Big Thinker: Jelaluddin Rumi

“The pen would smoothly write the things it knew, but when it came to love it split in two, a donkey stuck in mud is logic’s fate – Love’s nature only love can demonstrate.” – Rumi

Rumi (1207—1273) has long been recognised as one of the most important contributors to Islamic literature and Sufism, the spiritual and mystic element of Islam. His enormous collection of mystical poetry is considered among the best that has ever been produced. His seminal text is the Masnavi, a six book poem written in rhyming couplets. It is so revered as an expression of Godly knowledge that it is referred to as “The Koran in Persian”.

What is Sufism?

To understand Rumi, you need to understand Sufism. It is often misrepresented as a sect, school, or deviant form of Islam but is better described as a distinct stream in Islamic spirituality. Sufism was first embodied by Muhammad and his early followers, then medieval scholars like Abu Hamid Al-Ghazzali, Ibn Arabi, and of course, Rumi.

Sufism is characterised by its focus on moral cultivation and establishing a personal connection to God through reforming, disciplining, and purifying the ego. It seeks to attain this intuition of God through disciplines that practice an austere lifestyle known as ascetism. One example of this is dhikr, a form of worship where you become absorbed in rhythmic repetitions of God’s name.

Sufism seeks a type of knowledge outside worldly intellect – one that is intuitive and is inextricably tied to the Divine.

Life of Rumi

Rumi, known in Iran and Central Asia as Mowlana Jalaloddin Balkhi, was born in 1207 in the province of Balkh, which is now the border region between Afghanistan and Tajikistan. His family left when he was a child shortly before Genghis Khan and his Mongol army arrived. They settled permanently in Konya, central Anatolia, which was formerly part of the Eastern Roman Empire. Rumi was probably introduced to Sufism through his father, Baha Valad, a popular preacher who also taught Sufi piety to a group of disciples.

The turning point in Rumi’s life came in 1244 when he met a wandering Sufi in Konya called Shamsoddin of Tabriz. Shams, as he was most often referred to by Rumi, taught him the most profound levels of Sufism, transforming him from a devout religious scholar to an ecstatic mystic.

Rumi died on 17 December 1273 shortly after completing his work on the Masnavi. His passing was deeply mourned by the citizens of Konya, including the Christian and Jewish communities. His disciples formed the Mevlevi Sufi order and named it after Rumi, whom they referred to as ‘Our Master’ (which translates to Mevlana in Turkish and Mowlana in Persian). They are better known in the West as the Whirling Dervishes, because of the distinctive dance they now perform as one of their central rituals.

Rumi’s death is commemorated annually in Konya, attracting pilgrims from all corners of the globe and every religion. The popularity of his poetry has risen so much in the last couple of decades that the Christian Science Monitor identified him as the most published poet in America in 1997 and UNESCO declared 2007 to be the Year of Rumi.

Overvaluing intellect

Rumi, like most Sufis, praised the intellect and considered its refinement a religious imperative. But he was clear about the types of knowledge he believed it could sufficiently possess. He considered o domain the sentimental and material world, not the theoretical and metaphysical one.

Rumi’s caution was this: when one relies solely on their own intellect to understand Being and Reality, they risk confining their understanding to a mortal and ultimately finite resource – themselves. He regarded it a folly of the ego to believe one’s intellect limitless and warned against reducing God to abstract puzzles in order to maintain that belief. Rumi scorned placing the intellect too high and pursuing knowledge for knowledge’s own sake.

“He knows a hundred thousand superfluous matters connected with the (various) sciences, (but) that unjust man does not know his own soul.

He knows the special properties of every substance, (but) in elucidating his own substance (essence) he is (as ignorant) as an ass.” – Rumi

The transcendence of man

So, if intellect isn’t enough, what is? Rumi would say, ‘Divine love.’

This divine love can also be translated as grace or friendship with God. In the Islamic worldview, humanity is unique in its capacity to autonomously know God, and this gives people an honoured status. Even so, no human can achieve divine love out of their own efforts. They can only be granted it.

Rumi was of the view that seeking essential knowledge – knowledge about the essence of humanity – was a way one might be granted divine love. It was the best type of knowledge, because it was tied to questions of meaning, purpose, and death.  In other words, knowing yourself was a means of knowing God.

According to the Sufis, knowledge of God comes in three levels: material, conceptual, and experiential. Think of it as the different between knowing an apple exists, reading a detailed Wikipedia page about it, and eating one in the flesh. All three are different forms of knowing what an apple is – but each deepens in understanding. The last level is transformative in a way the other two are not. Try explaining what an apple tastes like to someone who has never had one. You may come very close, but they will never know what you mean unless they take a bite themselves.

Likewise, the Sufis believed that the highest knowledge of God was something that could only be experienced. To read and contemplate upon God or the universe was one thing. But experiencing God was something totally different, something impossible to intellectualise.

Rumi believed manifesting the four virtues – courage, wisdom, and temperance, which when balanced, lead to perfect justice, the fourth virtue – would lead to some form of transcendence above the hubbub of life’s claims and counterclaims. But when every human being’s views cannot be divorced from their experience, how was this possible?

For Rumi, this highlighted humanity’s dependence on God. Only a friend of God, or Wali, could be objective enough to see truth and loving enough to be just.


Big Thinker: Confucius

Confucius (551 BCE—479 BCE) was a scholar, teacher, and political adviser who used philosophy as a tool to answer what he considered to be the two most important questions in life… What is the right way to rule? And what is the right way to live?

