It is easier to say and remember than Benzion.)

The Blind Censor

The chief film censor in Iran, up until 1994, was blind. Well, nearly blind. Before that, he was the censor for theater. One of my playwright friends once described how he would sit in the theater wearing thick glasses that seemed to hide more than they revealed. An assistant who sat by him would explain the action onstage, and he would dictate the parts that needed to be cut.

After 1994, this censor became the head of the new television channel. There, he perfected his methods and demanded that the scriptwriters give him their scripts on audiotape; they were forbidden to make them attractive or dramatize them in any way. He then made his judgments about the scripts based on the tapes. More interesting, however, is the fact that his successor, who was not blind – not physically, that is – nonetheless followed the same system.
…    

A few years ago some members of the Iranian Parliament set up an investigative committee to examine the content of national television. The committee issued a lengthy report in which it condemned the showing of Billy Budd, because, it claimed, the story promoted homosexuality. Ironically, the Iranian television programmers had mainly chosen that film because of its lack of female characters. The cartoon version of Around the World in Eighty Days was also castigated, because the main character – a lion – was British and the film ended in that bastion of imperialism, London. (Azar Nafisi, Reading Lolita in Tehran: A Memoir in Books pg. 24-25.)

Who in the Christian or Jewish world would be a good stand in for the blind censor or the Iranian MP? What immediately comes to my mind are the Haredi rabbis who could not read English, but still managed to issue a ban against Rabbi Slifkin.

Of Toilet Training and Equal Rights

Call my teaching philosophy reactionary conservative, but I am a believer in students coming to class on time and prepared. (Whether students should have to go to class is one thing. Once they are in class, let us conduct a proper one.) Being prepared means having pen and paper or a laptop to take notes. It also means being able, barring unforeseen accidents or emergencies, to sit for forty minutes without needing to leave to go to the bathroom or get a drink of water. (When I gave double period lectures at Ohio State, I was careful to give a five minute break in middle). To my shock, I have learned from an experienced educator, whom I have the utmost respect for, that, as a matter of policy, one is supposed to grant female students, because of their special needs, unlimited bathroom privileges (even knowing that this privilege is being abused). This strikes at what I understand as the bargain of civil rights that, among other things, allows women into my classroom to get an education in the first place. 

Being given equal rights and being treated as an equal means taking on the responsibilities taken for granted by the rest of society. For example, as the Jews of Napoleon's Sanhedrin would point out, Jews, by taking on the privileges of being equal citizens, also take on the obligations of serving in the army, taking on socially "useful" trades and making the necessary "reforms" of their religion to remove any hatred or bias against their gentile countrymen. As I so often point out in my classes, Jews gaining equal rights was not simply a matter of gentiles becoming more liberal and finally agreeing to give Jews what they "deserved." There is a bargain being made here; this is not a simple offer and there might be good reason to turn down this Enlightenment offer of emancipation. The same thing applies to women. Women are now being given the opportunity to be equal citizens, go to school and get jobs. I think this is a good thing and fully support it. The flip side of this is that women are expected to take on the same responsibilities of men.

If I were teaching history in the year 1800 to an all-boys class, I would do so on the assumption that my students, barring serious emergencies, were capable of sitting in class for forty minutes without having to go to the bathroom. Those incapable of holding in their bladders are probably not fit to be in school and should probably go back to being serfs and working in the fields (where they will probably die of famine or the plague). It is interesting to note that early factory regulations had to include specific clauses telling adult male workers that they were not allowed to relieve themselves on the work floor. This was a generation of people raised on farms and used to being able to take care of their bodily functions at will. Toilet training is not something natural, but it is necessary for living in modern society.

