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In one of those “Socrates lamenting how the young folk can’t memorize and recite worth a damn because of all the time they waste reading!” moments, The New York Times hosted a debate of cultural significance. The authors are all thoughtful and reasonable in their contentions:

Do School Libraries Need Books?

Keeping traditional school libraries up to date is costly, with the constant need to acquire new books and to find space to store them. Yet for all that trouble, students roam the stacks less and less because they find it so much more efficient to work online. One school, Cushing Academy, made news last fall when it announced that it would give away most of its 20,000 books and transform its library into a digital center.

Do schools need to maintain traditional libraries? What are the educational consequences of having students read less on the printed page and more on the Web?

• James Tracy, headmaster, Cushing Academy
• Matthew G. Kirschenbaum, English professor, University of Maryland
• Liz Gray, library director, Dana Hall School
• Nicholas Carr, author, “The Big Switch”
• William Powers, author, “Hamlet’s BlackBerry”

I spend a copious amount of time reading online with a PC, Blackberry, netbook and a Kindle but there’s something sad and sterile about the concept of a library without books. It is like calling a room with an iPod plugged into a Bose a “concert hall”.

This isn’t an antiquarian reaction. I am enthusiastic about the potential and the evolving reality of Web 2.0 as a powerful tool for learning, to set “minds on fire“, to facilitate mass collaboration in open-source  communities of practice, to lower costs and increase access to the highest quality educational experiences available and to drastically re-engineer public education. I am all for investing in “digital centers” for the “digital natives” – hell, all students should be carrying netbooks as a standard school supply! The capacity to skillfully navigate, evaluate and manipulate online information is not an esoteric accomplishment but an everyday skill for a globalized economy. Going online ought to be a normal part of a child’s school day, not a once a month or semester event.

I am also sympathetic to the economic questions facing school librarians – and not merely of cost, but of physical space. School library budgets are shrinking or nonexistent even as digital data compression and processing power follows Moore’s Law. Digital investment, especially when most vendors that specialize in k-12 educational markets feature egregiously oligopolistic, rip-off, prices, gives librarians an orders of magnitude larger “bang for the buck”.

But abandoning books entirely is not the way to go. Cognitively, reading online is likely not the same at the neuronal level as reading from a book. For literate adults, that may not matter as much as for children who are still in the complicated process of learning how to read. The key variable here may be visual attention moreso than particular cognitive subsets of reading skills, but we don’t actually know. Science cannot yet explain the wide developmental and methodological preference variation  among students who learn or fail to learn how to read using the ancient dead tree format. To quote neuroscientist, Dr. Maryanne Wolf:

….No one really knows the ultimate effects of an immersion in a digital medium on the young developing brain. We do know a great deal, however, about the formation of what we know as the expert reading brain that most of us possess to this point in history.

In brief, this brain learns to access and integrate within 300 milliseconds a vast array of visual, semantic, sound (or phonological), and conceptual processes, which allows us to decode and begin to comprehend a word. At that point, for most of us our circuit is automatic enough to allocate an additional precious 100 to 200 milliseconds to an even more sophisticated set of comprehension processes that allow us to connect the decoded words to inference, analogical reasoning, critical analysis, contextual knowledge, and finally, the apex of reading: our own thoughts that go beyond the text.

This is what Proust called the heart of reading – when we go beyond the author’s wisdom and enter the beginning of our own.

I have no doubt that the new mediums will accomplish many of the goals we have for the reading brain, particularly the motivation to learn to decode, read and experience the knowledge that is available. As a cognitive neuroscientist, however, I believe we need rigorous research about whether the reading circuit of our youngest members will be short-circuited, figuratively and physiologically.

For my greatest concern is that the young brain will never have the time (in milliseconds or in hours or in years) to learn to go deeper into the text after the first decoding, but rather will be pulled by the medium to ever more distracting information, sidebars, and now,perhaps, videos (in the new vooks).

The child’s imagination and children’s nascent sense of probity and introspection are no match for a medium that creates a sense of urgency to get to the next piece of stimulating information. The attention span of children may be one of the main reasons why an immersion in on-screen reading is so engaging, and it may also be why digital reading may ultimately prove antithetical to the long-in-development, reflective nature of the expert reading brain as we know it.

