Critical Thinking – Page 6 – About Things That Matter

This is the second blog entry in a series on critical thinking which lays out ten guidelines for critical thought: (1) Reflect Systemically, (2) Expect challenge, (3) Reject neutrality, (4) Suspect ideology, (5) Respect history, (6) Inspect scientifically, (7) Quadra-sect violence, (8) Connect with your deepest self, (9) Detect silences, (10) Collect conclusions. The series was inspired by responses to my April 16th reflections on the Boston Marathon bombing.

THINK SYSTEMICALLY

The first rule of critical thinking as understood in this series is to think systemically. This is a ground-clearing rule. Its point is to clarify the vocabulary and concepts without which you’ll not be able to think critically about the most important issues facing our world today. You can’t think about poverty, hunger, war, climate change, healthcare, education, or a host of other problems without clear understandings of the basic economic concepts presented here. Without them, you’ll be thrown for a loop; your eyes will glaze over when conversation turns economic. And economics, remember, is the principal language spoken in the world of politics and newscasts.

Think about what’s happened since the 2008 election of Barack Obama. With the implementation of bailout programs, and discussion of “Obamacare,” there has been a lot of talk about “socialism,” hasn’t there? This has come along with accusations about “Marxism,” “communism,” “fascism” – all in a context that supposes the superiority of “capitalism.” The discussions have rarely recognized the universal prevalence of “mixed economies.” Instead, the discourse has illustrated huge divergences of understanding and opinion about the meaning of all the terms just placed in quotation marks.

Most debate participants simply do not have clear ideas about their meaning. They are convinced, of course, that communism is bad, and that capitalism is good. Beyond that however, ideas remain confused. Most are even unaware that all the terms mentioned describe positions adopted towards the free market economic system.

It is the modest, yet ambitious, purpose of the explanation of this first rule of critical thinking to clear up confusion simply by defining terms in an easy- to- understand way. Doing so is absolutely necessary for any critical thinker to join productive discussions about our days’ most important issues. So, oversimplifying for purposes of discussion and clarity, what follows will summarize the crucial categories in three points each, beginning with capitalism, and then moving on to Marxism, socialism, mixed economy, communism, and fascism.

Today’s blog entry will define capitalism in this way.

CAPITALISM

Liberal capitalism is an economic system based on (1) private ownership of the means of production (2) free and open markets (places where goods are bought and sold), and (3) unlimited earnings. Those are the three points.
Private ownership of the means of production dictates that individuals should be empowered to own fields, forests, farms, factories and other sources of products for sale and exchange. Communal ownership is thus excluded. That’s capitalism’s first point.

Free and open markets means that private ownership should permit those in question to produce what they choose to produce, where and when they choose to do so, employing whom they choose, without any power outside of market forces of supply and demand dictating that production. Here government interference in the market by way, for instance, of outlawing or controlling some productions (such as liquor or cigarettes) and mandating others (such as beans and rice) is rejected. Moreover, anyone at all should be able to enter an open market regardless of personal attributes such as race, age, gender, nationality, or religion. In all this emphasis on “freedom,” we find expressed the “liberal” nature of “liberal capitalism.” That’s capitalism’s second point: free and open markets.

Finally, liberal capitalism calls for unlimited earnings. That is, the producer’s talent and the quality of her or his product alone should limit the income goals attainable. Limits on earnings such as taxes should be kept to the minimum necessary to provide public protection of private property (police, military, the judicial system) and to supply the infrastructure necessary for commerce (roads, bridges, etc.) That’s capitalism’s third point: unlimited earnings.

Income ceilings, of course, are out of the question for capitalism strictly understood. For capitalists wide disparities between the rich and the poor are not a problem. And some might even admit to greed as a kind of virtue that is responsible for human progress. That idea was captured in the film, “Wall Street,” where entrepreneur, Gordon Gecko (played by Michael Douglas), praises greed in a speech before the stockholders of his company, Teldar Paper Company:

These words, of course, not only praise greed in business, but in national life. Echoing the words of economist Milton Friedman (at the top of this blog entry) and ignoring the fact that in the past greed was considered by Christians one of the Seven Deadly Sins, Gecko claims that greed leads to salvation. It will not only save his business from low returns on the Stock Market, but the United States itself from what ails it as well. For Gecko and Friedman greed is the virtue at the heart of capitalism. It’s what makes the world go ’round.

(Next week: Marxism in three easy points)

This is the first in a series on critical thinking. Its immediate inspiration was the controversy on this blog site sparked by my April 16th entry on the Boston Marathon bombing (see below on this site). Many of the most critical responses showed that their authors did not understand where I was coming from in terms of my own remarks about severity and the “blowback” nature of the tragedy in Boston. I had written that the Boston tragedy was minor compared to the havoc wrought virtually every day in the Muslim world by U.S. drone attacks. Moreover those attacks by U.S. weapons of mass destruction evoked anger and desire for revenge on the parts of their victims. So “Americans,” I suggested, should expect more tragedies like Boston.

In truth, my point of departure was not (as some critics alleged or implied) anti-Americanism or insensitive gloating over the sufferings of the Marathon victims. Far from it, I love the United States; it is my place of birth; I consider myself highly patriotic. Like most people in the world, my heart went out to the dead, maimed and injured in Boylston Square.

