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Readings in Critical Thought and Cultural Literacy

a humanities core curriculum linking knowledge, understanding, judgement and choice

Edited by Stephen Duguid

Humanities Core Curriculum

Volume One

IC 5219 Introduction and R4 Introductory Lesson 1987 V.1 S2,

90 v• 1 Readings in

Critical Thought and Cultural Literacy7

A Humanities Core Curriculum Linking Knowledge, Understanding, Judgement, and Choice

Volume One: Introduction and Introductory Lesson

ttte ie this document does*timed %Abele Urn tothe author imfight ot Propei etithortzation imistbe use. Mtended Vésent deument happeennent du du ptésent .latiteur du content\ _,eelléatabterne2auteur.disatton Ooii 8131

Edited by Stephen Duguid Institute for the Humanities

Simon Fraser University . -----does not belong to the Crown. Copyright of this document rom the author for Proper authorization must be obtained f any intended use d'auteur du présent document n'appartiennent Les droits oas à l'État. Toute utilisation du contenu du présent , document doit être approuvée préalablement par l'auteur. © 1987 Institute for the Humanities Simon Fraser University, Burnaby, B.C., Canada V5A 1S6 ISBN 0-86491-073-8 I welcome the publication of this volume of readings by Dr. Duguid and his colleagues at Simon Fraser University. I hope that it will be widely used by educators in prison and elsewhere.

Dr. D. K. Griffin Correctional Service of Canada

111 Stephen Duguid is Director of Extension Credit Programs and Assoc. Prof. of Humanities at Simon Fraser University. He has a PhD from SFU in Middle Eastern History and directed and taught in a university-level prison education program in British Columbia from 1974 to 1980. As part of his duties at SFU he directs the SFU Prison Education Program which offers a university Liberal Arts program to about 200 students in four federal prisons in B.C. Dr. Duguid has published widely in the field of prison education, the humanities and higher education, and adult education.

iv Preface

This Humanities Curriculum is a collection of edited readings from classic and contemporary sources, accompanied by discussion guides. It is directed toward adult students whose formal education has been interrupted or cut short, whether by choice or circumstance. The readings comprise an introduction to a wide range of topics and themes central to both the humanities and to living in contemporary society which, taken together, can serve to enhance critical thinking abilities and make one more literate with the culture. The focus is on the reading of primary sources, ranging in time and topic from Socrates to Skinner, to provoke discussion, writing, and reasoned analysis under the direction of a tutor/instructor.

The Curriculum was developed through the Institute for the Humanities at Simon Fraser University on behalf of the Education and Personal Development Division of the Correctional Service of Canada. Mr. William Cosman and Dr. Douglas Griffin of the Correctional Service were central contributors to both the conceptualizing and facilitating of the project. The Readings are intended for use as: (1) a supplementary humanities "core" to an existing secondary school program for adults; (2) a college or university "prep" program with a focus on critical analysis and writing; or (3) a general interest course for adult learners.

This is the 3rd edition of the Humanities Core Curriculum, the first appearing in 1983. The materials have been field tested in prison and community centre classrooms in British Columbia, Alberta, the Yukon and in parts of the United States. The revisions in this edition owe much to the suggestions made by these teachers and their students and to the work of David Wallace, Avril 01liver, Jane Harris, Ian Wright, Carol LaBar, Henry Hoekema, James Melendez, Keith Whetstone, and John Wilcox.

v Enthusiastic partisans of the idea of progress

are in danger of failing to recognize - because

they set so little store by them - the immense riches accumulated by the human race on either side of the narrow furrow on which they keep their eyes fixed; by underrating the achievements of the past, they devalue all those which still remain to be accomplished. If men have always been concerned with only

one task - how to create a society fit to live in

- the forces which inspired our distant ancestors are also present in us. Nothing is settled; everything can still be altered. What was done, but turned out wrong, can be done again. Claude Levi-Strauss, Tristes Tropiques

vi CURRICULUM TABLE OF CONTENTS

VOLUME ONE: INTRODUCTION AND INTRODUCTORY LESSON

INTRODUCTION: The Humanities, Critical Thinking, and Cultural Literacy

The Humanities Core Curriculum: Definitions and Structure 4 Why a "Humanities" Core? 6 Pedagogy 7 References 10

INTRODUCTORY LESSON: The Tradition of the Humanities 11

Understanding and Judgement 13 Introduction 13 Critical Reading: Understanding 15 Language 15 Style and World View 16 Critical Reading: Judgement 18

Exercise 1: On Nuclear War 22 Exercise 2: "Baby Fae: The Ethical Issue" 24 Exercise 3: "The Criminal Child as Different" 26 Exercise 4: Logical Deductions 31 Exercise 5: "Gazing on Jerusalem" 33 Exercise 6: The Keegstra Case 36

Conclusion 45

VOLUME TWO: READINGS INTRODUCTION: The Humanities, Critical Thinking, and Cultural Literacy 1

The Humanities Core Curriculum: Definitions and Structure 4 Why a "Humanities" Core? 6 Pedagogy 7 References 10

vii UNIT ONE: On Being Human 11

SECTION A: The Issue of Human Distinctiveness 14

White, Leslie. "The Origin and Basis of Human Behaviour." From The Science of Culture. 15

Sagan, Carl. From The Dragons of Eden. 22

Farb, Peter. "Man at the Mercy of His Language." From Coming to Terms with Language. 33

Bronowski, Jacob. "The Reach of the Imagination." 40

Dubos, René. "The Humanness of the Human Species." From Beast or Angel? 48

SECTION B: Gradations of Humanity: Savages, Slaves and Females 57

Conrad, Joseph. From Heart of Darkness. 58

Jung, Carl. "The Role of Symbols." From Man and His Symbols. 66

Mayhew, Henry. "Those That Will Not Work." From London Labour and the London Poor. 76

Huxley, Thomas. "Emancipation: Black and White." From Science and Education. 104

Austen, Jane. From Pride and Prejudice. 114

Weldon, Fay. From Letters to Alice On First Reading Jane Austen. 132

SECTION C: The Human as Individual: Oualities of Isolation 143

Defoe, Daniel. "I Am Very Ill and Flighted." From Robinson Crusoe. 144

Kierkegaard, Soren. "That Individual." 158

Sartre, Jean Paul. From The Wall. 162

Dostoevsky, Fyodor. From Notes from Underground. 183

viii SECTION D: The Human and Humanity: The Social/Cultural Context 190

Steinbeck, John. From The Grapes of Wrath. 192

Carr, Edward. "Society and the Individual." From What is History? 203

Pirsig, Robert. From Zen and the Art of Motorcycle Maintenance. 211

Jung, Carl. "The Soul of Man." From Man and His Symbols. 241

UNIT TWO: The Individual and Society 251

SECTION A: The State as Leviathan 253

Orwell, George. From 1984. 256

Berkman, Alexander. From Prison Memoirs. 274

Huxley, Aldous. From Brave New World. 285

Gross, Bertrand. "Monitoring as the Message." From Friendly Fascism. 309

Dickens, Charles. "Murdering the Innocents." From Hard Times. 318

SECTION B: Individual Conscience and the State 325

Plato. The Crito. 327

Thoreau, Henry David. From Civil Disobedience. 341

Wiesel, Elie. "What then is there left for us to do?" From Issues in Education and Culture: Teaching Peace. 348

SECTION C: An Option: Rebellion & Revolution 352

Serge, Victor. From Birth of Our Power. 354

Michel, Louise. "The Malcing of a Revolutionary." From Memoirs of Louise Michel. 360

Brecht, Bertolt. Selected Poems. 370

Lenin, V. I. From "Left-Wing' Communism--An Infantile Disorder" 376

ix SECTION D: An Option: Alienation. Romanticism, Ecstasy and Isolation 382

Fromm, Erich. From Escape From Freedom. 384

Roszak, Theodore. "Romantic Perversity." From Where the Wasteland Ends. 402

Shapiro, Karl. "Introduction" to Henry Miller's Tropic of Cancer. 424

Eliot, George. "A Voice from the Past." From The Mill on the Floss. 430

Burgess, Anthony. From A Clockwork Orange. 447

UNIT THREE: The Social Possibility: Utopia and Dystopia 459

SECTION A: A Proletarian Utopia 461

Carr, Edward. "The Bolshevik Utopia." From 1917: Before and After. 464

Marcuse, Herbert. "The End of Utopia." From Five Lectures. 474

Marx, Karl. "Preface to a Contribution to the Critique of Political Economy." From On Historical Materialism. 484

SECTION B: The Engineered Human Community 491

Skinner, B.F. From Walden II. 492

Plato. From The Republic. 514

Calder, Nigel. "Chemistry versus Individuality." From Technopolis: Social Control and the Uses of Science. 522

Platt, Anthony. "The National Criminal." From The Child Savers: The Invention of Delinquency. 528

SECTION C: The Tribal Çommunity 543

Hitler, Adolf. "Personality and the Conception of the Folkish State." From Mein Kampf. 544

Kogon, Eugene. "The Aims and Organizations of the SS Super State." From The Theory and Practice of Hell. 558

Orwell, George. "The Principles of Newspeak." From 1984. 562

Cogley, John. "Words." From Coming to Terms with Language. 576

Kephardt, William. "The Hutterites." From Extraordinary Groups: The Sociology of Unconventional Lifestyles. 581 Introduction The Humanities, Critical Thinking and Cultural Literacy

The Humanities, Critical Thinking and Cultural Literacy

The traditional goal of a humanistic education was to develop the ability to think critically, to make rational, informed, and responsible judgements. Thus the Greek concept of education (paideia) meant the cultural formation and preparation of individuals for active political life. However, in modern society knowledge all too often means the mere accumulation of information with the result that students do not develop a general critical disposition. The intention of this Curriculum is to assist students in integrating a knowledge of the humanities with improved ability to think critically, with the hope that the combination will lead through judgements to the realm of action.

By knowledge of the humanities we mean an understanding of those moral, ethical, cultural, and political issues by which Western intellectual traditions have characterized the human condition. The Humanities Core Curriculum was designed to provide students with a general overview of these traditions through a series of readings organized around an Introductory Lesson entitled The Tradition of the Humanities and three thematic Units: (1) On Being Human (2) The Individual and Society and (3) The Social Possibility: Utopia and Dystopia. The nature of the reading and the accompanying writing assignments suggest a direct link with the enhancement of common sense notions of literacy, i.e. reading and writing, but the Curriculum has a wider objective -- the imparting of cultural literacy to students who have rejected or been denied access to elements of our common cultural heritage.

The Critical Thinking component of this Curriculum is on the one hand inherent in the issues and topics raised in materials used throughout. Socrates' decision to drink the hemlock, 'Thoreau's rationale for civil disobedience, George Eliot's ruminations about duty, George Orwell's dark visions of the future, Hitler's racial rantings, and Pirsig's mystic motorcycle travels all demand a stretching of the mind to understand, judge, and value. The readings are critical thinking par excellence and without fully realizing it, the reader imbibes and integrates the essential process.

On the other hand, some direct instruction in the craft of critical thinlcing is included in the Curriculum. In this endeavour, we rely heavily on the notion of Practical Reasoning developed by Ian Wright, Carol LaBar, and Jerrold Coombs at the University of British Columbia. They mean by Practical Reasoning the arriving at a judgement about what oneself or others ought to do. In its simplest form, this involves reaching a decision on the basis of two distinct kinds of reasons: (1) motivating reasons in the forrn of value standards which the reasoner accepts, and (2) beliefs about what actions will fulfill the value standards. Both kinds of reasons require justification and thus a variety of abilities, knowledge, and dispositions. Ideally, this Curriculum should be accompanied by a full course on Practical Reasoning.

