Quote of the Day: Jensen on Library Neutrality

"Take a simple example involving the common assumption in the United States that the capitalist economic system is the only rational and morally defensible way to organize an economy. There can be, and often is, much debate about how to structure and administer a capitalist economy, but the system itself is rarely contested, despite centuries of resistance to capitalism around the world and considerable intellectual work underlying that resistance. Now, imagine that a librarian wants to produce a display of the libraryʼs resources on economics to encourage patrons to think about the subject. In many libraries such a display would include no critiques of capitalism, but simply literature that takes capitalism as a given. Such a display that ignores critical material likely would produce no controversy (except perhaps a few complaints from anti-capitalists about the absence of critique, who could easily be dismissed as cranks). It is unlikely that school boards or city councils would take up the issue of the obvious bias against socialism and other non-capitalist economic systems. Consider what might happen if a librarian charged with this task actually produced a display that carefully balanced the amount of material from as many different perspectives as s/he could identify. In many places, that display would be denounced for its 'obvious' socialist politics. Now, imagine that a librarian, observing the way in which Americans are systematically kept from being exposed to anti-capitalist ideas in the schools and mass media, decides to organize materials that compensate for that societal failure by emphasizing critiques of capitalism. That librarian could be guaranteed not only criticism and charges of political bias, but likely disciplinary action.

My point is simply that all of those decisions have a political dimension, which is unavoidable. My concern here is not which one is the right decision, but that the librarian whose display is in line with the conventional wisdom likely will escape criticism while any other choices will raise questions about 'politicizing' what should be a professional decision. Unfortunately, this neutrality game will derail rather than foster serious discussion of the issues."

- from "The Myth of the Neutral Professional" by Robert Jensen in Progressive Librarian Issue #24.

Quote of the Day: Barack Obama on Special Interests

"I've never been entirely comfortable with the term 'special-interests,' which lumps together ExxonMobil and bricklayers, the pharmaceutical lobby and the parents of special-ed kids. Most political scientists would probably disagree with me, but to my mind, there's a difference between a corporate lobby whose clout is based on money alone, and a group of like-minded individuals—whether they be textile workers, gun aficionados, veterans, or family farmers—coming together to promote their interests; between those who use their economic power to magnify their political influence far beyond what their numbers might justify, and those who are simply seeking to pool their votes to sway their representatives. The former subvert the very idea of democracy. The latter are its essence."

— Barack Obama, The Audacity of Hope: Thoughts on Reclaiming the American Dream, 2006, p. 116.

Quote of the Day: Barack Obama on Reading Critically

A 1950 edition.

‘“Sister Regina,” Marcus said. “You know Barack, don’t you? I’m trying to tell Brother Barack here about this racist tract he’s reading.”

He held up a copy of Heart of Darkness, evidence for the court. I reached over to snatch it out of his hands.

“Man, stop waving that thing around.”

“See there,” Marcus said, “Makes you embarrassed, don’t it—just being seen with a book like this. I’m telling you, man, this stuff will poison your mind.” He looked at his watch. “Damn, I’m late for class.” He leaned over and pecked Regina on the cheek. “Talk to this brother, will you? I think he can still be saved.”

Regina smiled and shook her head as we watched Marcus stride out the door. “Marcus is in one of his preaching moods, I see.” I toss the book in my backpack.

“Actually, he’s right,” I said. “It is a racist book. The way Conrad sees it, Africa’s the cesspool of the world, black folks are savages, and any contact with them breeds infection.”

Regina blew on her coffee. “So why are you reading it.”
“Because it’s assigned.” I paused, not sure if I should go on. “And because—“
“Because…”

“And because the book teaches me things,” I said. “About white people, I mean. See, the book’s not really about Africa. Or black people. It’s about the man who wrote it. The European. The American. A particular way of looking at the world. If you can keep your distance, it’s all there, in what’s said and what’s left unsaid. So I read the book to help me understand just what it is that makes white people so afraid. Their demons. The way ideas get twisted around. It helps me understand how people learn to hate.”’

— Barack Obama recounting a college experience in Dreams from My Father: A Story of Race and Inheritance.

Quote of the Day: Neil Gaiman on the Power of Fiction

"I was in China in 2007, at the first party-approved science fiction and fantasy convention in Chinese history. And at one point I took a top official aside and asked him Why? SF had been disapproved of for a long time. What had changed?

It's simple, he told me. The Chinese were brilliant at making things if other people brought them the plans. But they did not innovate and they did not invent. They did not imagine. So they sent a delegation to the US, to Apple, to Microsoft, to Google, and they asked the people there who were inventing the future about themselves. And they found that all of them had read science fiction when they were boys or girls.