Over the past two hundred years, we have had the women's rights movement and, largely as a result of this, I am now teaching a class in which there are women. As a John Stuart Mill feminist, I welcome girls into my class as "one of the guys." The same basic assumptions that I have about guys also apply to them though. It would not be an excuse for a girl to say that as a girl she has a "smaller brain," is intellectually inferior and therefore should automatically get a letter grade higher. (It is funny to read nineteenth-century literature and see women unashamedly recuse themselves as they are "mere weak women.") If she, as a girl, is intellectually inferior then we must admit that women's rights were a mistake and this girl should leave my class and go "back" to working in a kitchen and raising children. Similarly, a girl is only in my class in the first place because we assume that she can control her basic bodily functions. If she cannot then she has no business using her feminine situation as an excuse. On the contrary, if this is indeed a feminine problem and not just the general human laziness of one individual, she should acknowledge the failure of the women's movement and recuse herself to the kindergarten classroom or to where societies that have thought of women as simply large children have usually dumped them, the kitchen.

It should be noted that concerns over the female ability to control bodily functions are at the heart of women being exempt by the rabbis from various religious commandments. This "leniency" for women has, in practice, served to place women in a secondary position in that it relegates them to a position of outsiders. The man is taken as the norm and the female is the oddity to be worked into the system. The rabbinic formulation is that "women are exempt from time-bound commandments." It is taken as a given that these commandments are at the heart of normative Judaism and not extra duties to be placed on men.

It is perfectly plausible, if we are going to assume that women really are not capable of controlling their bodily functions and this is not just a matter of female students taking advantage of gullible male teachers, to say that girls should be taken out of mainstream schools. They could have their own schools, with classes they can come in and out of as it suits them; they could even take a week off once a month. We would not have to worry as to whether they are actually learning anything. Everyone would know that these were not real schools and were not meant to actually offer an education, but finishing schools meant to give "MRS" degrees. Even if this was the case, I would still wish that any girl who proved to be an exception to this rule would be allowed to attend a real school, with real classes, to get a real education. My classroom door would certainly be open for her.

Neurotypical Mental and Emotional Handicaps (Part III)

(Part I, II)


Neurotypicals do not think of human beings as isolated minds. They operate on an Aristotelian "man is a political animal" model. Of course, even to talk about models, when dealing with neurotypicals is misleading because their method of thinking is a rejection of precisely the sort of abstract universal rule creation necessary for models. Neurotypicals tend to only think of human beings in terms of their interrelationship with others and the society building that results from this. This method of thinking emphasizes, not abstract rules, but arbitrary codes of behavior that serve to further the desired relationship. The neurotypical does not ask whether an action is in keeping with universal ethical imperatives, but whether it is good manners, whether, given one's place in a given social structure, it is acceptable to do something to someone else who in turn occupies their place in the social structure.

It should be obvious from this that, one, the neurotypical mind sets itself up for hierarchal non-democratic social structures. There is no reason for a neurotypical to reject hierarchy particularly as he strives to gain a favorable position in it. If one wonders as to the slow progress of democratic reform it can be placed on neurotypicals. It is the Asperger mental universe that insists that the world be governed by universal rational law applied equally to everyone as much as possible. All beings capable of a certain baseline of rational thought (including neurotypicals who reject their mental heritage) are welcome to this society as equals. Equality is inherent in that one is either capable of a baseline of reason or one is not. People like Thomas Jefferson, Immanuel Kant, and Adam Smith were most likely Aspergers; whether or not they were in fact, their thinking was distinctively Asperger. Even today, most people struggle with the notion that political rights only exist in so far as man is a creature of reason, capable of contemplating universal laws and thus coming to form rules for all to live by. Modern liberalism is an attempt to force the concept of rights into a neurotypical social thought structure. Rights are said to belong to groups and defend social relations. For example, we now have the concept of gay rights and that they have some sort of right to have their social interaction of getting married recognized by the government and society. (Not that I object to gay marriage in of itself.)