3 The Humanities Core Curriculum: Definitions and Structure

Given the confusion which reigns in the study of curriculum, it is appropriate to begin with a few definitions, thereby establishing what this Curriculum is and what it is not. The word "core" is used here in the sense of 'a central part of different character from that which surrounds it.' This is an important point since it establishes that no replacement of an existing curriculum is intended, only a supplementing of that which already exists. By using the word "core", however, the supplement is not a mere accretion, something added at the extremities of a teaching program. The intent here is more ambitious, the core being regarded as "...that which is surrounded by that which sustains it and also that which provides the raison d'etre for that which surrounds it..." (Reid, p. 97). The relationship of these materials, then, to an existing curriculum is deliberately dialectical. A glance at the materials used in this Curriculum shows that while they are loosely related to subject areas or disciplines, they do not constitute a core of required subjects taught independently -- one common notion of a core curriculum. Neither are they formless, amorphous guidelines meant only to assist the teacher and students to grope for a curriculum which meets the students' stated wishes and desires. On this latter point the Curriculum follows Sidney Hook's view that "The notion that the generality of students...can make an informed and intelligent decision about their abiding educational needs before being exposed to the great subject matters and disciplines of the liberal tradition is highly questionable." (p.29) On one level, then, the HCC is, to cite Raymond Williams, "A selection from the culture...", a wide-ranging, multi-disciplinary and interdisciplinary program of study utilizing some of the greatest writers and thinkers in the Western tradition. In this sense it has an intrinsic educational value, a value based on the validity we have assigned to the works being taught. On another level the Curriculum addresses directly the tasks of critical thinking, the assumption being that the ability to think rationally, critically, and independently is basic to good citizenship. It is thus a major objective of this Curriculum that students develop the skills not only to analyze texts critically, but also to make sound, defensible judgements about both public and personal concerns. That the materials are directed toward students who, because of age, early rejection of education, or current predicament would not normally encounter such materials only serves to enhance the intrinsic worth of the project. Too often we reserve cunicula of this nature for the elite of our students and merely accommodate the less able, less vocal, and the disadvantaged, preparing them for careers without knowledge and choices without insight. It is, of course, more difficult to teach these materials to the less able, but Bruner's hypothesis that "...any subject can be

4 taught effectively in some intellectually honest form to any child at any stage of development..." must also hold true for adults. In the broadest sense this Curriculum is concerned with the nature of the individual human and his/her relations with other individuals and with collectivities of individuals organized in societies and organized by States. In each of the thematic Units these topics are dealt with directly in terms of analyzing who and what we are, examining our cultural and political realities, and probing our personal and social potential. These are "large" issues and the range of discussion is complex. Yet the issues are of central concern to each of us. It is by involving ourselves with these issues that we create an accommodation with society and with our selves, however tenuous that may be. By not addressing these issues we create the possibility of confrontation with our selves or society, the result of which can only be to diminish both.

This Curriculum does not enshrine a specific set of learning objectives but it does have a concern with outcomes. Citing Sidney Hook again, these would include: (1) Every student has an objective need to be able to communicate clearly and effectively with his fellows, to grasp with comprehension and accuracy the meaning of different types of discourse, and to express himself in a literate way. (2) He must have an appreciation of the impact of science and technology on nature and society. (3) There must be a focus on the conflict of values and ideals of our time, the presence of values in every policy, the relation of values to causes and consequences and the difference between arbitrary and reasonable value judgements. (4)Every student should acquire some methodological sophistication that should sharpen his sense for evidence, relevance and canons of validity. (5)Students should be aware of how society functions, of the great historical, economic and social forces shaping its future. (6) Every student needs to be inducted into the cultural legacies of his civilization. (p.32) Hook lists these objectives in an essay entitled "The Minimum Indispensables" and it would be hard to argue against the case.

5 Why a "Humanities" Core?

Given the approach to curriculum, the issues being addressed and the broad objectives outlined above, it still may be questioned whether the humanities are the best means by which to address these issues and objectives. Traditionally elitist, highly literacy- dependent, and wedded to historical rather than contemporary matters, the humanities may seem better suited to a university environment than the audience sought for this Curriculum. In fact, the humanities broadly defined and linked closely with the social sciences can offer an accessible and challenging approach for both teacher and student. The humanities in the narrowest sense are a collection of academic disciplines, namely history, literature, philosophy, languages, and the fine arts. In the broadest sense, a humanities program in Great Britain used the following as as working definition: "The Humanities are understood as any subject, or aspect of a subject which contributes to the rational or imaginative understanding of the human situation." (Shipman, p.8) Yet another secondary school humanities program in Great Britain put the case this way:

The problem is to give every man some access to a complex cultural inheritance, some hold on his personal life and on his relationships with the various communities to which he belongs, some extension of his understanding of, and sensitivity towards, other human beings. The aim is to forward understanding, discrimination and judgement in the human field -- it will involve reliable factual knowledge, where this is appropriate, direct experience, imaginative experience, some appreciation of the dilemmas of the human condition, of the rough-hewn nature of many of our institutions, and some rational thought about them. (Adams, p.17)

These goals and sentiments provide an accurate guideline for both the humanities and the critical thinking components of this Curriculum. A key assumption here is that one role of education, perhaps the fundamental role, is to impart 'humanness' -- in other words, that being human is not a natural condition but rather is an historic, created condition. The humanities, with their central concern with the individual human being, critical and rational thought, communication, perception and feeling, and values are thus the essential 'civilizing agent', that which must come prior to our concern with more technical, functional, and practical matters. Seen in this light the humanities are, in Ralph Perry's words, all that is "conducive to freedom", and by freedom he means "enlightened choice", the overriding of habit, reflex, or suggestion by an individual's fundamental judgements of good and evil, the making explicit of premises for action, and the involvement of personal reflection and integration in decision-making. (Perry in

6 Greene, p.4) To be human is to make choices --not just choices of a career but fundamental choices which collectively make up our personalities and govern our lives. The humanities more than any other area of knowledge address this issue of choice, indeed they are obsessed with it. The concern with choices leads to a second major aspect of the humanities, the focus on critical thinking or the ability to step beyond common sense assumptions and be able to evaluate them in terms of their genesis, development, and purpose. (Giroux, p. 282) In the right context such critical insight should enable individuals to literally 'escape' from the confines of their own history -- that which society has made of them -- and participate in malcing a new history. This is a lofty goal but throughout this curriculum students are encouraged to question assumptions, re-think arguments, discuss evidence, and participate in reaching new conclusions.

Finally, the humanities are the logical vehicle for addressing issues of value. Value questions permeate our society and provide us with daily individual dilemmas. There is perhaps no longer a 'right' morality, but there are certainly better or more correct ways to reason one's way through these dilemmas. Again, the basic assumption of the humanities is that individuals are 'choosing' beings, capable of deciding on alternative courses of action in any given situation. These choices are inevitably linked to values, to notions of right and wrong, self-interest and group-interest, and to judgements concerning the desireability or understanding of the consequences of actions.

To this degree the potentially 'free man' of the humanistic tradition is set apart from the sociologist's "man as an element of nature", immersed in and subject to an environment, or the psychologist's "elastic adaptive man" who transforms reality into congenial forms in order to increase chances for survival or satisfaction. For the humanist, man is more than a product of physiology or social conditioning, more than the sum of his behaviour. The humanities offers no easy escape into determinism to excuse or rationalize acts or failures. It teaches that we are responsible within the bounds of our experience and environment and that the exercise of that responsibility (or the failure to do so) is the fundamental problem of the human condition.

Pedagogy This is a discussion-based Curriculum. A simple enough statement but one which places great demands on the teacher, the materials, and the students. It means that the real focus of learning is on the verbal interactions in the classroom rather than on validation of content absorbtion or sldll development. Discussion in this sense is not, however, merely talk or chatter about current events, personal opinions, or true confessions. It is discussion based rather strictly on the

7 curriculum materials and within standards of discourse established by the teacher. The readings and exercises, then, serve as an excuse or a base for interactions among students and between students and teacher, interactions which should result in cognitive conflict, in a dissonance between common-sense assumptions and new perspectives which should in turn lead to maturation of thought. This Curriculum, then, is devoted to "joint inquiry" in order that controversy may flourish, arguments ensue, proofs be demanded, terms be defined, and some modicum of reason or rational argument be applied. This Curriculum owes much to several humanities experiments in Great Britain in the 1970's, particularly the Humanities Curriculum Project developed by Laurence Stenhouse. In Stenhouse's view, curricula were "hypothetical strategies for realizing ideas in practice...the media through which teachers develop their own insights and learn to translate them into practice." (Elliott, p.110) Thus in a very real sense the teachers are the creators of the curriculum, not mere agents or spectators. In this Curriculum, as in the Stenhouse project, it is recommended that the teacher cultivate a position of neutrality in the classroom, i.e. that the teacher neither formally instruct nor regard it as part of his/her responsibility to put forward a personal point of view on the issues being discussed. On the other hand,_ as "chair" of the discussion, the teacher does have the responsibility for the quality and standard of discourse. This focus on the teacher is in line with a general pessimism in educational circles about the viability of the 'teacher-proof approach, the idea that a curriculum can be designed in such a way that the teacher need only oversee its consumption. The most controversial and difficult aspect of this Curriculum is the concept of the neutral teacher. As Stenhouse explains it:

The teacher, though he be neutral on controversial issues, has as an educator a responsibility to foster rationality rather than irrationality, sensitivity rather than insensitivity, imaginativeness rather than unimaginativeness, tolerance rather than intolerance. He must also help the students to see that standards of critical judgement are important. It is important that he learn to do this through thoughtful questioning which does not direct students to particular conclusions in controversial areas. (p.11)

For this to work, the teacher must explain to the students the basis for the neutrality, that he/she is not value neutral, not personally uncommitted to a position on a particular controversy, but rather is attempting to be procedurally neutral, not using the usual authority of the teacher to promote a personal commitment as if it were the only one that could be rationally justified. Because the objectives of the Curriculum are tied so closely to discussion, conflict, and resolution, the teacher and the students must work to establish an atmosphere in the classroom conducive to the productive resolution of intellectual

8 debate. There are some freedoms which seem essential for the student to have, such as: 1) To disagree, propose alternatives, or change their minds. 2) To express points of view which may be extreme without fear of immediate rebuke. 3) To demand or expect of the teacher that his or her opinion on a particular point can be altered in the face of solid argument or evidence. While the students have these freedoms, the teacher must at the same time force them to defend their positions, challenge their justifications for certain arguments, confront them with standards and points of view that counter their perspectives, and see to it that they deal with problems that have no single solution.

9 eferences ADAMS, Anthony (1971). "Review of the Humanities Project Materials", Uses of English, v.22:3. BRUNER, Jerome (1960). The Process of Education, Cambridge: Harvard University Press. ELLIOTT, John (1971). "The Concept of the Neutral Teacher", Cambridge Journal of Education, No.2. GIROUX, Henry (1980). "Schooling and the Culture of Positivism: Notes on the Death of History", Educational Theory, v.29:4. GREENE, Theodore, ed. (1938). The Meaning of the Humanities, New York: Kinnikat Press. HOOK, Sidney (1975). The Philosophy of the Curriculum, New York: Prometheus Books. REID, Margaret (1978). "The Common Core Curriculum: Reflection on the Current Debate", Educational Research, v.21:2.