While he never wrote down his teachings in a systematic treatise, bite sized snippets of his wisdom were recorded by his students in a book called the Analects.

Underpinning Confucian philosophy was a deeply held conviction that there is a virtuous way to behave in all situations and if this is adhered to society will be harmonious. Confucius established schools where he gave lectures about how to maintain political and personal virtue.

“It is virtuous manners which constitute the excellence of a neighborhood.”

His ideas set the agenda for political and moral philosophy in China for the next two millennia and are emerging once again as an influential school of thought.

Humble beginnings

Confucius was born in 551 BC in a north-eastern province of China. His father and mother died before he was 18, leaving him to fend for himself. While working as a shepherd and bookkeeper to survive, Confucius made time to rigorously study classic texts of ancient Chinese literature and philosophy.

At the age of 30, Confucius began teaching some of the foundational concepts he formulated through his studies. He developed a loyal following and quickly rose up the political ranks, eventually becoming the Prime Minister of his province.

But at the age of 55 he was exiled after offending a higher ranking official. This gave Confucius an opportunity to travel extensively around China, advising government officials and spreading his teachings.

He was eventually invited back to his home province and was allowed to re-establish his school, which grew to a size of 3000 students by the time he died at age 72.

The golden age

Underpinning much of Confucius’ thought was a belief that Chinese society had forgotten the wisdom of the past and that it was his duty to reawaken the people, particularly the young, to these ancient teachings.

Confucius idealised the historical Western Zhou Dynasty, a time, he claimed, when living standards were high, people lived and worked in peace and contentment, the leaders carried out their duties in accordance with their rank, and the social order was stable and harmonious.

Confucius devoted his life to teaching the wisdom of this ancient society to his contemporaries in the hope of reinventing it in the present. For this reason, he didn’t claim to be an original thinker, but a receptacle of past wisdom. “I transmit but do not innovate”, he said.

Dao, de, and ren

While Confucius never wrote a systematic philosophical treatise, there are three intertwined concepts that run through his philosophy: Dao, De, and Ren.

Dao: Confucius interpreted Dao to mean a Way of living, or more specifically the right Way of living. This was not a concept he made up. It was already a central part of Chinese belief systems about the natural order of the universe. Dao is a slippery but profound concept suggesting there is a singular Way to live that can be intuited from the universe, and that all of life should be directed towards living this Way. If the Way is followed, the individual and society will be in perfect harmony.

De: Confucius saw De as a type of virtue that lay latent in all humans but that had to be cultivated. It was the cultivation of this virtue, Confucius believed, that allowed a person to follow the Way. It was in family life that people learned how to cultivate and practice virtuous behaviours. In fact, many of the main Confucian virtues were derived from familial relationships. For example, the relationship between father and son defined the virtue of piety and the relationship between older and younger siblings defined the virtue of respect. For this reason, Confucian ethics did not leave much room for an individual to exist outside of a family structure. Knowing where you stood in your family and your society was key to living a virtuous life.

Ren: While most Confucian virtues were cultivated within a strict social and family structure, ren was a virtue that existed outside this dynamic. It can be translated loosely as benevolence, goodness, or human-heartedness.

Confucius taught that the ren person is one who has so completely mastered the Way that it becomes second nature to them. In this sense ren is not so much about individual actions but what type of person you are. If you perform your familial duties but do not do so with benevolence, then you are not virtuous. Ren was how something was done, rather than the act itself.

Contemporary influence and relevance

Confucius’ influence on Chinese society during his life and in the two millennia since has been enormous. His sound bite like philosophies became China’s handbook on politics and its code of personal morality.

“He who exercises government by means of his virtue may be compared to the north polar star, which keeps its place and all the stars turn towards it.”

It wasn’t until Mao’s Cultural Revolution that some of the basic tenets of Confucian ethics were publicly denounced for the first time. Mao was future oriented and utopian in his politics, and so Confucius’ idea of governance and ethics based in the ancient classics was considered dangerous and subversive. In fact, Mao’s Red Guards referred to the old sage as “The Number One Hooligan Old Kong”.

But in the past decade, the Communist Party has realised Confucius’ teachings might be useful again. The surge of wealth that has accompanied free market capitalism in China has meant that many of Mao’s ideologies no longer make sense for the government. This has prompted a resurgence of State led interest in Confucius as an alternative ideological underpinning for the current government.

While this is seen by many as a way for China to build a political future based on its philosophical past, others feel that the Communist Party has emphasised Confucian ideas about hierarchical social structure and obedience, while sidelining notions of virtue and benevolence.

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Big Thinker: Malcolm X

Malcolm X (19251965) was a Muslim minister and controversial black civil rights activist.

To his admirers, he was a brave speaker of an unpalatable truth white America needed to hear. To his critics, he was a socially divisive advocate of violence. Neither will deny his impact on racial politics.

From tough childhood to influential adult

Malcolm X’s early years informed the man he became. He began life as Malcolm Little in the meatpacking town of Omaha, Nebraska before moving to Lansing, Michigan. Segregation, extreme poverty, incarceration, and violent racial protests were part of everyday life. Even lynchings, which overwhelmingly targeted black people, were still practiced when Malcolm X was born.

Malcolm X lost both parents young and lived in foster care. School, where he excelled, was cut short when he dropped out. He said a white teacher told him practicing law was “no realistic goal for a n*****”.

In the first of his many reinventions, Malcolm Little became Detroit Red, a ginger-haired New York teen hustling on the streets of Harlem. In his autobiography, Malcolm X tells of running bets and smoking weed.