The other thing that should be clear is that the neurotypical mindset is incapable of a "theory of mind." In the neurotypical mental universe, there is no such thing as individual minds. All minds exist in relationship with other minds. I have lived my life with the realization that other minds are not like mine. If I have one thing it is a theory of mind. With no hope of understanding other minds, I place my faith in reason as the only thing that can allow for the meeting of minds necessary to build a society. Neurotypicals, living in a world where people, at least on the surface, have similar minds, are not confronted with the life experiences to tell them otherwise and have no reason to form a theory of mind in the first place. Confident in the belief that everyone else is fundamentally like them they hoist their emotions on other people. These similar emotions are the product not so much of the similarity of minds, but the relationship network that passes on otherwise arbitrary sets of rules and expectations.

I would like to end with a word about emotions. Why should I not strive to be sensitive to other people's emotions? To an extent obviously, I do make an effort. To do otherwise would be social suicide. What I refuse to do is grant moral legitimacy to emotions. One has no right to consider emotional hurt as a legitimate wrong or to counter with physical actions that could not otherwise be justified. I grant that this is an extreme position, but to say otherwise would set me up for blackmail. I am outside the relational thought structure of neurotypicals and do not understand the emotions that come from it. To say that I have to take such things into account means that I have to live my life jumping at the shadows of things I do not understand and being forced to accept whatever value other people put on their own emotions. To make things worse, since my emotions run on such a different track, as they are outside of a relational thought structure, I can never expect other people to take them into account. Thus, I would find myself enslaved to other people's emotional concerns at the same time as everyone else becomes exempt from taking my emotional concerns into account. I would de facto be relegating myself to a subhuman station; my emotional concerns being of less value than that of others. Either my emotions count the same as everyone else's or no one's emotions count. Since the former is not practical, the only ethical solution is to say that no person's emotional concerns are of any value outside of their own head.

The only thing that can create meaningful relationships between people and ultimately create a just society is reason as we submit ourselves to universal laws that apply to all people in all times. This is not Asperger supremacy. On the contrary, the authority of reason comes from the fact that it is universally accessible. This includes neurotypicals. Neurotypicals, despite their mental defects, are not beyond the saving grace of reason and are welcome to join the society of reasonable and rational beings.

Neurotypical Mental and Emotional Handicaps (Part II)

  (Part I)

To be clear, I do not wish to invalidate all non-rational pursuits. I do see a value in fiction and poetry. I read fiction and am even in the middle of writing a work of musket and magic fantasy. I gladly share this part of myself with other people and embrace their work in turn. That being said, there is a limitation to this; when I read fiction, I understand it on my terms and incorporate it into my mental universe. Thus, when I read a book, it becomes my book and no longer the author's, whose interpretation of his own work carries no greater inherent validity than mine. Similarly, I invite readers to enter the world of Asael that I am building and feel free to let it mean whatever they feel like having it mean. My only special authority as the author is that I get to decide where I am going with this. (And believe me, when I get back to writing it, we are going to be going to interesting places.)

In my experience and to my great frustration, neurotypicals lack the sort of ingrained rationalism necessary for a "theory of mind." (Of course, there are many neurotypicals to whom this does not apply. Like many mental disabilities, the neurotypical mind can be overcome with the aid of love, support, and a good rationalist education.) While there are many very intelligent neurotypicals, neurotypicals are not inclined toward "rationalism" in the sense of abstract universal rules. Instead, neurotypicals think in terms of relationships. (This argument has been made in the past about men and women. I think this goes to support Simon Baron Cohen's argument that Asperger syndrome is an extreme version of the "male brain.")

For example, I recently got into a back-and-forth with the family whose basement I board in over the amount of noise I make. (No I do not make a lot of noise.) I am perfectly willing to go along with any rules they choose to make as long as they agreed to play by those same rules. If they want me to use headphones I am okay with that as long as they also agree to similar restrictions. I should not have to be using headphones while they crank up their stereo or have loud conversations with friends. It is perfectly plausible for them to have conversations using pen and paper or even IM. Their position is that I, as their border, have to do whatever they want and if I have a problem with that I can leave. For me, a law that cannot be framed in general terms is, by definition, not a law, but the arbitrary whim of individuals, ending any hope of discourse. My border couple sees a hierarchal relationship structure that must be maintained. I live in the basement by their good grace and therefore must do whatever they say. Any attempt to even discuss the matter with them is deemed rude, unseemly and an attack upon the established order which forms our relationship. For me, it is of the highest good to establish reasonable and rational laws for all to follow so we may live together in brotherhood and engage in ever more ethical actions. For them, there is no higher good, at least in terms of what can be expected of our relationship, than their comfort and they will deal with issues as it best suits them and when it suits them.