I could make a cultural argument about the tactile pleasure of book reading. Or the intrinsic role of books as the cornerstone of cultivating a “life of the mind” . Or that book-bound literacy is a two thousand year old element of Western civilization that is worth preserving for its own sake – which it is. However, such cultural arguments are not politically persuasive, because if you understand them already then they do not need to be made. And if you do not understand them from firsthand experience, then you cannot grasp the argument’s merit from a pious secondhand lecture.

Which leaves us with an appeal to utilitarianism; bookless schools might result in students who read poorly, which wastes money, time, opportunities and talent. Online mediums should be a regular part of a student’s diet of literacy but without books as a component of reading, a digital environment may not make for a literate people.

Charles Cameron, my regular guest blogger, is the former Senior Analyst with The Arlington Institute and Principal Researcher with the Center for Millennial Studies at Boston University. He specializes in forensic theology, with a deep interest in millennial, eschatological and apocalyptic religious sects of all stripes.  Here is part II. of a three part series by Charles, entitled “CONFLICT OF COMMANDS”.

PREFACE: 

I would like to state quite categorically that I am not in the business of making “moral equivalences” here. I have culled these quotes from a wide variety of sources – from friend and foe alike, moderate and extremist, local and far-flung. The fact that I juxtapose a variety of quotations in which the issue of divided lines of command comes up in no way means that I equate the principled opposition to state brutality of one quotation with the wilder reaches of conspiracist rhetoric in another. Part I has further details and provides my context. Please note too that as an appendix, I have attached two quotes that only indirectly address the issue of conflict of commands – a white supremacist quote, immediately followed by a principled quote about militia movement members “disgust at the genocidal fantasies in white supremacist discourse” – because I believe it is important to be aware just how far the rhetoric of hatred can go, and just how firmly it can be rebutted.        – Charles Cameron

Conflict of Commands II: Quotations

by Charles Cameron

Principle IV, Principles of International Law Recognized in the Charter of the Nüremberg Tribunal and in the Judgment of the Tribunal, 1950.

The fact that a person acted pursuant to order of his Government or of a superior does not relieve him from responsibility under international law, provided a moral choice was in fact possible to him.

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No man can serve two masters: for either he will hate the one, and love the other; or else he will hold to the one, and despise the other…

Jesus Christ, in the Gospel according to Matthew, 6.24

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Archbishop Romero to the Salvadoran military, March 24, 1980:

No soldier is obliged to obey an order that is contrary to the will of God. Now it is time that you recover your consciences and that you first obey your conscience rather than an order to sin.

Carolyn Forche, “Oscar Romero” in Susan Bergman, ed., Martyrs.

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And we call on every soldier working in the crusader armies and puppet governments to repent to Allah and follow the example of the heroic Mujahid brother Nidal Hassan, to stand up and to kill all the crusaders by all means available to him supporting the religion of Allah and to make the word of Allah most supreme on earth.

Operation by the Mujahid brother Omar Al-Farooq the Nigerian, AQAP statement, 26 December 2009

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Oath-Keepers’ Declaration of Orders We Will NOT Obey:

Recognizing that we each swore an oath to support and defend the Constitution against all enemies, foreign and domestic, and affirming that we are guardians of the Republic, of the principles in our Declaration of Independence, and of the rights of our people, we affirm and declare the following:

1. We will NOT obey any order to disarm the American people.

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US Special Forces have conducted multiple raids into Pakistani territory, local daily The Nation reported today in a front-page article that was basically just quoting an earlier Guardian story. 

One previous US raid that occurred in 2008 was already known about. And when it happened, there was serious concern as to whether such actions by the Americans might lead to the breakdown of the Pakistani army. One respected London-based Pakistan academic said if American troops kept crossing into Pakistani territory he could envisage a situation where Pakistani commanders would lose control over soldiers who would want to fight the incursions.

Londonstani, blogging on CNAS’ Abu Muqawama

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SINCE its meeting on 28th Shvat 5765, the Sanhedrin has deliberated the initiative of the Prime Minister of Israel, the decisions of the government, and legislation enacted by the Knesset regarding the plan known as “The Disengagement,” henceforth referred to in this document as “the uprooting.”

This plan involves the uprooting of Jewish communities in the Gaza strip and northern Samaria, the forced expulsion of Jews from their homes, and the willful transfer of these lands to a foreign power. Following an intensive study which took place regarding the halachic (authentic Jewish law) questions that arise from the government’s decision, the Sanhedrin hereby brings its conclusions and decisions to the public’s attention. [ … ]

7. Any Jew – including a soldier or policeman – who supports the uprooting, whether directly or indirectly, whether by voting in its favor, or by giving council, or by supplying vehicles or materials, and obviously, anyone who actively participates in the uprooting… by so doing, transgresses a large number of Torah commandments.