He has been accused of overemphasising these more innocuous misdemeanours and concealing more nefarious crimes, such as serious drug addiction, pimping, gun running, and stealing from the very community he publicly defended.

At 20, Malcolm X landed in prison with a 10 year sentence for burglary. What might’ve been the short end to a tragic childhood became a place of metamorphosis. Detroit Red was nicknamed Satan in prison, for his bad temper, lack of faith, and preference to be alone.

He shrugged off this title and discarded his family name Little after being introduced to the Nation of Islam and its philosophies. It was, he explained, a name given to him by “the white man”. He was introduced to the prison library and he read voraciously. The influential thinker Malcolm X was born.

Upon his release, he became the spokesperson for the Nation of Islam and grew its membership from 500 to 30,000 in just over a decade. As David Remnick writes in the New Yorker, Malcolm X was “the most electrifying proponent of black nationalism alive”.

 

 

Be black and fight back

Malcolm X’s detractors did not view his idea of black power as racial equality. They saw it as pro-violent, anti-white racism in pursuit of black supremacy. But after his own life experiences and centuries of slavery and atrocities against African and Native Americans, many supported his radical voice as a necessary part of public debate. And debate he did.

Malcolm X strongly disagreed with the non-violent, integrationist approach of fellow civil rights leader, Martin Luther King Jr. The differing philosophies of the two were widely covered in US media. Malcolm X believed neither of King’s strategies could give black people real equality because integration kept whiteness as a standard to aspire to and non-violence denied people the right of self defence. It was this take that earned him the reputation of being an advocate of violence.

“… our motto is ‘by any means necessary’.”

Malcolm X stood for black social and economic independence that you might label segregation. This looked like thriving black neighbourhoods, businesses, schools, hospitals, rehabilitation programs, rifle clubs, and literature. He proposed owning one’s blackness was the first step to real social recovery.

Unlike his peers in the civil rights movement who championed spiritual or moral solutions to racism, Malcolm X argued that wouldn’t cut it. He felt legalised and codified racial discrimination was a tangible problem, requiring structural treatment.

Malcolm X held that the issues currently facing him, his family, and his community could only be understood by studying history. He traced threads between a racist white police officer to the prison industrial complex, to lynching, slavery, and then to European colonisation.

Despite his great respect for books, Malcolm X did not accept them as “truth”. This was important because the lives of black Americans were often hugely different from what was written about – not by – them.

Every Sunday, he walked around his neighbourhood to listen to how his community was going. By coupling those conversations with his study, Malcolm X could refine and draw causes for grievances black people had long accepted – or learned to ignore.

We are human after all

Dissatisfied with their leader, Malcolm X split from the Nation of Islam (who would go on to assassinate him). This marked another transformation. He became the first reported black American to make the pilgrimage to Mecca. In his final renaming, he returned to the US as El-Hajj Malik El-Shabazz.

On his pilgrimage, he had spoken with Middle Eastern and African leaders, and according to his ‘Letter from Mecca’ (also referred to as the ‘Letter from Hajj’), began to reappraise “the white man”.

Malcolm X met white men who “were more genuinely brotherly than anyone else had ever been”. He began to understand “whiteness” to be less about colour, and more about attitudes of oppressive supremacy. He began to see colonialist parallels between his home country and those he visited in the Middle East and Africa.

Malcolm X believed there was no difference between the black man’s struggle for dignity in America and the struggle for independence from Britain in Ghana. Towards the end of his life, he spoke of the struggle for black civil rights as a struggle for human rights.

This move from civil to human rights was more than semantics. It made the issue international. Malcolm X sought to transcend the US government and directly appeal to the United Nations and Universal Declaration of Human Rights instead.

In a way, Malcolm X was promoting a form of globalisation, where the individual, rather than the nation, was on centre stage. Oppressed people took back their agency to define what equality meant, instead of governments and courts. And in doing so, he linked social revolution to human rights.


Big Thinker: Simone Weil

Philosophy had a big moment in 20th century Europe. Christian mysticism? Not so much.

Meet Simone Weil (19091943) – French philosopher, political activist, Christian mystic and enfant terrible. Described by John Berger as a “heretical theologian”, Albert Camus as “the only great spirit of our times”, and André Weil (her brother) as “the greatest pain in the arse for rectors and school directors”, Weil was – and remains – one of philosophy’s more divisive characters

Uprootedness

According to Weil, post-World War II France was adrift in a deep malaise she called uprootedness. She argued France’s lack of connectedness to its past, its land, and its community had culminated in its defeat by Germany. Her solution? To find spirituality in work.

This would look different in city and country. In urban areas, treating uprootedness meant finding a motivation for work other than money.

Weil admitted that for low income and unemployed adults in war ravaged France, this would be impossible. Instead, she focused on their children. Reviving the original Tour de France, encouraging apprenticeships, and bringing joy back into study were her recommendations. This way, work could be intriguing and compelling. Even “lit up by poetry”.

For those in the country, uprootedness looked like boredom and an indifference to the land. Optional studies of science, religion, more apprenticeships and cultivating a strong need to own land was essential. To remember the water cycle, photosynthesis and Biblical shepherds while working could only invoke awe, Weil surmised. Even the fatigue of labour would turn poetic.

Her vision for reform extended to French colonialism. This was a source of deep shame for Weil, admitting that she could not meet “an Indochinese person, an Algerian, a Moroccan, without wanting to ask his forgiveness”. She saw uprootedness most acutely in those whose homelands had been invaded. It was also a clear example of the cyclical nature of uprootedness: for the fiercest invaders were uprooted people uprooting others.