SHIPMAN, M.D. (1974). Inside A Curriculum Project, London: Methuen. STENHOUSE, Laurence (1970)."Pupils Into Students", Dialogue, 5 February.

10 Introductory Lesson The Tradition of the Humanities

The Tradition of the Humanities: Understanding & Judgement Introduction What are the humanities? What is an Argument? These questions cannot be very easily separated from each other. In ancient Greece--the world of Homer, Plato, and Aristotle and the birthplace of the Western tradition of the humanities—art, poetry, drama, philosophy, religion, and history formed a single whole. They all sought answers to the same questions:

--What is Human Nature? --Where do we come from? --How do we deal vvith death? --What is our relationship to nature? --What is the relationship between reason & imagination --To what extent can we talk about universal human values and to what extent are we social beings whose values are relative to our societies and their cultural traditions? --What are the limits of political authority? --What is the relationship of the State to society? The Greeks gave their own answers to these questions but the questions themselves have continued to be asked by succeeding generations. The Humanities Core Curriculum can be understood as a kind of documentary record of how these questions have been asked throughout the history of western society. The tradition of the humanities, however, does not only consist in the ldnd of questions asked about human experience. Equally important is how the questions have been answered from Plato to Rousseau to Freud. The tradition of the humanities is a tradition of rational and imaginative inquiry. Each answer to a question is an argument about human experience or human nature. The diversity

13 of the answers, furthermore, demonstrates that there is no single, correct answer. Nor could there be because the questions themselves are intended to open up rational and imaginative inquiry. The very act of asking the question is to begin a process of self-discovery, to undertake a journey or odyssey into the intangible world of the human. At its best, it is a journey in which the traveller completes the journey not only with greater knowledge and understanding of human experience, but recognizes that he or she has become changed, and has become a different person. Each reader must try to participate in these journeys, must remain open to change, but without ever forgetting to bring along his or her experiences, perspectives, beliefs. Nonetheless, not all journeys are equally interesting and not all answers are equally convincing. To understand and pass judgements on the answers, each reader must try to understand not only WHAT the writer is arguing, but also HOW:

--What are the writer's assumptions and values? --How does the writer use language? --What makes an argument valid or invalid? --Is the argument convincing?

Finally, and perhaps most importantly, is the intellectual journey that the reader has undertaken worthwhile at all? The tradition of the humanities can thus be understood not only as the willingness to ask fundamental questions about human experience but to provide answers which lead to further questions. To become educated in the humanistic tradition is to be able to critically understand and judge what we read. Since we only come into contact with this tradition through the printed word, the primary element of this tradition must remain the printed word, its nuances and meanings. And yet language itself is dependent upon certain values and assumptions; it is only a means for presenting and representing a world view. Finally, it is necessary to present a world view in a way that makes sense: as an argument. We have to know how to evaluate someone's argument, how to judge its logical validity. In what follows we have tried to indicate some general guidelines for understanding and judgement, the two poles of humanistic inquiry.

14 KEY WORDS AND CONCEPTS:

Humanities Rational and Imaginative Inquiry Western Tradition Argument Human Nature Self- discovery Reason Perspectives Imagin.ation Judgement Values Assumptions Being 'relative to' Critically understand State World View Nuance Logical Validity

CRITICAL READING: UNDERSTANDING Language Many of the readings collected in the Humanities Core Curriculum may initially seem difficult or obscure, especially since they have been taken out of their social and political contexts. Nonetheless, they can become accessible through critical reading when the kind of language used by the author is taken into account as an active element in the creation of meaning.

Language is not transparent. It carries the colouration of the author's individual personality as well as the predominant world view of his culture. And since the relationship of reader to text is active rather than passive, critical reading involves taking into account our personal and cultural assumptions. The critical reader must learn the discipline of suspending, as much as possible, the biases which might inadvertently obscure the author's intended meaning.

Definition of the key terms of an argument is essential to understanding what the author intends to convey. However, words have both LITERAL meanings (denotational meanings ) and EMOTIONAL or VALUE LADEN meanings (connotational meanings ). Both need to be considered in the process of determining exactly what the author means by the words he uses. Remember, in most good writing words are chosen very carefully by the author in order to

15 express his meaning and possibly affect your understanding. The denotation or literal meaning of a key term can be determined simply by looldng the word up in the dictionary. The author, however, may have a highly specific meaning in mind which can only be deduced fi-om the context in which the word appears. A vvriter may or may not explicitly define a key term, but usually he will give examples that serve to clarify his particular meaning. He may also use synonyms which will narrow the range of possible meanings. The use of connotative or value laden words in a text can be unconscious or entirely intentional on the author's part. He may be unaware of the cultural and/or personal biases in his viewpoint and use a vocabulary that reflects his unconscious assumptions about the subject, Or, the author may use connotation-laden words in order to persuade the reader through an appeal to emotions or popularly held beliefs. In either case, the author's choice of words reveals as much about his attitudes, assumptions, and utlimately world view as the explicit content of his argument and therefore becomes an essential part of the information. Language, word choice, argument form, and presentation, then, are as important as content in reading prose.

Style and World View Once the reader has succeeded in "decoding" a text, i.e. has grasped its literal meaning, more substantial problems arise:

--What lies beneath the language? --What is the writer's perspective? --Why does a writer choose a particular style?

A writer's style should not be restricted to formal conventions -- the clever turn of phrase, the use of metaphors, similes, literary allusions, etc. --but rather is the means for expressing and organizing thought and feeling. Style is the way a piece of writing takes on a kind of personality: it predisposes the reader to think of a theme or subject -- whether an attitude about human nature or a theory of the State -- in a particular way. Obviously scientists and novelists do not write in the same style. The scientist appeals to the reader's rationality and, by relying on empirical evidence or proofs, seeks to be free of subjective values. Objectivity is the goal of scientific writing. The novelist, on the other hand, appeals to the reader's imagination and, far fi-om wishing to be free of subjective values, seeks to create new ones.

16 Any style presupposes certain values and attitudes; it presupposes a WorldView. The scientist assumes that the physical world can be understood by adopting the methods of rational and empirical inquiry, but these methods are not absolute and scientists are always revising them. Facts, however, do not speak for themselves and therefore scientists always have to interpret the results of their experiments. While this interpretation allows for creative invention to take place, because scientists value objectivity so highly, they sometimes try to disguise their subjectivity in a rationalistic style. For literature, and the humanities in general, writers cannot disguise their subjectivity. It would be impossible to separate the goal of the humanities--to understand human experience—from the ideals and values of the writer. For the humanities the problem is always: how does a given world view enable the writer to make sense of the varieties and complexities of human experience? Hence, to understand any substantial piece of writing within the humanities tradition, the reader must try to discover the world view of the writer: the "network" of emotionally charged values, attitudes and beliefs by which a writer makes sense of the human experience. This "network" speaks through the writer's style; it is the source of the writer's particular blend of imagination and reason. Over the course of history there has been a considerable variety of world views. For example, ancient and so-called "primitive" societies tended to understand human experience in religious terms. Because these societies considered the world controlled by a deity or group of deities, an individual's life was necessarily predetermined. Similarly, in such societies, the individual had no existence or being separate from his or her community or society. Modern societies, on the other hand, tend to regard the world as within the potential control of human beings: to make or to re-make the world according to a conscious human design is a modern attitude. Further, in modern societies individuals tend to regard themselves as unique and thus not as closely bound to community or society. These general types of world views do not exclude each other. In spite of obvious differences, the modern scientific and individualistic world view can co-exist with a religious one. Daniel DeFoe's character Robinson Crusoe, for example, believed that his religious salvation would come about through his ability to make a "civilized" world out of a "state of nature". Indeed, he thought that the only reason he had survived a series of shipwrecks and disasters was due to the will of God. Nonetheless, what is important is to learn to recognize a writer's world view and to understand how it enables a writer to give form or structure to human experience.

17 KEY WORDS AND CONCEPTS

Culture Objectivity Denotational Empirical Con.n.otational Primitive Synonyms Modern Bias Deity Style Civilized Subjective State of Nature

CRITICAL READING: JUDGEMENT

Only when the reader has understood a text, i.e. has adequately determined the writer's intentions and explicit or implicit world view, can the process of Judgement or evaluation begin. Judgement could be understood as the opposite of under- standing. When trying to understand a text, the reader must try, as much as possible, to suppress his or her personal values and expectations in order to establish what the text means and how the writer organizes ands structures an argument. Understanding a text, therefore, requires considerable self- discipline on the part of the reader and is, perhaps, the most demanding aspect of critical reading. And yet, the humanities requires the reader to engage the text actively, to decide on its contemporary significance. That is, the reader must ultimately ask of the text: does it contribute to an understanding of rily experience and my values? Judgement is how we answer this question and therefore explicitly involves what we had to suppress in Understanding: our personal values and expectations. In short, *ud• ement is the erocess b which we decide on the si . nificance or im 9 ortance of a text. In everyday life, these values and expectations are largely unconscious; we learn to adapt to and function within society and are only rarely required to question our basic assumptions. But to critically judge intellectually demanding texts, readers must strive to become aware of their own basic political, cultural, and moral values: they are the very basis of any critical judgement.

18 Indeed, to foster and develop a critical self-consciousness is one of the fundamental goals of a humanities education and is certainly the orimarv objective of this Curriculum. As a consequence, in judging any text, readers must ask themselves: what do I believe that makes me accept or reject a particular argument? In judging a text, two other factors (besides the writer's values, assumptions or biases) must be taken into account: the nature of the evidence which a writer uses to support or defend an argument and the logical validity of an argument. Generally speaking, an author's personal experience is not sufficient evidence to support an argument. For example, to claim that people are naturally selfish or greedy cannot be defended on the evidence of the people you know. Rather, one would have to examine historical or psychological studies in order to determine the truth or falsity of the claim. Additionally, one might want to consider different types of societies in order to determine whether greed is a natural human attribute or only specific to a certain type of society. The basic principle of evidence is to establish criteria of support which do not depend on an individual's intuitive and personal response to a given phenomenon. The nature of the phenomenon or, more generally, the subject of an argument, will determine the type of evidence required. In some cases, and this is generally true of scientific knowledge, direct observation furnishes the basis of evidence. In evaluating this evidence, however, it is necessary to distinguish between a direct observation, an empirical "fact", and an inference, an interpretation of an empirical fact. Additionally, it is important to decide on the credibility of empirical evidence by taking into account who made the observation, how it was made, and under what conditions. Judgement in the humanities tradition, however, does not typically depend on empirical evidence but rather on the use of authoritative sources such as history, philosophy, psychology and sociology. In passing judgement on a given writer or text, the critical reader must try to take into account not only the credibility of the authoritative source--some historical sources, for example, are obviously more credible than others--the relevance of the evidence to the argument, and finally the assumptions of the sources themselves. To take a particularly notorious instance: Nazi defences of anti-Semitism tended to rely on historical and psychological evidence which took for granted what it was supposed to demonstrate, namely, that Jews were responsible for the economic, political, and moral collapse of post World War I Germany. Closely related to the question of evidence is the question of Logical Validity. Although logic is a specialized concern within philosophy, the critical reader should try to develop a general logical sense, an ability to recognize when conclusions are justified on the basis of the preceding argument.