Fiction can show you a different world. It can take you somewhere you've never been. Once you've visited other worlds, like those who ate fairy fruit, you can never be entirely content with the world that you grew up in. Discontent is a good thing: discontented people can modify and improve their worlds, leave them better, leave them different."

— Neil Gaiman, as quoted by The Guardian on October 15, 2013.

Quote of the Day: Moon on Parental Despotism

"We need to take a hard look at the rights of the young to access information. It is an issue we have avoided for far too long. And what seems to have become our traditional stance—that it is up to parents to control the reading and viewing of their offspring—may be politically expedient but it isn't particularly principled.

The arrival of compulsory education provided one escape route for those children whose parents seemed determined to establish a dynasty of ignorance. Some parents still struggle to protect their children from education but, by and large, society has come to accept education as among the rights of the young. Society usually does things for selfish reasons, however, and this may be no more than acceptance that the need for an educated next generation to continue or improve upon what we have wrought is so important that it must even supersede the rather despotic rights we have customarily accorded to parents.

The question for us, though, is do we then accept that the child's or young adult's right of access to knowledge stops when the school doors close? Do we believe that education happens only in school, that libraries are not educational, that they are less important, less relevant than schools? If we do not believe these things, then how come we do not protest as strongly when an individual parent bars the door of the library (or the adult section) to his or her child as when the governor of a state stands in the schoolhouse door and bars entry to children who seek nothing more dangerous than an equal crack at a decent education?"

— from Eric Moon's inaugural address as president for the American Library Association at the conference in Detroit in 1977, as quoted in Lillian Gerhardt's critical editorial on page 9 of the Sept. 1977 issue of School Library Journal.

Quote of the Day: Public Libraries as Literary Culture Incubators

"The third and last class of objections to public libraries to which I shall direct your attention relates to the kind and quality of the books circulated. These objections, which are usually made by educated and scholarly persons, are based on an entire misconception of the facts in the case. The objectors do not divest themselves of the old ideas that libraries are established for the exclusive benefit of scholars; whereas the purpose of these [i.e. public libraries] is to furnish reading for all classes in the community. On no other principle would a general tax for their support be justifiable.

The masses of a community have very little of literary and scholarly culture. They need more of this culture, and the purpose of the library is to develop and increase it. This is done by placing in their hands such books as they can read with pleasure and appreciate, and by stimulating them to acquire the habit of reading. We must first interest the reader before we can educate him; and, to this end, must commence at his own standard of intelligence.

The scholar, in his pride of intellect, forgets the progressive steps he took in his own mental development—the stories read to him in the nursery, the boy's book of adventure in which he revelled with delight, and the sentimental novel over which he shed tears in his youth. Our objector supposes that the masses will read books of his standard if they were not supplied with the books to which he objects; but he is mistaken. Shut up to this choice, they will read no books. When the habit of reading is once acquired, the reader's taste, and hence the quality of his reading, progressively improves."

Poole, WM. F. (1876). Some popular objections to public libraries. The American Library Journal 1(2), p. 48-49. [Paragraph breaks added for readability.]

Quote of the Day: Nietzsche On Complex, Historied Ideas

"With regard to the other element in punishment, its fluid element, its meaning, the idea of punishment in a very late stage of civilisation (for instance, contemporary Europe) is not content with manifesting merely one meaning, but manifests a whole synthesis "of meanings." The past general history of punishment, the history of its employment for the most diverse ends, crystallises eventually into a kind of unity, which is difficult to analyse into its parts, and which, it is necessary to emphasise, absolutely defies definition. (It is nowadays impossible to say definitely the precise reason for punishment: all ideas, in which a whole process is promiscuously comprehended, elude definition; it is only that which has no history, which can be defined.)"

— From The Genealogy of Morals, Second Essay, Section 13.

(Hat tip to John Budd for bringing this quote to my attention.)

Quote of the Day: Antelope as Document

"An antelope running wild on the plains of Africa should not be considered a document, she rules. But if it were to be captured, taken to a zoo and made an object of study, it has been made into a document. It has become physical evidence being used by those who study it. Not only that, but scholarly articles written about the antelope are secondary documents, since the antelope itself is the primary document."