Attention over will

The spirituality of academic work was just as important to Weil. In practice, this looked like attention. She defined attention as the capacity to hold different ideas without judgement. In doing so, the student would be able to engage with ideas and slowly land on an answer.

She argued that when a student is motivated by good grades or social ranking, they arrest their development of attention and lose all joy in learning. Instead, they pounce on any semblance of answer or solution, even if half-formed or incorrect, to seem impressive. Social media, anyone?

According to Weil, true knowledge could not be willed. Instead, the student should put their efforts into making sure they paid attention when it arrived.

Weil believed humanity’s search for truth was their search for nearness to God or Christ. If God or Christ was the source of ‘Truth’, every new piece of knowledge or fact learned would refer to them. Therefore, in each student’s instance of unmixed attention – to a geometry problem, a line of poetry, or a cry for help from someone in need – was an opportunity for spiritual transformation.

This detachment from social mores and movement away from the ego characterised her mysticism. It makes a lot of sense then, that Weil considered the height of attention to be prayer.

Obligations over rights

Weil believed that justice was concerned with obligations, not rights. One of her criticisms of political parties lay in their language of rights, calling it “a shrill nagging of claims and counter-claims”.

Justice, for Weil, consisted of making sure no harm is done to one another. Weil asserted that when the man who is hurt cries ‘why are you hurting me?’ he invokes the spirit of love and attention. When the second man cries ‘why has he got more than I have?’ his due becomes conditional on power and demand.

The obligation of justice, Weil noted, is fundamentally unconditional. It is eternal and based upon a duty to the very nature of humanity. In a sense, what Weil is describing is the Golden Rule, found in every major religious tradition and every strand of moral philosophy – to treat others as you would like to be treated.


Big Thinker: Bill Mollison

Bill Mollison (1928—2016) was an Australian ecologist and the ‘father of permaculture’, a type of agricultural design and practice he created, named and taught.

Having co-wrote Permaculture One with his student and colleague David Holmgrem, Mollison later founded the Permaculture Institute of Tasmania and taught his Permaculture Design Course and Certificate (PDCC) all around the world.

Today, his philosophy has reached millions. His commitment to ethics brings philosophy back into the marketplace and onto the farm – down to its earthworms and well-tilled soil.

What is permaculture?

Permaculture is an ethical design framework for sustainable farming. It combines traditional farming methods of Indigenous and Aboriginal communities with renewable technologies and low-energy materials. Masanobu Fukuoka, a Japanese farmer and creator of “Do-nothing Farming”, is cited as another influence on Mollison’s farming philosophy.

Mollison believed that farming monocultures, like corn, or wheat, was unsustainable. Instead, he called for ‘food forests’ – a varied collection of plant and tree species that support equally as diverse animal life.

Like a delicate structure of checks and balances, the little relationships formed in such an ecosystem would keep it self-sufficient. According to Mollison, once complete, a successful permaculture design wouldn’t need any human touch at all.

What’s wrong with what we’ve got now?

Because monocultures are more efficient, fast and easy to harvest, they’ve been the go-to for industrial farming. But, according to Mollison, their future is limited, with no means to reproduce the same healthy ecosystem it profits from. In fact, it’s often expected to meet the surplus demand of nations that already have enough food.

Mollison considered this form of agriculture as unethical, self-destructive and “temporary”. Rather than people being relied on to provide yields, he wanted to make us another part of the agricultural web. No more, no less.

This, along with permaculture’s three core ethics (earth care, people care and fair share), would transform how plants, animals and humans all interact with each other. People – not just farmers – would turn into active stewards of the earth. The social and economic needs of interdependent communities would be satisfied and looked after, with global surplus distributed to those most in need.

Some people find his views noble, but unrealistic. Indeed, his repositioning of farming as political might be novel. But applying ethics to fulfil basic needs of food and shelter, to Mollison, is essential: 

“The greatest change we need to make is from consumption to production, even if on a small scale, in our own gardens. If only 10% of us can do this, there is enough for everyone. Hence the futility of revolutionaries who have no gardens, who depend on the very system they attack, and who produce words and bullets, not food and shelter.”


Big Thinkers: Thomas Beauchamp & James Childress

Thomas L Beauchamp (1939present) and James F Childress (1940present) are American philosophers, best known for their work in medical ethics. Their book Principles of Biomedical Ethics was first published in 1985, where it quickly became a must read for medical students, researchers, and academics.

Written in the wake of some horrific biomedical experiments – most notably the Tuskegee Syphilis Study, where hundreds of rural black men, their partners, and subsequent children were infected or died from treatable syphilis – Principles of Biomedical Ethics aimed to identify healthcare’s “common morality”. These are its four principles:

  1. Respect for autonomy
  2. Beneficence
  3. Non-maleficence
  4. Justice

These principles are often in tension with one another, but all healthcare workers and researchers need to factor each into their reflections on what to do in a situation.

Respect for autonomy

Philosophers usually talk about autonomy as a fact of human existence. We are responsible for what we do and ultimately any action we take is the product of our own choice. Recognising this basic freedom at the heart of humanity is a starting point for Beauchamp and Childress.

By itself, the idea human beings are free and in control of themselves isn’t especially interesting. But in a healthcare setting, where patients are often vulnerable and surrounded by experts, it is easy for a patient’s autonomous decision to be disrespected.