The Asperger mind sees conversation as a means to exchange true and accurate information as to the nature of the world, including how other people view reality and the motivations for their actions. The neurotypical mind sees conversation as a means of establishing relationships. Usually when a neurotypical asks you how you are feeling he is not actually interested in information as to the nature of your well-being. Instead, he wishes to establish or maintain a relationship of some sort. By practicing a meaningless ritual of maintaining the pretense of empathy, the neurotypical demonstrates his "good manners" in the hope that you will place him in a favorable position in your social construct.

I have a difficult time imagining a situation where I would point blank refuse to talk to someone, particularly if it was about something meaningful like someone trying to explain their worldview and motivation. Regardless of how I might feel about the person, this is the whole reason I talk to people in the first place. Since I wish to better live according to universal principles, it is of the utmost importance that anyone driven by circumstance from the natural position of me treating them as I wish to treat all of mankind be restored to it. For neurotypicals, though, a conversation is about relationships and, as such, it can be used as a weapon against people holding an unfavorable position in your social construct. If a neurotypical decides that he no longer likes you and holds you in contempt, he will demonstrate it by not even showing you the courtesy of hearing you out.

This is the crucial distinction between ethical duties and manners. Ethics apply to all people and in all times. Manners apply only to some people and some of the time. Manners have nothing to do with good behavior; good manners are simply the other side of bad manners on a social blade designed to win a favorable place in other people's social construction and negotiate for a favorable place in yours. It is a means of manipulating people in a self-serving power game.


(To be continued …)

Neurotypical Mental and Emotional Handicaps (Part I)

Here is a wonderful satirical website, the Institute for the Study of the Neurologically Typical (ISNT), devoted to the study of neurotypicals as mentally handicapped. The author of the website heaps particular scorn on the notion that people on the spectrum are emotionally flat and lack a "theory of mind." I have been meaning to write about this issue, particularly of this theory of the mind claim, for some time so I thought I would take the opportunity here to do so. My friends Melanie and Noranne pointed me to this site so this post is dedicated to them.

I would hope that readers of this blog would have long come to appreciate that, while I may be an Asperger, I do have emotions. I am hardly a cold-blooded calculating machine; even my more academic writing breaths with a sense of humor and a strong sense of the personality behind it. That being said, there is something different as to my emotions and one could make a good case that it might be useful to find a different word to describe my "emotional" self. The notion of a "theory of mind" is that other minds are different from my own and that what applies to me does not apply to other people. For example, I love talking about Early Modern religion wars almost as much as I like talking about my ultimate favorite topic, myself, and can go on about these topics for an hour at a time easily. Since I do not read facial expressions very well, I have a difficult time telling when people become bored with this topic. Perhaps, some might argue, I cannot even comprehend how something that so interests me could fail to at least grab the attention of others.

I would make the case for turning the rhetorical tables against neurotypicals and argue that, on the contrary to the usual charge, it is neurotypicals who lack a theory of the mind. I would describe myself as living in a Cartesian universe. Firstly because the idea of sitting in front of the fire, (or in my case my modern electric heater) wondering about issues like whether God exists, whether I am the victim of some illusion creating demon (perhaps the Matrix) or whether I am a figment of my own imagination comes naturally to me. To me, these are important issues to be taken seriously and not to be put aside in favor of "living." Second, and more importantly, I am conscious of myself as a mind floating in a metaphysical universe hemmed in by other minds which I do not comprehend. Much of my mental energy is devoted to contemplating these other minds, theorizing about them and ultimately coming to terms with the fact that I do not understand these other minds. (Confirming one's ignorance is a worthwhile task. It is not enough to know that you are ignorant about things in general. You need to have a clear idea as to what you are ignorant about.) I do not understand other minds nor do I make any pretense to. I recognize that everyone has their own little universe that is incomprehensible to everyone else.