19 Philosophy distinguishes between what are called Premises and Conclusions as the basic elements of logical reasoning or arguments. In this sense, an argument can be understood as a statement or group of statements which provide evidence or support for another statement. The Statements used as Evidence are Premises which, in turn, provide support for Conclusions. There are two basic types of arguments: Inductive and Deductive. Deductive arguments deduce conclusions from premises known to be true while Inductive arguments gather evidence to support or refute a belief. In a sound and valid deductive argument, the conclusion is necessarily true because it is implicit within the premises. That is, in a sound and valid deductive argument, the premises must be true and the conclusion must logically follow from them. Inductive arguments, on the other hand, are not as self-contained and presuppose an element of probability. The following two examples illustrate the difference between the two types of logical reasoning: 1.Deductive Argument Premise 1 All Canadian Prime Ministers have been men. Premise 2 P. Trudeau was a Canadian Prime Minister. Conclusion P. Trudeau was a man.

2. Inductive Argument

Premise 1 Diane found her first history course challenging and interesting. Premise 2 Diane found her second history course challenging and interesting.

Premise 3 Diane found her third history course challenging and interesting.

Conclusion Diane will probably find her next history course challenging and interesting. As these examples show, there is a clear difference between deductive and inductive arguments. In a deductive argument, the truth of the conclusion depends on the truth of the premises. In an inductive argument, however, the conclusion is

20 not so certain. There is at least a chance that Diane will not find her fourth history course challenging and interesting. From the point of view of the humanities tradition what matters is that readers become sensitive to the logical consistency of argument and that they learn to evaluate adequately the evidence provided as support for an argument. Finally, they must learn to make the same demands on themselves when they discuss the issues raised through the readings in this Curriculum.

KEY WORDS AND CONCEPTS

Explicit Premises Implicit Conclusions Actively Engage Inductive Significance Deductive Evidence Probability Logical Validity Logical Consisten.cy I rxf erence

21 EXERCISE I: On Nuclear War The possibility of nuclear war is a major concern of the post- World War II era. While the entire era has been faced with the potential for immediate mass destruction resulting from World War III or a nuclear accident, some parts of that era have seemed more dangerous than others. The "fall" of China in 1948 coupled with the "crisis" over the Berlin Blockade in 1949 was one such period as were the intervention of China in the Korean War in 1950, the French defeat in Vietnam in 1954, the Suez and Hungarian Crises of 1956, the American frustration in Vietnam in the 1960's and 1970's, and the 1973 Arab-Israeli War. Most recently, the renewed hostility between the United States and the Soviet Union in the late 1970's led many to speak of the "inevitability" of nuclear war in this decade. The following newspaper account is typical of that period.

--What Idnd of argument does the author employ? --What is wrong with his use of Evidence? --What Idnds of emotion or value-laden words are used and what is their effect? --What do you think the author would argue now?

22 Storm clouds of war gathering on horizon Some ominous signs as history repeats mistakes of past

NEW YORK — Some Western military thinkers feel a war The United Nations, once seen as the best hope for peace in with the Soviet Union is almost inevitable in the next decade the future, looks to be following its predecessor, the League of and there are forebocling historical p'arallels which seem to Nations, down the road of political impotence. Like the validate that view. L,eague, the UN has shown itself to be unable to settle major For instance, the world appears embarked on a major international crises such as are occurring in the Middle East, By JOHN WARD Afghanistan or Southeast Asia. Handcuffed by a strident Third The Canadian Press World and by Super Power vetoes, the world body is playing a less important role in preserving 'world peace as years go by. rearmament program, as occurred in the last years of peace The econoinic picture is equally disturbing. The West's before the Second World War. crippling dependence on Middle East oil and the resulting vast The Soviet Union has improved its military capacity shift in wealth is playing havoc with traditional economic markedly in recent years, including construction of a world- thought. The spectre of energy shot/ages is becoming real for class navy. The West seems to be in a mood to increase its everyone and, without concerted effort, could produce the military clout to catch up, with France testing neutron spark t,o set off an international conflagration. warheads and the United States worrying about its conven- In 1941, for example, fear of an oil drought caused by a ' tional forces. U.S. embargo helped spur Japan into the Pacific war. • The United States is also pushing development of a rapid A new militarism has become fashionable in the United deployment force, intended to move military units to potential States. Election-year sabre-rattling has taken on a new troublespots. it is designed primarily to give the Americans a dimension as C,ongress beefs up the defence budget and orders better positioh in the volatile Persian Gulf area, where the a registration for draft-age men. Soviet Union and the West are already deploying sizeable sea forces. While the arms stockpiles grow, world trouble spots continue to heat southeast The world .'political situation up. Afghanistan, the horn of Africa, is bad. Relations between the : . Asia, the Middle East, Central America and 'southern Africa United Statesand the Soviet Union are at their lowest point in recent years, 'with all offer potential for proxy and, perhaps, even direct conflicts the U.S. grain embargo and the American between East and West. boycott of the Moscow Olympics. The second U.S-Soviet strategic arms limitation treaty appears dead and there is a A school of thought popular among American conservatives growing conservative bent in American politics. holds that Soviet intervention in Africa and Afghanistan is Even relations among NATO allies seem poor. About the analogotis to Hitler's reoccupation of the Rhineland .in 1936 only thing Western democracies can agree on is that more and his seizure of the Sudentenland in 1938. If that pessimistic military strength is needed to confront the Russians. view is right, war may indeed be inveitable in this decade.

Burnaby Columbian 10 July 1980 23 EXERCISE 2: Baby Fae: The Ethical Issue

Advances in western medicine have made possible treatments which only ten years ago would have been considered in the realm of science fiction. However, while medical research has greatly aided the control of disease and suffering, the methods and applications have given rise to ethical questions that heretofore have not required attention. The writer of the column on Baby Fae provides several scenarios to be considered in the issue of organ transplants. Discuss any or all of the situations he cites as possible sources of organs for transplanting. Try to formulate the argument that would be brought to bear in support of each scenario and evaluate that argument in relation to your own sense of ethics.

24 z. he un MON., NOV. 26, 1984 * **

#k Baby Fae: The ethical issue NTIL Baby Fae made the headlines I, had Or what if people were bred to be- never heard of Loma come transplant donors? In the U U.S. it's legal to buy a surrogate Linda or its medical centre. According to the news, Dr. child for $20,000 to 30,000. In coun- tries where life is cheap and star- Bailey and his team in Cali- vation common, a child could be fornia are planning more "adopted" for a few hundred dol- trans-species transplants lars. Your child needs a liver or a How long they'll continue to kidney or a heart. The right people hold press conferences is Even when it's the only option, are paid off and the "sacrifice" anyone's guess. the phenomenal post-operative takes place overseas. costs are hardly an efficient way to A jet whisks the donor organ to More importantly, however, is spend health care dollars consider- Canada for transplantation. You'd why are they seeking all the public- ing the generally bleak long-term have little trouble justifying the ity. prognosis. deed. You might even be able to so- The operation and its conse- Of course, we all know that with- licit donations to finance it. quences should have been written out experimentation the rejection The donor whom you've never up in some obscure cardiovascular problem may not be solved. As to met surgery journal. would have starved to death cost efficiency, patients requiring anyway. Would a properly chosen But would that have been an ethi- new hearts usually require sophis- jury all with children of their own cal way to report an operation, ticated hospital care anyway. convict you of a crime — law or no which according to Dr. Bailey Using the right logic and num- law? "opened up new vistas for all chil- bers, anything is possible to justify dren?" Consider that Henry Morgan- what Dr. Bailey has called the taler has successfully used the de- Maybe he figured that no journal, "quest to enrich our quality of fence of necessity after admitting no matter how obscure, would pub- life." that he broke the abortion law be- hsh the experiment. Or perhaps he Now that the moral problems fore you answer. was concerned that it might take a have been "solved," the availabil- Morgantaler has taught us that few months for the journal report to ity of donors becomes Important. appear. what the lawmakers consider im- There's a shortage of human ca- moral, and hence illegal, has little This would have been catastro- daver donors. Baboons are expen- phic since countless lives could to do with what a jury or society in sive and can't be bred like rats. general decides is acceptable. have been lost because other sur- the problem of avail- Aside from Justice with geons wouldn't have been aware of ability, animal rights groups don't has nothing to do the technique. And maybe if you feel it's ethical to sacrifice apes to law. It's simply a word that you can accept these reasons I can sell you save people. find in the dictionary somewhere a swamp in Florida. between jackass and juvenile. Maybe pigs are the answer. No Let's be realistic. If, like me, you one seems to picket supermarkets had never heard of Loma Linda that sell bacon. Sorry to be so cynical. Please until Baby Fae, you know why the Here's an ethics problem for you. read the following: sideshow was staged. A starving Ethiopian man is flown in a hotel suite Heart transplant surgery isn't to Canada and put up The opinions expressed todayare technically complicated. Every with his family. After a month of not necessarily those of the author, major Canadian hospital could be living in luxury he's anesthetized a sacrificed. His organs are practising physician. They are,- performing baboon transplants and tended to make you think. If 'lieu today. We're not, and the reason transplanted into ailing Canadians substantial trust are feeling any form of emotion OW has little to do with the availability in exchange for a will have been accomplished, t- of great apes. fund to aid his family. ters to the editor or author (c/o Heart transplants aren't routine Had the offer not been made and Sun) will be welcomed. because they're considered experi- accepted, both he and his family mental. The surgery is a snap, but would have suffered slow painful the real killer, rejection of the starvation. As it stands he lived transplanted organ, remains a better during the month of prepa- major risk factor even when care- ration that he ever had. fully matched human donors are He's as much a hero as il he had used. sacrificed his life in the name of It's also difficult on moral and war, on top of which he's ensured ethical grounds to routinely per- the survival of his family. form the operations when any other Wohld you convict the doctors of 25 treatment with a better track rec- murder and the organ recipients as ord is available. accessories? EXERCISE 3: The Criminal Child as Different In the following excerpt from a very long work entitled The Criminal Personality (2 volumes, over 1000 pages), the authors Samuel Yochelson and Stanton Samenow build a case (or make an argument) for the "criminal" being substantively different from other persons. Those other persons are referred to as "responsible persons" throughout the text. In this excerpt the authors introduce the idea that this criminal personality is present since childhood, hence the notion of the "criminal child". Yochelson and Samenow's "theory" has proven to be quite controversial in the field of criminology and corrections. Many, perhaps most people from academic backgrounds tend to be critical of their use of evidence, their generalization, etc., while many people who work in corrections find the argument and the descriptions quite 'useful' and accurate. --What kind of argument is being made here? --How does use of language or word choice affect the argument? --Is it fair to come to any judgements about the argument on the basis of such a limited excerpt? --What can one deduce about the authors' World Views on the basis of the material presented here? --Why would there be controversy associated with this argument?

26 From Yochelson & Samenow, The Criminal Personality

THE CRIMINAL CHILD AS DIFFERENT An important commonality among most family members is that they live responsibly. Where there is parental irresponsibility, some children seem de- termined to be responsible, despite it.

C and Mary had a criminal father. C followed the same path. In contrast, Mary saw her objective in life as being different from her father. She utilized her contempt for what she saw as a stimulus to function differently. The result was that C wound up behind bars, and Mary is responsible and has worked hard in government, gaining several promotions.