Beauchamp and Childress were writing at a time when the expertise of doctors meant they often took extreme measures in doing what they had decided was in the best interests of their patient. They adopted a paternalistic approach, treating their patients like uninformed children rather than autonomous, capable adults. This went as far as performing involuntary sterilisations. In one widely discussed court case in bioethics, Madrigal v Quillian, ten Latina women in the US successfully sued after doctors performed hysterectomies on them without their informed consent.

Legally speaking, the women in Madrigal v Quillian had provided consent. However, Beauchamp and Childress explain clearly why the kind of consent they provided isn’t adequate. The women – who spoke Spanish as a first language – were all being given emergency caesareans. They were asked to sign consent forms written in English which empowered doctors to do what they deemed medically necessary.

In doing so, they weren’t being given the ability to exercise their autonomy. The consent they provided was essentially meaningless.

To address this issue, Beauchamp and Childress encourage us to think about autonomy as creating both ‘negative’ and ‘positive’ duties. The negative duty influences what we must not do: “autonomous actions should not be subject to controlling constraints by others”, they write. But positively, autonomy also requires “respectful treatment in disclosing information” so people can make their own decisions.

Respecting autonomy isn’t just about waiting for someone to give you the OK. It’s about empowering their decision making so you’re confident they’re as free as possible under the circumstances.

Nonmaleficence: ‘first do no harm’

The origins of medical ethics lie in the Hippocratic Oath, which although it includes a lot of different ideas, is often condensed to ‘first do no harm’. This principle, which captures what Beauchamp and Childress mean by non-maleficence, seems sensible on one level and almost impossible to do in practice on another.

Medicine routinely involves doing things most people would consider harmful. Surgeons cut people open, doctors write prescriptions for medicines with a range of side effects, researchers give sick people experimental drugs – the list goes on. If the first thing you did in medicine was to do no harm, it’s hard to see what you might do second.

This is clearly too broad a definition of harm to be useful. Instead, Beauchamp and Childress provide some helpful nuance, suggesting in practice, ‘first do no harm’ means avoiding anything which is unnecessarily or unjustifiably harmful. All medicine has some risk. The relevant question is whether the level of harm is proportionate to the good it might achieve and whether there are other procedures that might achieve the same result without causing as much harm.

Beneficence: do as much good as you can

Some people have suggested Beauchamp and Childress’s four principles are three principles. They suggest beneficence and non-maleficence are two sides of the same coin.

Beneficence refers to acts of kindness, charity and altruism. A beneficent person does more than the bare minimum. In a medical context, this means not only ensuring you don’t treat a patient badly but ensuring you treat them well.

The applications of beneficence in healthcare are wide reaching. On an individual level, beneficence will require doctors to be compassionate, empathetic and sensitive in their ‘bedside manner’. On a larger level, beneficence can determine how a national health system approaches a problem like organ donation – making it an ‘opt out’ instead of ‘opt in’ system.

The principle of beneficence can often clash with the principle of autonomy. If a patient hasn’t consented to a procedure which could be in their best interests, what should a doctor do?

Beauchamp and Childress think autonomy can only be violated in the most extreme circumstances: when there is risk of serious and preventable harm, the benefits of a procedure outweigh the risks and the path of action empowers autonomy as much as possible whilst still administering treatment.

However, given the administration of medical procedures without consent can result in legal charges of assault or battery in Australia, there is clearly still debate around how to best balance these two principles.

Justice: distribute health resources fairly

Healthcare often operates with limited resources. As much as we would like to treat everyone, sometimes there aren’t enough beds, doctors, nurses or medications to go around. Justice is the principle that helps us determine who gets priority in these cases.

However, rather than providing their own theory, Beauchamp and Childress pointed out the various different philosophical theories of justice in circulation. They observe how resources are distributed will depend on which theory of justice a society subscribes to.

For example, a consequentialist approach to justice will distribute resources in the way that generates the best outcomes or most happiness. This might mean leaving an elderly patient with no dependents to die in order to save a parent with young children.

By contrast, they suggest someone like John Rawls would want the access to health resources to be allocated according to principles every person could agree to. This might suggest we allocate resources on the basis of who needs treatment the most, which is the way paramedics and emergency workers think when performing triage.

Beauchamp and Childress’s treatment of justice highlights one of the major criticisms of their work: it isn’t precise enough to help people decide what to do. If somebody wants to work out how to distribute resources, they might not want to be shown several theories to choose between. They want to be given a framework for answering the question. Of course when it comes to life and death decisions, there are no easy answers.


Big Thinker: Mary Wollstonecraft

Mary Wollstonecraft (17591797) is best known as one of the first female public advocates for women’s rights. Sometimes known as a “proto-feminist”, her significant contributions to feminist thought were written a century before the word “feminism” was coined.

Wollstonecraft was ahead of her time, both intellectually and in the way she lived. Pursuing a writing career was unconventional for women in 18th century England and she was denounced for nearly a century after her death for having a child out of wedlock. But later, during the rise of the women’s movement, her work was rediscovered.

Wollstonecraft wrote many different kinds of texts – including philosophy, a children’s book, a fictional novel, socio-political pamphlets, travel writings, and a history of the French Revolution. Her most famous work is her essay, A Vindication of the Rights of Woman.

Pioneering modern feminism

Wollstonecraft passionately articulated the basic premise of feminism in A Vindication of the Rights of Woman – that women should have equal rights to men. Though the essay was published during the French Revolution in 1792, its core argument that women are unjustifiably rendered subordinate to men remains.