A somewhat counter-intuitive result of this is that I am an almost fanatical rationalist. Reason, as the shared heritage of all non-mentally handicapped people, is the only thing that can navigate the metaphysical ether between minds; it is the one product of the mind that can be understood by another. As such, for all intents and purposes, it is the one thing that can be viewed as meaningful. You live in your own self-contained mind, its own metaphysical universe containing thoughts, personality, and emotions. (My atheist Asperger friends would tell me that there is no mind; that it is just an illusion created by the brain. To be clear, I am talking here about the perception of mind, not any metaphysical reality.) I grant you that all of these things are real. The problem is that these things do not translate into my self-contained mind, in its own metaphysical universe. I do not understand these things and cannot take them into account beyond recognizing their existence as a sort of metaphysical black hole. As such your personal qualities while real, for all intents and purpose, might as well not exist. You have no reason to expect that I would understand the non-rational parts of your mind. Therefore, there is no reason to expect me to take it into account. The only thing that you have that can be meaningful to me as it is to you is your reason.

(To be continued …)

Obama as Gollum

I guess this is over health care.

An Acknowledgement Page That Tells Us Something of the Time in Which it was Written

Robert K. Massie ends his biography of Peter the Great with an acknowledgement page of historical interest in of itself. Peter the Great: His Life and World was published in 1980 so it is a product of the 1970s Cold War. Massie offers his thanks to his friends and collaborators in the Soviet Union:

In writing this book, I made many trips to the Soviet Union. In museums, libraries and at historical sites, I was always made to feel welcome. This was particularly true in Leningrad when people learned that my subject was the founder of their beloved city. For reasons that would seem exaggerated to most Western readers, but that Soviet citizens will abundantly understand, I prefer not to give the names of those who helped me. They know who they are and I thank them.
I ask my readers to try to comprehend what it meant for it to be dangerous enough for a Soviet citizen to help a Westerner write a book about Czarist Russia that one could not risk being openly acknowledged. Keep in mind that this was the “liberal” Soviet Union of Détente, when the Soviet Union finally became open to Western scholarship.

Insanity at the Texas School Board

Last month I posted on the Texas school board and its attempt to turn history textbooks into conservative Christian propaganda tools. There is more on this popping into the news. It is somewhat heartening to see that the insanity is not just from the right. The Democrats on the board, all minorities, wanted to insist that Tejanos killed at the Alamo be listed by name. They also wanted to insist that hip-hop in addition to rock and roll be listed as an important cultural achievement. To be clear I do not support history being taught exclusively as a laundry list of dead white males. When talking about the Alamo (in of itself more important as a cultural symbol than as a historical event) it is worthwhile to point out that not everyone inside was a WASP. That does not mean that we should be memorizing names. There are more important names from nineteenth-century American history to memorize. A parallel example would be the case of Crispus Attucks and the Boston Massacre. Yes, he was a black man and he was killed. I would certainly encourage teachers doing the Boston Massacre to bring up Attucks and ask students to consider what having a black man listed among the dead tells us about Boston society of 1770. Should Attucks be a name that students should make the effort to memorize? No.

Of course, since this board has a 10-5 Republican majority, the important insanity to consider comes from them. The board has felt the need to remove Thomas Jefferson from the question: "Explain the impact of Enlightenment ideas from John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau and Thomas Jefferson on political revolutions from 1750 to the present." The question now reads: "Explain the impact of the writings of John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, and Sir William Blackstone." First off, I should acknowledge that I was not familiar with Blackstone and had to look him up. He was an eighteenth-century English legal scholar. Let us acknowledge the purpose of this change. The board wants students to understand the religious element in the rise of modernity. I certainly support this, but what the board is doing is making the entire question meaningless.