However, I am also a teacher of critical thinking and have been for more than 40 years. During that time I’ve developed criteria – 10 of them – for thinking critically about history, politics, economics and religion. For me the essence of critical thought entails the ability to judge oneself (and one’s country) as objectively as possible (i.e. without ego-centrism or ethnocentrism). To that end, the criteria I’ve developed include

1. REFLECT SYSTEMICALLY
2. EXPECT CHALLENGE
3. REJECT NEUTRALITY
4. SUSPECT IDEOLOGY
5. RESPECT HISTORY
6. INSPECT SCIENTIFICALLY
7. QUADRA-SECT VIOLENCE
8. CONNECT WITH YOUR DEEPEST SELF
9. DETECT SILENCES
10. COLLECT CONCLUSIONS

As anyone can see, such criteria are not those one ordinarily finds in critical thinking textbooks – at least not those historically employed at Berea College where I taught for more than 36 years. Standard approaches provide tools for analyzing the thinking process itself. They instruct students in logic, common fallacies, and how to evaluate statements, evidence, statistics and information. Diagrams used to illustrate this understanding of critical thinking often look like the following:

In many ways “thinking about thinking” accurately describes the project pictured above. According to this understanding, thinking critically is about thought processes and their logic. Once articulated and clarified, the new understandings are applied to cases such as abortion, capital punishment, immigration, and war. Without doubt, this understanding of the discipline is valuable and necessary for any serious scholarship or indeed for responsible citizenship.

However, the problem with this kind of thinking is that it can ignore questioning its own “parameters of perception.” It can work within cultural, institutional and ideological premises that largely remain unquestioned. It can proceed quite successfully without seriously questioning or even acknowledging the possibility of alternatives to existing ideologies, laws, institutions, power relationships, and customs. One can think about the Marathon bombing, for instance, without considering the accuracy of one’s accepted historical narrative about the role of the United States in the world or about the “institutional violence” that might have provoked the atrocity.

By way of contrast, critical thinking as explored in this series will address such neglected elements. The operative image here will be Plato’s Cave. Its representation looks like this:

About 2500 years ago Plato described the human condition as characterized by a tragic absence of critical thought as I’m proposing it here. We live, Plato said, like people in a cave where they’ve been imprisoned all their lives. They remain there chained in a way that prevents them from moving about. They face a wall unable to move even to see directly the others who like them are chained alongside. However the wall the prisoners face is not blank. This is because a fire burns behind the captives and casts their shadows on the wall much as a movie projector would in a dark theater. And that’s their only image of themselves – shadows.

However other shadows appear on the wall as well. They are cast by people walking behind the prisoners along the “roadway” pictured above. The walkers carry statues of all kinds of things – animals, trees, gods . . . . Viewing those shadows, the prisoners think that life is unfolding before them. Moreover, the “wise” among the prisoners – the teachers – become very good at describing the shadows and at predicting the sequence of their appearance. In terms relevant here, their discourses are taken as expressions of “critical thought.” However, their wisdom describes shadows in an artificial world.

Eventually one of the prisoners escapes the cave and discovers the real world and the sun which makes life possible. The escapee returns to the cave to inform the prisoners of this discovery. The escapee’s intention is to introduce real “criticism.” Far from welcoming him, the other prisoners threaten to kill him.

Plato, of course, was writing about his mentor, Socrates whom the citizens of 5th century BCE Athens actually did kill for teaching what I’m calling here “critical thinking.” They interpreted his project as “corrupting the youth,” because it called into question the “doxa” of their day. The Greek term, doxa, referred to the “of course” statements that go unquestioned everywhere. Our culture is full of them: “The United States” is the best country in the world.” Of course it is! “Ours is the highest standard of living.” Of course! “’We’ are good; ‘they’ are evil.” Of course!

The critical thinking I intend to pursue here is about critiquing doxa; it’s about questioning parameters of perception; it’s about escaping the cave.

More specifically, what I intend to expose here attempts to provide tools for subjecting society’s underlying narratives, along with its economic and political structures and ideologies to careful yet easily accessible analysis. Moreover, it starts not from a place of supposed neutrality, but from a place of commitment to a world with room for everyone. Commitment in one form or another is inescapable.

Consequently this approach to critical thought not only analyzes reasons for such commitment; it evaluates as well ideologies that contradict that vision. This approach will be historical and involve examination of “official” and “competing” narratives about the past. It will treat violence as a multi-dimensional phenomenon connected with structures of political economy, the struggle for survival, and police enforcement of “rules of the game” that benefit some and hurt others. The approach centralized here will give key importance to spirituality and the clear articulation of conclusions about the world and the historical patterns at work there.

My approach will also recognize that some of the best and most engaging stimuli for critical thought are can be found in popular culture’s most powerful and engaging medium, Hollywood film, as well as from outstanding documentaries. So most blog entries on this topic will include film illustration.

My hope is that readers will find these Wednesday blog entries interesting and helpful and worthy of their “critical” feedback.

Category: Critical Thinking

The First Rule of Critical Thinking: Think Systemically (about Capitalism)

Series on Critical Thinking, Part One: It’s Not What You Think!