Rather than domestic violence, women in senior roles and the gender pay gap, Wollstonecraft took aim at marriage, beauty, and women’s lack of education.

The good wife: docile and pretty

At the core of Wollstonecraft’s critique was the socioeconomic necessity for marriage – “the only way women can rise in the world”. In short, she argued marriage infantilised women and made them miserable.

Wollstonecraft described women as sacrificing respect and character for far less enduring traits that would make them an attractive spouse – such as beauty, docility, and the 18th century notion of sensibility. She argued, “the minds of women are enfeebled by false refinement” and they were “so much degraded by mistaken notions of female excellence”.

Mother of feminism and victim blamer?

Some readers of A Vindication for the Rights of Woman argued Wollstonecraft was only a small step away from victim blaming. She penned plenty of lines positioning women as wilful and active contributors to their own subjugation.

In Wollstonecraft’s eye, expressions of feminine gender were “frivolous pursuits” chosen over admirable qualities that could lift the social standing of her sex and earn women respectdignity and quality relationships:

“…the civilised women of the present century, with few exceptions, are only anxious to inspire love, when they ought to cherish a nobler ambition, and by their abilities and virtues exact respect.”

While some might find Wollstonecraft was too harsh on the women she wanted to lift, her spear was very much aimed at men, “who considering females rather as women than human creatures, have been more anxious to make them alluring mistresses than rational wives”.

Grab it by the patriarchy

Like the word feminism, the word patriarchy was not available to Wollstonecraft. She nevertheless argued men were invested in maintaining a society where they held power and excluded women.

Wollstonecraft commented on men’s “physical superiority” although she did not accept social superiority should follow.

“…not content with this natural pre-eminence, men endeavour to sink us still lower, merely to render us alluring objects for a moment.”

Wollstonecraft’s hammering critique against a male dominated society suggested women were forced to be complicit. They had few work options, no property or inheritance rights, and no access to formal education. Without marriage, women were destined to poverty.

What do we want? Education!

Wollstonecraft pointed out all people regardless of sex are born with reason and are capable of learning.

In a time where it was considered racial to insist women were rational beings, Wollstonecraft raised the common societal belief that women lacked the same level of intelligence as men. Women only appeared less intelligent, Wollstonecraft argued, because they were “kept in ignorance”, housebound and denied the formal education afforded to men.

Instead of receiving a useful education, women spent years refining an appealing sexual nature. Wollstonecraft felt “strength of body and mind are sacrificed to libertine notions of beauty”. Women’s time was poorly invested.

How could women, who were responsible for raising children and maintaining the home, be good mothers, good household managers or good companions to their husbands, if they were denied education? Women’s education, Wollstonecraft contended, would benefit all of society.

Wollstonecraft suggested a free national schooling system where girls and boys were taught together. Mixed sex education, she argued, “would render mankind more virtuous, and happier” – because society and the term mankind itself would no longer exclude girls and women.


Big Thinker: Socrates

Big Thinker: Socrates

Socrates (470 BCE399 BCE) is widely considered to be one of the founders of Western philosophy.

Stonemason, soldier, citizen, philosophy’s first ‘martyr’, Socrates helped shape one of the major intellectual foundations on which Western civilisation has been built. Yet, no work of philosophy bears his name as the author. All we know of him is derived from the work of others – especially Plato, Xenophon and Aristophanes.

The rise of ethics

Prior to Socrates, ancient philosophy tended to focus on questions that today might be considered the domain of physics. ‘Pre-Socratic’ philosophers tended to focus on fundamental questions about the nature of the universe – like the building blocks of matter or the nature of time and motion.

When Socrates came along, he proposed a completely different set of questions for philosophical deliberation. He drew attention away from questions about how the world is and towards questions about how we are to be in the world. While he made valuable contributions to the evolution of thought about epistemology and politics, it is this turn toward ethics that introduced a fresh practical dimension to philosophy.

Earlier philosophical debates of Thales, Anaximander and Democritus, for example, were all theoretical. Human knowledge and understanding might have advanced, but nothing in the world was directly changed by their deliberations.

Socrates’ focus on ethics was intended to generate practical outcomes. He expected philosophical work might lead to a change in both attitudes and (importantly) actions of people. In turn, this was intended to produce effects in the world. Although we have only come to see Socrates through the eyes of others, his friends (like Plato and Xenophon) and foes (like Aristophanes) agree he wished to have an impact on the people around him and the kind of society they were creating as a result of their choices.

What friends and foes disagreed on was Socrates’ motivation. His critics lumped him in with the Sophists who were looked down on as philosophical guns for hire.

A new focus on ethics repositioned philosophy as something relevant to everyday life. Socrates’ core question, ‘What ought one to do?’ does not apply in a limited set of circumstances. It is a question of general application to any situation where a choice is to be exercised – and is applicable to every person, whatever their station in life.

In some sense, this is what made Socrates such a troublesome – or dangerous – person. In one fell swoop, he brought philosophy into the agora (the marketplace), making it relevant and accessible to people of all ages and degrees.

This upset hierarchies and orthodoxies. As we know, a gadfly is rarely welcome. Socrates was eventually executed for crimes of ‘impiety’ and ‘corrupting the youth’ – in short, for teaching and encouraging them to question established norms and think for themselves.

 

 

The virtue of ‘constructive ignorance’

On being asked who the wisest person in Athens was, the Oracle of Delphi nominated Socrates. Socrates was astounded – he believed himself to know nothing. To prove his relative ignorance, Socrates sought to find wiser folk amongst the citizens of Athens, questioning them at length about the nature of things like justice and love.