The question, around which I teach modern history, both Jewish and general European, is how our secular society came about. Granted this very question is not as simple as most people assume; medieval society was not nearly as religious as popularly portrayed and modern society is not nearly as secular. That being said, once we get through defining what we mean by religious and secular, we are still faced with how we moved from the more religious society of the Middle Ages to our more secular society. As readers of this blog already know, this story is certainly much more complex and interesting than people all of a sudden becoming "rational" and rejecting "religious" superstition. While it is important to talk about the religious motivations of thinkers like John Locke, we should not be side-stepping modern secularism. Like him or hate him, Jefferson stands at the center of this modern divide, particularly within the American context. He wrote the Declaration of Independence and coined the term "wall separating Church and State."

Sticking Thomas Aquinas into this negates the entire question of modernity. Yes, Thomas Aquinas was an important medieval political thinker, in addition to his theology, and his work continues to be relevant. That being said, if you are going to understand this modern world of ours, one of the first things you have to acknowledge is that there is a giant wall called the American and French Revolutions separating us from the Middle Ages. I would add that there is a second wall of the early modern Reformation. John Calvin is one more thing that separates us from Aquinas; he is also, though, separated from us by the same Enlightenment revolutions that separate us from the Middle Ages. As such, while deserving of his own question about the role of theocracy and democracy, he should not be part of the modern political thinkers.

Again I challenge readers; either you are in favor of ideological government boards or you are in favor of the teaching of history. The only way that history or any other subject can hope to be taught in a responsible manner is if government is out of education.

Martin Luther was an Evil Pharisaic Jewish Rabbi

E. Michael Jones is a radical Catholic historian and moderate Jew hater. His book, the Jewish Revolutionary Spirit and Its Impact on World History is over one thousand pages devoted to the thesis that Jews have been behind every major revolutionary movement in the western world. You see Jews, having rejected Jesus, were in essence declaring war upon the Logos and divorcing themselves from it. Thus, robbed of any genuine religious sensibility, the Jewish religion descended into a mere collection of rules and legalistic hair splitting, hence the Mishnah and the Talmud. The other side of this rejection of Logos was that, having rejected the salvation of Christ because he was not offering political salvation on their terms, the Jews continued to attempt to overthrow the established political order in the hopes of achieving physical political salvation. The entire book becomes an exercise in connecting every revolutionary movement (in essence any movement that Jones does not like) to Jews. In essence this book is a more elaborate and scholarly version of the Protocols of the Elders of Zion. To be fair to Jones he does not attack Jews as a race, but only as a religion, so he cannot technically be classified as an anti-Semite. I would classify him as a moderate simply because he only hates Jews slightly more than he hates all non conservative Catholics like himself.


Martin Luther is someone that most would classify as an anti-Semite. Ironically enough, Jones hates Luther more than most Jews do. In fact Jones' hatred of Luther is even on par with his hatred of Jews. According to Jones, Luther was a continuation of this Jewish revolutionary heretical disease:

Luther did for Christianity what Jochanan ben Zakkai did for Judaism: he turned the evangelical Church into a debating society, in which the evangelical rabbis would offer competing interpretations of scripture with no way adjudicating differences other than splitting off from whomever one disagreed with. (pg. 266)

While Protestantism, because of its emphasis on the Old Testament, has a much stronger tradition of active philo-Semtism, as I have previously argued, I see Judaism as having more in common with Catholicism than Protestantism. Both Judaism and Catholicism are openly built around tradition. Unlike Protestantism, there is no pretense that Scripture has a plain meaning obvious to anyone who simply reads the text. As such the text of Scripture almost becomes irrelevant, what we really believe in are our respective religious traditions and their interpretations of Scripture. Protestants, in order to function as a religion, are forced at the end of the day to do the same thing. They are just hypocritical enough to deny that this is what they are doing and maintain the moral pretense that they support everyone being able to simply open Scripture for themselves to decide what it means.