From a very early age, the criminal-to-be is observed by his parents as "different." His behavior is extreme, either swinging from being an "angel" at five or six to a "hellion" by ten or alternating between the two right along. His energy never seems to be depleted, and he is chronically restless, irritable, and dissatisfied. He seems never to outgrow the period of the brief attention span. He has to have things his way; he will not take "no" for an answer.

C needed a pair of sneakers and wanted a specific type. When his mother bought him another brand, he asked whether he could have them re- turned for the brand he originally wanted. She said that he would have to wait until these wore out. C promptly cut the soles and heels out of those she had just bought. They were then paper thin and quickly wore out, thus allowing him to achieve his objective.

Th « criminal child stems not to do anything right around the house. His parents çaansta.n.tly tell him to "put your mind on what you are doing," because he has his mind on things far more exciting than the task at hand. Mowing the lawn cannot compete with thoughts about "hanging around wit,h the guys" at the nearest shopping mall and doing some shoplifting! The endless reply to his parents' reprimands is "I forgot." He forgets what his parents told him five minutes earlier, forgets what the teacher told him, forgets what the class did in Sunday school. This is not a learning or memory problem. His mind is on exciting things, and his interests are centered on the forbidden. He does not consider himself obliged to fulfill the mundane require- ments of school and home. He thinks others should fall into line with whatever he wants to do. Rather than being appreciative when a parent or someone else gives him something or does him a favor, he generally takes it for granted and expects more the next time. Doing chores, coming in on time for dinner, keeping appointments, running an errand—the criminal child often reacts to these as though tley are serious impositions. He uses any excuse at hand to put off what he is required to do. He usually does what he wants to when he wants to and is remarkably insensitive to others' needs and desires. The criminal child is distressingly different in still another waY. His parents find that, unlike most children, he shies away from affection, neither giving it nor receiving it. As one mother sadly said in describing her son as a young child, "He didn't need me." The adult criminal might say that his parents

27 did not love him and that is why he turned out as he did. Actually, he rejected the love that was offered, viewing it as "sissy" or "weak." There is a mantle of secrecy surrounding the criminal child. Parents slowly begin to sense that they do not knovb- their own youngster. They are uneasy, especially- those having another child, with whom they can compare him. The secret life is established early. Lying is a major ingredient. The child says he is going one place, but goes another. His accounts of what he does are vague and superficial. He is hard to pin down, with lies of omission being far more frequent than lies of commission. He may even lie when there is seemingly- no point to it—for example, saying he is going to the A & 13, when he knows he is going to the Grand Union. What seems to matter to him is getting away with things. The criminal child sets himself apart. He does not confide in his family, and he conceals ideas and emotional reactions. Because he lies so often and engages in forbidden activity, he is ever distrustful and suspicious of other flunily members. This keeping to himself is a self-imposed isolation. He simply- does not want other members of the fa.mily to be privy to vvhat he is doing. This may take the extreme form of the child's virtually refusing to participate in any family affairs. When he goes to a function with his family, it is likely to be grudgingly. The family may be having fun, but inevitably the criminal child does something to spoil it. At a picnic, he shoves other children. He is the one who plays with the barbecue fire. In playing ball, he starts a fight over an umpire's call. If he attends a family activity or a school function because he is required to, he wanders off, and others do not know where he is. When he is older, he refuses to go at all. With so much lying, sneaking, and concealment, there is clearly a "com- munication gap" in a home with a criminal child. Usually, the parents are faulted for not understanding the younger generation. But it is the child himself who imposes the secrecy and sets himself apart. He wants to keep his activities secret, so that others will not interfere with him. There is indeed a communication breakdown, but the child has been the determining factor. Sometimes, he pulls away entirely and gives his family the "silent treatment" for months.at a tinie, erecting a barrier that his parents cannot penetrate and becoming even more of a stranger and a mystery to his own family. His more customary mode of operating, however, is to go through the motions of doing what is expected, so that his family will have less reason for suspicion; communication is at best superficial, because the parents think they know more than they do. When the parents become aware that their child has been leading a secret life, it is usually they who frantically search for ways to "restore" communication, which either never existed or existed only when the child was much younger. But the parents cannot establish

28 communication that the criminal child does not want. Of course, if the crimi- nal youngster wants something from his parents, he "communicates" quite well. The criminal child gets his way in one fashion or another. Sometimes it is through secrecy and slickness. Perhaps even more frequently, he engages in constant battles with his parents, wearing them down until they capitulate. The youngster makes a contest out of anything, no matter how minor. He looks for a victory in a dispute about whether he will clean up his room, hang up a wet towel, take out the trash, or be in at a specified hour. Winning the fight overrides the significance of the issue at hand. It results in attrition of parental morale; eventually, his parents decide to ignore certain behavior. Another technique the child utilizes to get his way is to be "legalistic." He makes so many requests and contests so many things that the parents cannot keep track of them. Inevitably, the child will catch mother or father in a contradiction. In doing this, he may play one off against the other. His memory is adequate, when it comes to reminding a parent of something said earlier. A favorite tactic is to dredge up something said long before and apply it in a different context. It is practically impossible for his parents to avoid being tripped up by his maneuvers. When the criminal child -is blocked from doing as he wants, he tries to circumvent the barrier. When C was 7 years old, he wanted to take a girl to the movies, but his family thought it improper. He went to the corner store and informed the man, with whom the family had credit, that his mother told him to borrow a dollar. With this, he took the girl at 4:30 in the afternoon. It was a double feature, and they got out at 8:30 p.m., only to meet both families waiting outside. When the parents tighten up their restrictions, the criminal child has to be more ingenious and more careful, or else he becomes sullen, angry, or wi thdrawn. The criminal child turns on "being good" when it suits his purpose. We have seen more than one set of parents become more hopeful when there was harmony in the house or on a family outing. Some of their fears and pessimism melt away as they point out that "he was so good while we were all in New York; really, we had no trouble at all.' Then they are chagrined when they recognize that the reason they had such a good time was that they did everything the youngster wanted and thus avoided any altercations. It is not long until the old patterns are resumed, the first time the parents say "no." When a criminal child seeks a specific privilege or wants his parents to get him something, he can be endearing. C had created continual turmoil in the family by his neglect of chores, his sullen and sometimes antagonistic attitude toward participating in family activities, and his activities in the community, which included stealing and threatening a girl with a knife. His parents, at a loss as to what to do, took him to a counseling agency. As Christmas approached, C told the counselor he would be "good." For 5 weeks, he did his chores, maintained a pleasant, cooperative attitude around the house, and did not get into trouble. He presented his parents with a list of more than $100 worth of gifts, which he wanted them to purchase. A week after Christmas, he resumed old patterns.

29 This illustration contains all the essentials of a "con job." Many parents will do almost anything, if they think it is for the good of the child and will contribute to family harmony. They pay for special schools, counseling, gifts, and so on, all to no avail. The criminal child exploits this and "blackmails" his parents to give him what he wants. They know that life will be miserable for them if they do not accommodate their child. The basic stance of the criminal is that he wants to hold on to the comforts of home, as well as do the things he wants to do. The criminal child expects his family to meet his needs. Rarely does he consider anyone else's rights. He thinks that he should be able to do as he wants, but that others should be limited in interfering with him. He plays with a sibling's toys and breaks them, but he beats up a brother whom he finds using something of his without his explicit consent. He invades the privacy of others, but becomes furious when anyone asks him what he is doing. Emotional blackmail is an effective way for the youngster to get what he wants. His presence in the house be- comes negotiable. His parents, already alarmed at his estrangement from them, may be fearful of his running away. Only a small minority actually leave the house. However, the criminal may keep running away a live issue to frighten his family into doing what he wants. A more menacing type of coercion occurs when the criminal warns his parents, "If you don't you'll be sorry," with an implied threat of retaliation in the form of violation.

C wanted an air rifle, but his family thought it was dangerous. His attitude was that, if they would not give it to him, he would steal $5. Alter all, it would be "their fault" for not giving it to him. The only way to avoid the theft would be for his parents to give him what he wanted.

The tactics may become extreme, as in the case of the youngster who threatens suicide and inflicts some superficial cuts on himself. When the criniinal youngster creates some "emergency," he does his utmost to see that his parents are embarrassed and faulted. For example, if the neighbors find that he is using the family house for drinking, drugs, and sex in the parents' absence, it is seen as a case of parental neglect or permissiveness. The criminal youngster engages in crimes against his family—unauthorized use of the family car, stealing money from mother's purse, misusing parental charge accounts, keeping weapons in the house. The list is endless, but the worst crimes are those which cannot be measured in dollars and cents. The broken hearts and disrupted lives are the most costly of all. His violations frighten his parents, so they curtail their own activities to stay home and supervise him. He does not hesitate to misrepresent his parents and give them a bad name in the community. Because of his conduct, the entire family lives with constant stress and uncertainty. These patterns at home are a microcosm of the child's functioning everywhere. Within them are contained all the essentials of a street crime, as will be seen later.

30 EXERCISE 4: Logical Deductions Are the conclusions reached in each of the following arguments probable? Why? Why not?

1. In order to resolve a long-standing controversy about whether or not to allow Sunday shopping, a referendum was held. Twenty-siH per cent of the eligible voters uoted. R vast majority of these voted against Sunday shopping. R local newspaper concluded that the vast majority of residents were opposed to Sunday shopping.

2. fl poll was conducted to ascertain whether or not residents of a certain community felt that more day care centres were needed. Pollsters selected every tenth household from the telephone book and interviewers then canvassed these households ouer a period of fiue days for their views. If no one was at home, one callback was made. Residents in 48% of the households selected were interviewed during the fiue days and 75% of them did not feel that more day care centres were needed.

3. The high degree of intellectualization of the modern American college campus is shown by our study of general conditions. According to the National Education Association, the national median salary of full professors in $10,327, whereas that for head football coaches is only $8,554. In most colleges the contents of the library cost more than athletic equipment. Attendance at class and adequate performance on eHaminations is still considered indispensable to remaining at college, and fraternities are not generally allowed to practice the kind of disruptive hazing that used to be widespread. The number of goldfish swallowed and panties raided has declined, and the number of paperbound books purchased in college bookstores has increased. 4. Why, then, should the education of apes be impossible? Why might not the ape, by dint of great pains, at last imilate after the manner of deaf mutes, the motions necessary for pronunciation? I do not

31 dare decide whether the ape's organs of speech, however trained, would be incapable of articulation. But because of the great analogy between ope and man and because there is no known animal whose eliternal organs so strikingly resemble man's, it would surprise me if speech were absolutely impossible to the ape. La Mettrie, Man A Machine (18th cen.)

5. "Do you think" said Candide, "that men have always massacred each' other, as they do today, that they have always been false, . cozening, faithless, ungrateful, thieving, weak, inconstant, mean- spirited, envious, greedy, drunken, miserly, ambitious, bloody, slanderous, debauched, fanatic, hypocritical, and stupid?" "Do you think", said Martin. "that hawks have always eaten pigeons when they find them?" "Of course I do", said Candide. "Well", said Martin, "if hawks have always had the same character, why should you suppose that men have changed theirsr Voltaire, Candide

32 EXERCISE 5: Gazing on Jerusalem One of the great "arguments" of the modern era is centered on the existence or nature of God(s). More particularly, in contemporary, industrialized, secularized societies we are obsessed with either the search for a secular grounding for morality and moral action or, more recently, with reaching out for a re-newed religious vision which can provide that grounding. If the universe is godless and nature silent, then it becomes the responsibility of 'man' to provide meaning for existence. As George Orwell put it, "The real problem of our time is to restore the sense of absolute right and wrong when the belief that it used to rest on -- that is, the belief in personal immortality -- has been destroyed." The following editorial in a British magazine is concerned with this issue. -- What is George Eliot's argument for goodness despite the absence of god? -- What does the author say has "happened" to religion in last century? -- What is the author's attitude toward secular alternatives to religion, i.e. 'progress' -- What is the author's attitude toward the 'new evangelical Christianity'?