His questioning had practical implications. At that time in democratic Athens, citizens were actively involved in enacting laws or judgements in the courts.

In the end, Socrates came to believe the Oracle of Delphi was correct – but only because his superior wisdom lay in his realising the limits of his knowledge.

Along the way to this realisation, Socrates developed the process of elenchus (the ‘Socratic method’). It is a distinctive form of questioning designed to open space for insight and self-knowledge. The idea we have much to learn about ourselves and the world might suggest we are ignorant. Such a view could position the Socratic method of questioning as a mean spirited exercise. Those subjected to it did not necessarily enjoy the experience or see it in a positive light. This no doubt contributed to the belief Socrates was an impious trouble maker.

The importance of the examined life 

Although Socrates contributed many insights that are still drawn upon today (but not necessarily accepted), one of his most famous and profound is his claim that ‘the unexamined life is not worth living’.

This claim goes beyond being a recommendation we should think before we act – which may be a prudent thing to do. Socrates is attempting to draw our attention to a deeper truth about the human condition. He encourages us to participate in a form of being that has the capacity to transcend the requirements of instinct and desire in order to make conscious – that is, ethical – choices. Socrates claimed if we fail to do this, we live a lesser life.

One of the effects of examination is, according to Socrates, the development of phronesis (practical wisdom) which is the foundation for virtue. For Socrates (and later for Aristotle – in a slightly different form), the possession of virtue is not just a matter of interior orientation. It is essential to being able to see the world as it is and be able to make good decisions.

Like Aristotle, Socrates sees vice as the source of defective vision. Socrates thought people make bad choices and do bad things out of ignorance. He thought if people could only ‘see’ what is good, they would choose it.

This all finally comes together in the way Socrates challenged the status quo. To live an examined life is to reject things ought to be done just because they have always been done.

Instead, Socrates is an early exponent of an inner voice that (in Socrates’ case) is supposed to have warned him against making an error. Socrates called this voice his ‘daimōnic sign’ – something Aquinas would call ‘conscience’ over a thousand years later.

It may be difficult to distinguish the real Socrates from the versions of the man created by others – which were either celebratory or lampooning. But this we know. When given the chance to escape and avoid the sentence of death imposed on him by the Athenians, Socrates chose to stay. In defence of his ideas and in conformance with his ideals Socrates drank the hemlock and died.

He can hardly have imagined the impact he would have on the world.


Big Thinker: Dennis Altman

Dennis Altman (1943—present) is an internationally renowned queer theorist, Australian professor of politics and current Professorial Fellow at La Trobe University.

Beginning his intellectual career in the 1970s, his impact on queer thinking and gay liberation can be likened to Germaine Greer’s contributions to the women’s movement.

Much of Altman’s work explores the differences between gay radical activists who question heteronormative social structures like marriage and nuclear family, and gay equality activists who want the same access to such structures.

“Young queers today are caught up in the same dilemma that confronted the founders of the gay and lesbian movements: Do we want to demonstrate that we are just like everyone else, or do we want to build alternatives to the dominant sexual and emotional patterns?”

Divided in diversity, united in oppression

Altman’s influential contribution to gay rights began with his first of many books, Homosexual: Oppression and Liberation. The 1971 text has been published in several countries and is still widely read today. It is often regarded as an uncannily correct prediction of how gay rights would improve over the decades – something that would have been difficult to imagine when the first Sydney Mardi Gras was met with police violence.

Altman predicted homosexuality would become normalised and accepted over time. As oppressions ceased, and liberation was realised, sexual identities would become less important and the divisions between homosexual and heterosexual would erode. Eventually, openly gay people would come to be defined the way straight people were – by characteristics other than their sexuality like their job, achievements or interests.

Despite gay communities being home to diversity and division, the shared experience of discrimination bonded them, Altman argued. Much like women’s and black civil rights advocates could testify, oppression has an upside – it forms communities.

End of the homosexual?

Altman’s 2013 book The End of the Homosexual? follows on from the ideas in his first. It is often described as a sequel despite the 40 years and several other publications between the two. He wrote it at a time when same sex marriage was beginning to be legalised around the world.

Altman recently reflected on his old work and said he was wrong to believe identity would become less important as acceptance grew but right to predict being gay would not be people’s defining characteristic.

He has come across as both happy and disappointed by the normalisation of same sex relationships. While massive reductions in violence and systemic discrimination is something you can only celebrate, Altman almost mourns the loss of the radical roots of gay liberation that formed in response to such injustices.

Without the oppressions of yesteryear, what binds diverse people into gay communities today? What distinguishes between a ‘gay lifestyle’ and a ‘straight lifestyle’ when they share so many characteristics like marriage, children, and general social acceptance?

Of course, all things are still not equal today. While people in the West largely enjoy safety and equality, people in countries like Russia are experiencing regressions. Altman hopes gay liberationists could have impact there.

Same sex marriage

Although he’s considered a pioneer in queer theory, a field that questions dominant heterosexual social structures, Altman does not support same sex marriage. 

Some people might feel a sense of betrayal that such a well respected gay public intellectual has not put his influence behind this campaign. But Altman’s lack of support is completely consistent with the thinking he has been sharing for decades. Like a radical women’s liberationist, he has reservations about marriage itself – whether it’s same sex or opposite sex.