— from What is a "Document"? by Michael Buckland

Quote of the Day: Mill on Intellectual Freedom

"He who knows only his own side of the case, knows little of that. His reasons may be good, and no one may have been able to refute them. But if he is equally unable to refute the reasons on the opposite side; if he does not so much as know what they are, he has no ground for preferring either opinion. The rational position for him would be suspension of judgment, and unless he contents himself with that, he is either led by authority, or adopts, like the generality of the world, the side to which he feels most inclination. Nor is it enough that he should hear the arguments of adversaries from his own teachers, presented as they state them, and accompanied by what they offer as refutations. This is not the way to do justice to the arguments, or bring them into real contact with his own mind. He must be able to hear them from persons who actually believe them; who defend them in earnest, and do their very utmost for them. He must know them in their most plausible and persuasive form; he must feel the whole force of the difficulty which the true view of the subject has to encounter and dispose of, else he will never really possess himself of the portion of truth which meets and removes that difficulty. Ninety-nine in a hundred of what are called educated men are in this condition, even of those who can argue fluently for their opinions. Their conclusion may be true, but it might be false for anything they know: they have never thrown themselves into the mental position of those who think differently from them, and considered what such persons may have to say; and consequently they do not, in any proper sense of the word, know the doctrine which they themselves profess."

— John Stuart Mill, On Liberty


And even more relevant to yesterday's quote:

"[The Catholic Church] makes a broad separation between those who can be permitted to receive its doctrines on conviction, and those who must accept them on trust. Neither, indeed, are allowed any choice as to what they will accept; but the clergy, such at least as can be fully confided in, may admissibly and meritoriously make themselves acquainted with the arguments of opponents, in order to answer them, and may, therefore, read heretical books; the laity, not unless by special permission, hard to be obtained. This discipline recognizes a knowledge of the enemy's case as beneficial to the teachers, but finds means, consistent with this, of denying it to the rest of the world: thus giving to the élite more mental culture, though not more mental freedom, than it allows to the mass. By this device it succeeds in obtaining the kind of mental superiority which its purposes require; for though culture without freedom never made a large and liberal mind, it can make a clever nisi prius advocate of a cause. But in countries professing Protestantism, this resource is denied; since Protestants hold, at least in theory, that the responsibility for the choice of a religion must be borne by each for himself, and cannot be thrown off upon teachers.

— John Stuart Mill, On Liberty


Yes, "at least in theory." The same applies to voters who trust political teachers to tell them all they need to know about other views, without exposing themselves directly.

Quote of the Day: Craig on Intellectual Freedom

"Be on guard for Satan’s deceptions. Never lose sight of the fact that you are involved in a spiritual warfare and that there is an enemy of your soul who hates you intensely, whose goal is your destruction, and who will stop at nothing to destroy you. Which leads me to ask: why are you reading those infidel websites anyway, when you know how destructive they are to your faith? These sites are literally pornographic (evil writing) and so ought in general to be shunned. Sure, somebody has to read them and refute them; but why does it have to be you? Let somebody else, who can handle it, do it. Remember: Doubt is not just a matter of academic debate or disinterested intellectual discussion; it involves a battle for your very soul, and if Satan can use doubt to immobilize you or destroy you, then he will."

— William Lane Craig, "Q&A #29: Faith and Doubt" from http://www.reasonablefaith.org/faith-and-doubt

Quote of the Day: Aristotle On The Use of Maxims

"Further, maxims are of great assistance to speakers, first, because of the vulgarity of the hearers, who are pleased if an orator, speaking generally, hits upon the opinions which they specially hold. What I mean will be clear from the following, and also how one should hunt for maxims. The maxim, as we have said, is a statement of the general; accordingly, the hearers are pleased to hear stated in general terms the opinion which they have already specially formed. For instance, a man who happened to have bad neighbors or children would welcome any one's statement that nothing is more troublesome than neighbors or more stupid than to beget children."

— Aristotle, Rhetoric, Book II, Chapter 21

Quote of the Day: Locke on the Meaning of Words

"[M]en talk to one another, and dispute in words, whose meaning is not agreed between them, out of a mistake that the significations of common words are certainly established, and the precise ideas they stand for perfectly known ; and that it is a shame to be ignorant of them. Both which suppositions are false ; no names of complex ideas having so settled determined significations, that they are constantly used for the same precise ideas. Nor is it a shame for a man not to have a certain knowledge of anything, but by the necessary ways of attaining it ; and so it is no discredit not to know what precise idea any sound stands for in another man’s mind, without he declare it to me by some other way than barely using that sound, there being no other way, without such a declaration, certainly to know it. Indeed the necessity of communication by language brings men to an agreement in the signification of common words, within some tolerable latitude, that may serve for ordinary conversation : and so a man cannot be supposed wholly ignorant of the ideas which are annexed to words by common use, in a language familiar to him. But common use being but a very uncertain rule, which reduces itself at last to the ideas of particular men, proves often but a very variable standard."

— John Locke, An Essay Concerning Human Understanding, Book III Chapter XI