33 HIGHER EDUCATION SUPPL—EMENT ( Priory House, St John's Lane, London EC1M 4BX. Telephone 01-253 3000 Gazing on Jerusalem Frederic Myers, a Fellow of Trinity, "This is where George Eliot told F. W. ban on contraception or the spon- recalled a visit by George Eliot to H.Myers that there is no God and yet sorship of "creation science" as a godly Cambridge-in May 1873 in these much we must be good; and Myers decided alternative to evolution. In parts of the quoted words: there is a God and yet we need not be non-Christian world, of course, such She, stirred somewhat beyond her good." religious fundamentalism may be reac- wont, and taking as her text the Religion has been privatized for so tionary but it is certainly not marginal. three words that have been used so lone in England (not so long and so As events in Iran have demonstrated, often as the inspiring trumpet-calls decisively maybe in Scotland and religious tradition can serve as a more of men - the words, God, Immortal- Wales) that today .it is impossible to effective focus for opposition than ity, Duty - pronounced, with terri- imagine how close once was its identi- ideologies imported from the west. On ble earnestness, how inconceivable fication with public affairs. This identi- more than one occasion the Russians was the first, how unbelievable the fication was not only at the level of have run up against the constraint of second, and yet how peremptory grand ideology, the mutually suppor- being of the west and against the west and absolute the third Wêvêr, tive establishments of church and at the same time. perhaps, have sterner accents state, but perhaps more crucially at Over the past century a variety of affirmed the sovereignty of imper- that of personal psychology. From strategies has been adopted to cope sonal and unrecompensing Law. I Cromwell to Gladstone the great men with the decline of faith, and in listened, and night fell; her grave, (and women) of England were moved particular with the dislocation of reli- majestic countenance turned to- by religious convictions; their faith gion from duty, the issue reflected wards me like a sibyl's in the gloom; offered a point around which their upon by Myers in that Cambridge it was as though she withdrew from other more selfish and secular ambi- garden. The first has been to privatize my grasp, one by one, the two scrolls tions could rally, a moral context in morality as well, to abandon public of promise, and left me the third which and against which all other affairs to the government of a utilita- scroll only, awful with inevitable human goals could be judged. rian ethic and to reserve the applica- fates. And when we stood at length Of such feelings little trace is left in tion of a morality inspired by religion and parted, amid that columnar 1986. Religion of course is not dead to the private world. So codes of circuit of the forest-trees, beneath Many people, perhaps most, continue correct behaviour have come to be the last twilight of starless skies, I to be moved by that sense of mystery, confined more and more to private seemed to be gazing, like Titus at of other powers, of human decay, conduct and less and less to public Jerusalem, on vacant seats and which social scientists with their func- duty. The latter no longer appears to empty halls - on a sanctuary with no tional perspective may call alienation us as peremptory and absolute as it did Presence to hallow it, and heaven but which just as reasonably can be to George Eliot. left lonely of a God. regarded as the primitive . sources of This strategy is flawed for several For George Eliot, her secular moral- religious belief. Reason may have reasons. First, the contrast between ity built on the unshakable if unack- undermined the literal truths of reli- private morality and public amorality nowledged foundations of the Evange- gion, but the amoral inadequacy of the (or even in morality), the spectacle of a lical Christianity of her youth in rationalist world has left more and plunderer or pornographer with a Coventry in the 1830s, the stem law of more room for the growth of a kind of blameless family life, have become in Duty may not have seemed unrecom- religious counter-culture. an open society repugnant. Second, : pensing. But for Myers, and many - But too often such religion is un- the boundary between public and since, the insecurity of a moral code reasonable. Because it no longer private , worlds cannot be imperme- without. benefit of religion was a great works with the grain of established able. . The working of an advancêd trouble. tNiot surprisingly they clung to society but against it, it is condemned econ6my depends as much on the God, of to some deified mist similarly to the reactionary margin. It stands sobriety of saving and investment as on animating ànd validating. In his Auto- « against the spirit of the modern aee. the chaos of consumption and spend- biogrehy Bertrand Russell recalled The examples of its attempted in- ing, and the working of a modern being shown the spot in the Fellows' terventions in public affairs offer un- society relies on public altruism more Garden where this celebrated con- ambiguous proof of this, whether it is a versation took_ place. He was told:

34 than individual gratification. These religious commitment to the left was Methodis-m in these words that tensions between private virtues and an important ingredient in much of the perhaps recall her own abandoned public attitudes are well described by best intellectual and artistic. produc- Evangelical faith: Professor Daniel Bell in his book The tion of the 20th century. The left's The after-glow has long faded away; Cultural Contradictions of Capitalism. secret weapon in its war with the right and the picture we are apt to make of So the good, the true and the beautiful has not just been an ideology that is Methodism in our imagination is not cannot be left at home; they have to be more intellectually convincing but an an amphitheatre of green hilg, or put to work. Third, many issues of eschatology that is emotionally, and the deep shade of broad-leaved public policy are hopelessly hybrid, even spintually, more satisfying. sycamores, where a crowd of rough combining aspects capable of rational That satisfaction has become &itch men and weary-hearted women manipulation with others that are only weaker. Post-Auschwitz, post-Gulag, drank in a faith which was a ' open -to more ,interogation. The post-Hiroshima, post-Chernobyl rudimentary culture, which linked dileriunas created by the- Spread of - maybe, it has become much more their thouehts with the past, lifted AIDS are a good example. difficult to give such full-hearted alle- their imagination above the sordid giance to these ersatz religions of details of their own narrow lives, and The good, the true and the Humanity, Progress, Science, Tech- suffused their souls with a sense of a beautiful cannot be left at nology, People. But unofficial reli- pitying, loving, infiriite -Presence, gion, the fundamentalist faiths, fac- sweet as summer to the houseless home; they have to be put tions and sects that still command a needy. It is too possible that to some to work 9 vigorous loyalty, is unreasonable and of my readers Methodism may mean ànti-modern. No intelligent person can nothing more than low-pitched find much satisfaction in systems of gables in dingy streets, sleek groc- A second strategy has been to create belief which require them to deny both ers, sponging preachers and hypocri- ersatz religions that attempted to re- the truth of science and the liberal tical jargon. produce the moral and emotional values of modern civilization. So the Maybe there is an intriguing parallel commitment formerly devoted to most powerful objects of emotional between this decay of religious enthu- Christianity. Post-Christianity has commitment, and so arguably the most siasm and the attrition of our civic taken many forms. In the eighteenth significant sources of spirituality, are religion. Of course the phrase is more and nineteenth century Humanity it- dishonest and flawed. Empty halls are commonly associated with America self came close to being deified and a than Britain. Here the public values of human surely better than false gods. belief in the inevitability Official religion, certainly the that guide and dominate our society progress seemed a substitute for the have remained largely unexpressed. At first such Christianity of the west, is a thin solace of immortality. anaemic affair in Our civic religion consists of implicit ersatz religions appeared more sacred its public manifesta- tions however pure the private faith of knowledge and unacknowledged than secular, retaining pseudo-Christ- values that are inherited and absorbed ian rites to celebrate their new faith. believers. It is too cerebral a business, This attachment to old religious a semi-secular morality that fully rather than understood. It is much accepts a rationalist world and con- easier to feel than to explain that forms persisted for a long time, George although the almost pagan ceremonies fines religious feeling to the quiet and post-Christian mentality, of the French Revolution soon went private corners of our lives. It seems Eliot's religion of duty, that strange perilously close to the weary pragmat- conjunction of aristocratic obligation, out of fashion. Positivism in its original bourgeois virtue and working-class Comteian form came close to being an ism which seeks to segregate the private from the public, in the vague aspiration with its deeply rooted attempt to elevate the organizing national standards and power of Science into a new religion. hope that a post-Christian morality common codes. will continue to guide the former and Perhaps the past tense is more And a century ago Duty (the initial appropriate than the present. That capital is not simply a typographical with a passive resignation that in the public arena a self-correcting utilitar- mentality had its finest but maybe its characteristic) was for many a focus of ianism will rule. final hour in the 1940s. Dunkirk, personal loyalty that also verged on Bletchley Park, the Beveridge report worship. This stern, austere, maybe So maybe Myers' gloomy reflections in that Cambridge garden long ago and the 1944 Education Act, the even unrecompensing cast of mind and George atomic bomb, the National Health code of behaviour were typical both of were right after all. Maybe Eliot's claim that a strict morality and Service — these were its triumphs. those, like George Eliot, who had lost Forty years later we may be living only their Christian faith and of those, like attention to duty could be maintained without the benefit of religion was a in the after-glow of that secular enthu- Matthew Arnold, who clung to it. self-deception. It was only possible for siasm. Maybe only now are we truly In the present century the cause of gazing, like Titus at Jerusalem, on the People has become the mbst the Victorians bécause they still pos- sessed all the equipment of religion, its vacant seats and empty halls. powerful post-Christian religion. The its me'ntality, even if fierce loyalty to Communism after habits, its codes, - many of them had come to ban don 1917 is perhaps the best example, a faith. But a century loyalty that survived until Krushchev's their Christian denunciation of Stalin's later this equipment has rusted into purges in his uselessness. secret speech to the 1956 party con- herself was not gress and subsequent revelation Maybe George Eliot of the deceived. In a famous passage in dreary bureaucratic centralism of the Morris' modern Soviet Union. This almost Adam Bede after Dinah preaching in Hayslope, she discusses 35 EXERCISE 6: The Keegstra Case The trials of Ernst Zundel and Jim Keegstra in Canada raised important issues of free speech and the power of the written word. The following newspaper accounts of the Keegstra trial in 1985 illustrate the use of evidence by Keegstra and the court, the role of the press and the role of facts in this complex case. -- What evidence did Keegstra rely on in reaching his conclusions? -- 'What evidence did the State use to convict Keegstra? -- Was there, in your judgement sufficient danger to warrant a limitation on free expression of opinion?