Altman takes issue with traditional marriage’s “assumption that there is only one way of living a life”. He has long been concerned the positioning of wedlock as the norm forgets all the people who are not living in long term, monogamous relationships. He argues marriage isn’t even all that normal in Australia anymore with single person households growing faster than any other category.

Altman was with his spouse for 20 years until death parted them. While that may sound like a marriage, the role of state and Church deeply bothers him, and so they were together without the blessings of those institutions. He has expressed confusion over the popular desire to be approved by the state or religious bodies that do not want to sanction same sex relationships. It’s because he doesn’t consider same sex marriage a human rights issue, when compared to things like starvation, oppression, and other forms of suffering.  

Nevertheless, Altman recognises the importance of equal rights and understands why marriage for heterosexuals and not homosexuals is unfair. True to form he continues to question the institution itself by flipping the marriage equality argument on its head. He advocates for “the equal right not to marry”.


Big Thinker: Martha Nussbaum

Martha Nussbaum (1947present) is one of the world’s most influential living moral philosophers.

She has published on a wide range of topics, from tragedy and vulnerability, to religious tolerance, feminism and the role of the emotions in political life. Nussbaum’s work combines rigorous philosophy with insights from literature, history and law.

Our happiness is largely beyond our control

Nussbaum takes issue with people like the Stoics and Immanuel Kant, who suggest there is no place for emotion within ethics. They believe ethics is about the things we can control. It’s about the things that can’t be lost or taken away from us, like our thoughts and our virtues.

For instance, in his Groundwork to the Metaphysics of Morals, Kant claimed even if bad luck or circumstance meant you were unsuccessful in everything you tried to do, so long as you acted with a “good will”, your actions would still “shine like a jewel”.

By contrast, Nussbaum believes the fact our intentions, desires and hopes can be thwarted by circumstances tells us something really important about flourishing (that’s philosophy speak for living the good life). Specifically, that it’s vulnerable and fragile.

She may have had Kant’s writing in mind when she wrote the ethical life “is based on a trust in the uncertain and on a willingness to be exposed; it’s based on being more like a plant than like a jewel, something rather fragile, but whose very particular beauty is inseparable from its fragility”.

Risk is a scary notion in our society. We don’t like thinking about it and we’re not good at judging it accurately. Part of that is because we don’t like uncertainty. But Nussbaum encourages us to reframe our attitude to vulnerability, seeing it as a unique aspect of what it means to be human.

“To be a good human being is to have a kind of openness to the world, an ability to trust uncertain things beyond your own control.”

Politics doesn’t work without emotion

Most political philosophers and commentators are wary of the place of emotion in politics. When we think about the role of emotions in politics, it’s easy to focus on fear, disgust, envy and the ways they can corrupt our political life. It’s natural to assume politics would be better without the emotion, right?

Not according to Nussbaum. She suggests scrubbing politics clean of emotion would be like throwing the baby out with the bathwater. Yes, we need to be wary of the role of emotions in politics, but we couldn’t survive without them.

For one thing, it’s emotions like love and compassion that translate abstract concepts like truth and justice into real and lasting connections with particular groups and people. Ideas like human dignity capture what we all have in common but strong democracies tend to respect what makes different groups and people unique.

Emotions help us to cultivate a healthy balance between our attachments to ideas and institutions and our connection to particular places, people and histories. For Western democracies struggling to deal with different cultural groups and ideologies, Nussbaum’s view may help strike a balance between society-wide ideals and particular cultural differences.

What’s more, Nussbaum notes, political systems have always cultivated the emotions that serve them best. For example, monarchies cultivate childlike emotions of dependence and dictatorships often trade on a combination of nationalism and fear. These emotions create unity around a common political identity – albeit in ways people find problematic.

There’s promising terrain here, Nussbaum says, because if we can work out the emotions that best serve democratic life, we can then cultivate these emotions and create better citizens.

She thinks we can do this through ritual, public investments in art and a living sense of cultural and national history (she offers the rewriting of America’s founding fathers in Hamilton as a good example of this).

Nussbaum advises we can foster the emotions for citizenship with whatever “helps us to see the uneven and often unlovely destiny of human beings in the world with humour, tenderness, and delight, rather than with absolutist rage for an impossible sort of perfection”.

 

 

Educate for citizenship, not profitability

In Not for Profit: Why Democracy Needs the Humanities, Nussbaum targets the education system. She gives an ominous diagnosis:

Thirsty for national profit, nations, and their systems of education, are heedlessly discarding skills that are needed to keep democracies alive. If this trend continues, nations all over the world will soon be producing generations of useful machines, rather than complete citizens who can think for themselves, criticize tradition, and understand the significance of another person’s sufferings and achievements. The future of the world’s democracies hangs in the balance.

Nussbaum believes there is a crucial role for the education system – from early school to tertiary – in building a different kind of citizen. Rather than economically productive and useful, we need people who are imaginative, emotionally intelligent and compassionate.

She is also critical of the ‘No Child Left Behind’ approach to education in the United States, which put increasing pressure on schools to improve outcomes. They wanted to know test scores were improving, believing better education outcomes would help break the cycle of poverty. However, in focussing on outcomes, Nussbaum believes they prioritised memorising over the kind of education she thinks democracies need – philosophy.

You might be sceptical whether people stuck in a cycle of poverty need an education offering philosophical skills. The pressing need to be economically useful and employable can be seen as more urgent and important with good reason. It’s likely there’s a compromise to be struck here, but Nussbaum’s work is still important.

It provides us with an alternative model of education and helps us see the beliefs underpinning our current attitudes to education.