36 Keegstra stories made up: student By LINDA HOSSIE subject of Jews did not come up Globe and Mall Reporter until well into the first term. RED DEER, Alta. — James Earlier, another student gave an Keegstra's students invented wild account of Mr. Keegstra's « class stories about his theories in order that dramatically contradicted Mr. to antagonize the teacher who rep- Ramstead's version. laced him, a former student said Maria Scott testified that in Mr. yesterday. Keegstra's Grade 12 social studies Testifying at Mr. Keegstra's hate class, "the whole course was about promotion trial, Cain Ramstead the Jews," and Mr. Keegstra told the Alberta Court of Queen's "talked about the Jews every day" Bench that students made up the that she attended class. idea that Hitler was a hero, and But under cross-examination by that the world would be a better Mr. Christie, Ms Scott, who ap- place if he had won the Second peared to be near tears, admitted World War. that she was often absent from "It seemed that Mr. (Dick) class, and backed away from some Hoeksema was not in control of his of her earlier testimony. classroom," Mr. Ramstead said. When shown a pamphlet used in "We were just saying these things class, and asked if it specifically to get even because ... when we said Jesus was not a Jew, Ms Scott read in the papers that he was to said no. re-educate us regarding the Jewish Mr. Christie then suggested that question, that's when we got up on what Mr. Keegstra taught was that our high horse." Jesus called himself a Judean rath- Testifying about Mr. Keegstra's er than a Jew because the word actual teachings, the former stu- Jew was not used in Biblical times. dent described a rapacious form of "So to tell the world that Mr. capitalism distinct from free enter- Keegstra said that Jesus (was) not prise. a Jew is a misrepresentation of "Big C capitalists are only after what he said a little bit, isn't it?" power and wealth and they will use "I guess so," Ms Scott said. any means to get it," he said. "So you're not really concerned Choosing his answers carefully in about accuracy, are you?" Mr. response to questions from Crown Christie asked. attorney Bruce Fraser, Mr. Ram- "Yes, I am," Ms Scott replied. stead said the ranks of big C capi- "Some of what you've said here, talists "could possibly be made up you've also read in the media," Mr. of a large number of people who Christie said. have adopted the Jewish religion." "No," Ms Scott replied, arguing Mr. Keegstra also taught that that she remembered the course as Karl Marx was "a Jew by reli- "being about how the Jews were gion," that "he probably plagia- going to take over the world." rized a good deal" of the Commu- After the court session was over, nist Manifesto, and that "he was Mr. Christie accompanied Mr. very likely a member of the con- Keegstra to the Canada Customs spiracy" by Jews to take over the office in Red Deer while the former world, Mr. Ramstead said. teacher picked up three copies of Reading from notes he took in The Hoax of the Twentieth Century, Mr. Keegstra's class, the 20-year- a book that claims the Holocaust old former student reported hear- did not happen. Toronto Globe ing that the establishment of the The book had been denied entry and Mail first Bank of England gave Jews into Canada under a section of the "absolute power over the banking 117-year-old Customs Tariff Act as 16 April 1985 system," that Jesus was not a Jew, obscene and immoral material. that Jewish law appeals to the The Federal Court of Appeal, in a greedy and materialistic and that decision on March 14, struck down Jesus called Jews "hypocrites, the section of the act as an infringe- liars, vipers and serpents." ment of the Charter of Rights guar- Defence lawyer Douglas Christie antee to freedom of expression. A had argued against admitting stu- Court of Queen's Bench judge ruled dents' notes as evidence, insisting the decision applied to the book. they were only "an approximation "Let's go see the nice man about of Mr. Keegstra's teachings." the books they seized," said Mr. Mr. Rarnstead said Mr. Keegstra Christie as he strode into the Cus- did not emphasize the Jewish mat- toms office. "Let's see if they ter in all his teachings, and that the burned them vet." 37 Keegstra version of history clashes with accepted view

RED DEER, Alta. (CP) — Since The Illuminati gets brief mention James Keegstra's trial began on in the Encyclopedia Americana as April 9, testimony (rom his former an eighteenth century intellectual students has regularly clashed with movement aimed at abolishing accepted views of history. whatever seemed inconsistent with Mr. Keegstra is being tried for man's enlightened reason. wilfully promoting hatred against The philosophy had its origins in Jews. The charge stems from his early Christian history with groups classroom lectures between 1978 alleging they had special wisdom, and 1982, when he was fired from either from mystic illumination by the high school in nearby Eckville. divine power or through the use of The trial is to continue today with human intelligence. more testimony from the 23 former The Jewish Talmud and Cabala pupils being called as Crown wit- were said by Mr. Keegstra to be nesses. ' important sources of beliefs for If convicted by the Court of those involved in the Jewish con- Queen's Bench jury, Mr. Keegstra spiracy. could face up to two years in jail. Witnesses have said Mr. Keeg- Although the degree of emphasis stra told them the Talmud con- has differed, witnesses to date have doned the robbing, cheating and repeatedly brought up several ref- killing of Christians by Jews. erences and allegations involving The Encyclopedia Britannica Jewish history. does not contain such references. It One assertion has been that far defines the Talmud as a compila- fewer Jews died in mass persecu- tion of scholarly interpretations tions during the Second World War and annotations on Jewish oral than the approximately six million la ws. most historians accept as the most likely number. The Talmud is primarily a legal Another has been that Jews are compilation, although it covers not direct descendents of the Heb- matters from all areas of human rews, children of Abraham. interest. Instead, Mr. Keegstra's classes Each piece of Talmudic text is were told, most Jews are descend- dissected, minutely reviewed and ed from Khazars who converted to the interpretations recorded. Codi- Judaism in the seventh century fied versions emerged over the A.D. centuries; one was eventually ac- The Khazar empire, located in cepted as standard. the southeastern part of European The Talmud has always been Russia, flourished in the ninth cen- important to.Orthodox Jews, while tury and had close links with the other sects have taken a renewed Byzantine emperors. interest in Talmudic studies. The Khazar ruling classes con- There has been little time spent verted to Judaism in the middle of during the Keegstra trial on the . the eighth century, but widely ac- significance of the Cabala, although cepted histories do not have them it has been mentioned on more than becoming the major part of the one occasion. Jewish population. The word, which has various Evidence has also shown that spellings, refers to Mr. Keegstra taught his students a type of Jewish the Illu- mysticism that allows adherents to that an organization called approach minati was playing a key role in a God directly. of the The major text of early Cabala Jewish plot to take control was the Book world. of Brightness.

Toronto Globe and Mail 22 April 1985 38 Keegstra tried to spread dislike of Jews, trial told

RED DEER (CP) — Former teacher Jim Keegstra tried to get his pupils to dislike don't tell the whole story of what went on in Jews, one of his former Grade 12 students class. testified Monday. He has gotten other witnesses to admit The assertion by Lorriene Bogdane, 24, Keegstra urged students to consider other was the strongest testimony since the Keeg- viewpoints and do research before deciding stra's trial began April 9 that he taught that on the truth. Jews were a malevolent influence in history. Roth, red-eyed after the break, agreed she "He didn't like them very much and he heard other views in Keegstra's class and it more or less taught us we shouldn't like them was often hard to distinguish between Keeg- either," she said. "He believed totally in stra's opinions and those of thinkers he was what he was teaching. He would . . . preach discussing. Billy Graham style." ,Graham, an internationally known Ameri- "I don't think he ever specifically said my can evangelist, is noted for the fervor of his view is this or I believe this," she said. sermons. She also reinforced her earlier testimony •Keegstra. 50 was fired from Eckville ju- that Keegstra wanted his views regurgitated nior and senior secondary school in Decem- on examinations and essays. ber 1982, after 14 years as a teacher there, Students could make up their own minas when parents complained about anti-Semitic about what Keegstra taught. But "when it teaching. ' came to tests and stuff we had to write down Last year he was charged with wilfully what he had taught us," she said. promoting hatred against an identifiable Bogdane testified that Keegstra's class in- group. The charge carries a maximum sen- struction was mainly about wars and con- tence of two years. spiracies, "nothing ever good." Bogdane, who took Grade 12 social studies Jews figured prominently in the lectures, in 1978-79, was the seventh student to testify blamed by Keegstra for starting wars and in the Crown's case against Keegstra. Prose- triggering depressions, she said. cutor Bruce Fraser plans to call 23 students "I recall that he called them gutter rats out of 27 witnesses in all. and gutter snipes," said Bogdane. Earlier, one of Bogdane's classmates, Keegstra had a way of putting his point, Trudi Roth, 23, broke down and cried when across that "sucked you in," she said. defence lawyer Doug Christie attacked the But Bogdane failed the course. She beget!: accuracy of her class notes and personal rec- skipping class near the end of term becatise- ollections. "I was being ignored in his class." "If I'm not absolutely sure that Mr. Keeg- stra said that at one time or another I would not tell you that he did," Roth said shortly be- fore bursting into tears. Court was recessed for about 30 minutes by Justice John MacKenzie to give Roth, mar- ried and expecting a baby, time to compose herself. Afterward Christie's questioning was low- key, at one point alluding to the pressure Roth may have felt. "You'd probably rather not be here, right?" he asked, getting an affirmative reply. In cross-examination, Christie has con- tended that students' notes and recollections

39 Vancouver Sun 23 April 1985 Had to parrot what Keegstra taught: pupil

Ms Andrew took Mr. Keegstra's Grade 12 RED DEER, Alta. (CP) — Corinna Andrew social studies program during the 1980-81 school said yesterday she did not always agree with year. She was the 12th of 23 students to be called what James Keegstra taught in his social by the Crown. studies class, but to get good marks she felt she She became the third witness to break down had to use the material in tests. under cross-examination by defence lawyer "I learned a lot of things I'd never heard be- Doug Christie, who pressed her on the use of the fore," Ms Andrew told Court of Queen's Bench. term Jews in her notes. She said she wrote an essay on the Bolshevik Ms Andrew insisted she copied down what Revolution, based on information garnered from was said, inserting a qualifying word, such as an encyclopedia, and Mr. Keegstra gave her 55 Bolshevik, only when Mr. Keegstra used it. per cent. Why was Ms Andrew so sure she had not "He challenged us to find other sources of made mistakes? Mr. Christie asked. information, and that's what 1 did," Ms Andrew "Because I was sitting in the class and I was said. listening and I wrote it down," she said. The essay contained a passage blaming Czar Mr. Christie challenged her to give precise Nicholas II for involving Russia in war with recollections. Japan. Beside it, Mr. Keegstra wrote: "Where "That was four years ago; give me a break," did you get this garbage? What about British she shot back. and Jewish perfidy?" Mr. Justice John MacKenzie intervened, tel- Ms Andrew said she then realized the only ling Ms Andrew cross-examination was not a way to pass Mr. Keegstra's class would be to personal attack and she must answer the ques- recite in her essays his classroom teachings. tions. Another essay she wrote on Judaism and Zio- But by then the petite 22-year-old was fighting nism in the modern world, drawn from class back tears. Moments later Judge MacKenzie notes, earned her 70 per cent. called a 10-minute recess. In it she concluded: "Evetywhere the Jews Last week, Trudi Roth forced a 30-minute have been involved we have had nothing but recess when she buckled under Mr. Christie's chaos." questions. Another student, Marla Scott, sniffled Mr. Keegstra is being tried by a jury on a quietly during her cross-examination but charge of promoting hatred against Jews. He pressed on. was dismissed by the high school in nearby Ms Andrew said Mr. Keegstra was friendly Eckville after parents raised questions about his and patient in class, but she did not agree with a lessons. lot of the things she put down in her notes.

Toronto Globe and Mail 23 April 1985

40 'Jews pulled strings,' class notes said

RED DEER, Alta. (CP) — Notes taken in James Keeg- of others" by lending money stra's high school social at exorbitant rates. studies class indicated that Mr. Daniel, now 22, took Jews, working behind the Mr. Keegstra's social studies scenes, led uprisings, started course in 1980-81, earning a wars and dominated govern- final mark of 83 per cent. ments around the world, a He said Mr. Keegstra told Court of Queen's Bench jury the class that Hitler's rise was told yesterday. was fostered by the Jews so Charles Daniel read from he would deport German his class notes while testify- Jews to Palestine. But Hitler ing at the hate-promotion was forced to put them in trial of his former teacher. concentration camps after "Jews were always behind the Zionists declared war on the scenes and pulled the him. strings," Mr. Daniel read The massacre of six mil- from his class notes. "Their lion Jews was a propaganda puppets did all the work." hoax designed to gain sym- The former Grade 12 hon- pathy for Jews, Mr. Daniel ors student at Eckville High quoted his former teacher as School said Mr. Keegstra saying. told the class that Jews are As well, he said, students not a race but a religous sect, were told the Palestine Lib- unconnected to biblical Heb- eration Organization was not rews. a terrorist organization, "About 99 per cent of Jews simply a group fighting to ' today could not trace their regain its land. ' bloodlines back to Abra- Mr. Daniel was sometimes ham," Mr. Daniel's notes at odds with his teacher. read. In an essay on Bolshevism, • Mr. Keegstra, fired from Mr. Daniel used a Grade 11 his position at the high textbook for information. school, is being tried on a Although Mr. Keegstra gave charge of wilfully promoting a mark of 75 per cent, he hatred against Jews. peppered the paper with Mr. Daniel said the class comments, mostly about the was told most modern Jews source material. are descended from Mongol Mr. Keegstra wrote that Turks who lived in southern the October Manifesto of Russia. Others adopted Ju- 1905, which demanded re- daism in order to participate forms from the Czarist goy- in an alleged Jewish conspir- ernment, was "the work of acy to rule the world. Bolshevik Jews," and he In one test, Mr. Daniel questioned Mr. Daniel's wrote that Jews became the account of the Black Sunday real rulers of Europe after massacre of Russian demon- 1815. strators. In answer to another ques- "According to first-hand tion, he wrote that Jews witnesses, all were Jews and wanted to "live off the sweat intellectuals," Mr. Keegstra wrote.

Toronto Globe and Mail 2 May 1985

41 THE GLOBE AND MAIL, THURSDAY, MAY 2, 1985 NATIONAL Lawyer decries restriction of speech

By KEVIN COX speaking engagements while chambers to exterminate Jews in Globe and Mail Reporter defending Mr. Keegstra. concentration camps in Nazi CALGARY — The fans are The media, he says, "have the Gerrnany. humming, the sole is steaming attitude of piranhas; they have "I don't get into debates about and the prawns are being taken crucified so many people in this my personal opinions," Mr. out of the fridge as Douglas country before they ever came to Christie says, "because we don't Christie sets out to shake every- trial." live in a society that is sufficient- one in the Calgary seafood res- Mr. Christie then turns on his ly free to accept expression of taurant out of their comfortable audience of about 30 people, who opinions." dinnertime mood. have paid $20 for the meal and He cites the case of Duncan "Canada has become one great another $1 to join the King Fisher McKillop, former head of the big internment camp — a country Adventurers Society. • Calgary Chamber of Commerce, that prosecutes people for their He says he is angry that people who left the organization after opinions," says the lawyer who won't spe,ak out to protect free saying he didn't believe six mil- represented Ernst Zundel and is speech. Without a public outcry,. lion Jews were killed in the Holo- now defending former school he says, people will continue to be caust. teacher James Keegstra on a prosecuted for their views. "I also do not intend to give my charge of promoting hatred He tells the diners they could views so that they might be twist- against Jews. all afford to contribute $1,000 for ed, distorted and intended to He turns to two reporters tak- a freedom-of-speech fund to lobby defame me for uttering them by Douglas Christie ing notes at the back of the res- for changes to the laws. the gentleman to your right (a taurant and decries the press, "But what will you do? You Globe and Mail reporter)." "I have a great deal more tole- which widely reported the trial will go home from here and you Mr. Chumir then asks Mr. rance than most people," Mr. and conviction of Mr. Zundel on will do nothing." Christie why he stayed with Mr. Christie replies, staring coldly at charges of inciting racial hatred. Calgary civil liberties lawyer Zundel, sang songs around his Mr. Chumir. "I sing and eat with It is one of Mr. Christie's few Sheldon Chumir asks Mr. Christie piano and socialized with him if many people. That doesn't mean if he believes there were gas he didn't share his views. I have to like them."

42 Invasion scenario scared' student, Keegstra trial told RED DEER, Alta. (CP) — Lo- notes do not tell the whole story of rene Baxter said yesterday she was what Mr. Keegstra taught. The not sure whether James Keegstra prosecution considers the notes a actually predicted a Soviet invasion written record of the former teach- of Canada in a lecture to her Grade er's lectures about an alleged Je- 9 social studies class. wish conspiracy to control the "I can't remember if he said it world. could happen or it would happen," Miss Baxter said yesterday she Miss Baxter said under cross- tried to copy down everything Mr. examination from defence lawyer Keegstra said, but she agreed that Douglas Christie. she may have missed some points. But the poised 21-year-old said She would not admit, however, she did remember that Mr. Keeg- that her notes might include mis- stra's comments frightened her. takes that changed the meaning of Miss Baxter was testifying at Mr. what Mr. Keegstra said. If it is Keegstra's trial on a charge of wil- written in the notes, then Mr. Keeg- fully promoting hatred against stra said it, Miss Baxter said. Jews. The charge covers several "I'm suggesting that lots might years of his career as a teacher at a be in your notes that changed Mr. high school in Eckville, 60 kilo- Keegstra's meaning drastically," metres west of Red Deer, to the Mr. Christie said. time he was fired in late 1982. "You'll have to find some," Miss Miss Baxter had told the Court of Baxter said. Queen's Bench on Thursday that "I will," Mr. Christie said. Mr. Keegstra told her class that The trial also heard from Miss Russian invaders would establish a Baxter's classmate, David Acker- 9 p.m. curfew and shoot anyone man, who said: Mr. Keegstra caught out after that hour. Miss stopped him fronn esing a history Baxter said she understood that book for an essay on Judaism, then invasion was imminent and, crying, commented in a note on the essay told her mother. that he should read other histori- But Mr. Christie suggested yes- ans. terday that she had misunderstood, Mr. Ackerman, who. failed Mr. and that Mr. Keegstra was actually Keegstra's course, said he planned speculating on what could happen to use a library book that contra- under Russian occupation. dicted some of Mr. Keegstra's He asked why she did not seek an classroom teachings. explanation from Mr. Keegstra at But he said Mr. Keegstra shot the time. down the idea, saying the author Toronto Globe "I was scared," She replied. was Jewish and the book would Miss Baxter, who also took therefore be an inappropriate and Mail Grade 12 social studies from Mr. source for an essay on the jewish 4 May 1985 Keegstra in 1981-82, remained conspiracy. composed as Mr. Christie picked So Mr. Ackerman, now 21, decid- holes in her testimony. Three other ed to use his class notes. women have burst into tears under "It was a lot easier and probably his questioning. would receive a better mark," he Mr. Christie pointed out that said. Miss Baxter told the preliminary The essay earned a grade of 75 hearing last June that the curfew per cent. Mr. Ackerman read it in incident occurred in Grade 10, not court in a halting voice, often strug- Grade 9. gling over pronunciations. The young woman replied she Among other things, it traced a was mistaken at the hearing and leading rote for Jews in the French had since had time to think. and Russian revolutions and stated Mr. Christie pointed out other• that the goal of Judaism was. to inconsistencies with her earlier destroy Christianity and create a testimony, including when she told single world government. the hearing in June that her Grade 12 notes made up only about 20 per In comments on the essay, Mr. cent of what Mr. Keegstra had said Keegstra said that "leading histori- in class. ans" do not recognize this view. He The Crown has called 16 witness- said Mr. Ackerman should read es so far. Mr. Christie has contend- some of them to see what they had ed with all of them that their class to say. 43 Firing Keegstra a good thing, ex-student says

RED DEER, Alta. (CP) — David Ackerman did some back-pedalling under crass-examina- tion yesterday, but insisted it was a good thing former teacher Jamés Keegstra was fired. The former Keegstra student, testifying be- fore a Court of Queen's Bench jury, denied a suggestion by the defence that he was motivated by his father's dislike for Mr. Keegstra. Lawyer Doug Christie said the young man's father became angry after his son showed him an essay on Judaism, which suggested the reli- gion was the source of a conspiracy to control the world. Mr. Ackerman, however, said he recalled lit- tle about his father's complaint to the board of education. Mr. Keegstra, 50, is being tried on a charge of wilfully promoting hatred against Jews. He was fired by the nearby Eckville High School in late 1982, after parents complained about the content of some of his lectures. "Do you feel it was right Mr. Keegstra was fired?" Mr. Christie asked Mr. Ackerrnan as the trial entered its fifth week. "Yes," Mr. Ackerman replied. Several students who testified previously, and another who took the stand after Mr. Ackerman, have referred to Mr. Keegstra as a good teach- er. "You feel obliged to prove Mr. Keegstra's guilt, don't you?" Mr. Christie asked Mr. Acker- man after another exchange. Mr. Ackerman told the 10-man, two-woman jury he could not remember when Mr. Keeg- stra's Grade 12 social studies course ended or whether he passed. But he stuck to his recollection that Mr. Keeg- stra warned him against using a particular book as source material for an essay on Judaism, because the author was Jewish and therefore biased. The former Keegstra pupil, now studying architecture in Calgary, was questioned repeat- Toronto Globe and edly by Mr. Christie on the accuracy of his Mail 7 May 1985 remembrances and notes. Mr. Ackerman said he recalled handing in the contentious essay on Judaism near the end of the course, either April or May of 1982. But Mr. Christie said the course had been taught on a semester basis that year and actual- ly ended in January, 1982. "I'm not too sure," admitted Mr. Ackertnan. Mr. Christie, whose voice rarely rose above a whisper in the almost empty 110-seat courtroom, then asked Mr. Ackerman about a statement he made earlier to the Crown that he had failed Mr. Keegstra's class. The defence lawyer asserted that in fact Mr. Ackerrnan had passed with a 58-per-cent aver- age. Mr. Christie suggested Mr. Ackerman, in his testimony Friday, wanted to leave the impres- sion he had failed because he couldn't absorb Mr. Keegstra's teachings. But Mr. Ackerman said he genuinely had not remembered he had passed. He said he had not found Mr. Keegstra's class difficult. "It was just confusing." 44 Conclusion

This concludes the Introductory Lesson. In Volume Two of the Curriculum are the readings which comprise the substance of the course. As the Table of Contents indicates, the readings are organized in three (3) main Units, which in turn are sub-divided into three or four Sections with more specific themes.

Each main Unit has an "implicit internal integrity", meaning it holds together in terms of its theme and in terms of the order or sequence in which the readings appear. It is recommended, therefore, that one should proceed from beginning to end within each of the three main Units. Having noted this, it is still possible, perhaps even more enjoyable, to skip around within the Units and work on those readings which seem most interesting.

While there is also a certain implicit sequence to the ordering of the three main Units, it is perfectly reasonable to start with either Units One, Two, or Three after completion of this Introductory Lesson. Unit One, On Being Human, is the most general of the three, covering as it does the fundamentals of the issues addressed in the Curriculum. As such, it would seem to make the most sense to begin with the readings in Unit One and proceed through to the end.

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,LC Readings in critical thought 5219 and cultural literacy. R4 1987 v.1 Readings in Critical Thought and Cultural Literacy

This Humanities Curriculum is a collection of edited readings from classic and contemporary sources for adult students whose formal education has been interrupted or cut short. The readings comprise an introduction to a wide range of topics and themes central to both the humanities and to living in contemporary society which, taken together, can serve to enhance critical thinking abilities and cultural literacy. The focus is on reading primary sources, ranging in time and topic from Socrates to Skinner, to provoke discussion, writing and reasoned analysis, under the direction of a tutor/instructor.

Institute for the Humanities Simon Fraser University ISBN 0-86491-073-8