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Members of all branches of the United States Military will soon be facing a most critical decision. A report emerged that Obama is using the deployment of additional troops to Afghanistan to cover for the movement of some 200,000 troops, presently on duty in countries other than Iraq and Afghanistan, to USNORTHCOM to prepare for the “expected outbreak of Civil War within the United States before the end of winter.”

LewRockwell.com

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Rabbis and teachers from Hesder yeshivas, which offer Torah studies alongside military service, released a letter to students in which they reiterated their assertion that soldiers must refuse orders if they are commanded to evacuate settlements, arguing that Torah law is above the Israel Defense Forces. … “Unfortunately, the IDF has been used for purposes unrelated to Israel’s defense and directly opposed to God’s wishes for quite some time,” the rabbis wrote in the letter. “This situation faces IDF soldiers with a contradiction between Jewish commandments and commanders’ orders.”

Chaim Levinson, “Hesder yeshiva rabbis: Torah law is above IDF”, Ha’aretz, Deecember 18, 2009.

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AL-JAZEERA: How can you agree with what Nidal did as he betrayed his American nation?”

AL-AWLAKI : More important than that is that he did not betray his religion. Working in the American Army to kill Muslim is a betrayal to Islam. American today is Yesterday’s pharaoh; it is an enemy to Islam. A Muslim is not allowed to work in the American Army unless he intends to walk the steps of our Brother Nidal. Loyalty in Islam is to Allah, His messenger and the believers, and not to a handful of soil they call “nation.” The American Muslim’s loyalty is to the Muslim Nation and not to America, and brother Nidal is a proof on that through [executing] his blessed operation, so may Allah reward him with the best of the rewards for that.

Al-Jazeera Interview with Anwar al-Awlaki regarding Maj. Hasan, December 23, 2009

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You must understand that the desire of the nation isn’t meaningful for someone who believes in the creator.

Rabbi Ariel Bareli, quoted in Christian Science Monitor

(more…)

Charles Cameron, my regular guest blogger, is the former Senior Analyst with The Arlington Institute and Principal Researcher with the Center for Millennial Studies at Boston University. He specializes in forensic theology, with a deep interest in millennial, eschatological and apocalyptic religious sects of all stripes.  Here Charles begins a three part series entitled “CONFLICT OF COMMANDS”.

Conflict of Commands I: Intro

by Charles Cameron

What happens when people in the military find themselves torn between the requirements of two chains of command?

I came to this question because two of the topics I have recently addressed here — that of Major Hasan and the Fort Hood shootings, and that of Major Luckert and his monograph on the risk of millennial beliefs driving US foreign policy — have this much in common: that in both cases the issue of obedience to military orders when they are perceived to be in conflict with divine commands came up.

Having stumbled on this correspondence between two otherwise fairly remote incidents, I began to notice similar elements cropping up elsewhere.

Aha, a pattern worth pursuing! I thought.

I have phrased my inquiry in terms of “two chains of command” without specifying that one of them is military and one divine, though that will be the general rule, because there are also instances where the potentially supervening command comes from international law or individual conscience .

I have decided to approach this issue in a three-post series.  This post introduces the issue, the second post consists of a series of quotes that illustrate it, the third post zeroes in on the issue as it affects Muslims in the US armed forces, and contains a link to a significant MEMRI post on the subject, and the full text of a US Department of State document, both of them dating from shortly after 9-11 — and as far as I can tell, not referenced previously in our post-Fort Hood thinking.

My overall purpose in this sequence of three posts is to show that the dilemma of a double chain-of-command is a prominent feature of a variety of different contemporary situations, some of them religious in nature, some revolving around other moral or legal concerns. 

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The second post in the series deserves some commentary, but I wanted to restrict it to the body of the quotes themselves rather than attempting to comment on individual quotes.

I have culled them from a wide variety of sources — friend and foe alike, moderate and extremist, local and far-flung.  I have included sources from Iran, Israel, El Salvador, Pakistan, Burma, and within the United States from an Aryan Nations “archbishop” (in an appendix, see below) to the sitting President — and in some cases I have included quotes from opposite ends of a given political spectrum.  On the whole, I have tried to avoid any explicit patterning and just skip around from one nation, part of the globe or religion to another, although in the case of three different “takes ” on Maj. Stuckert’s monograph, I  have kept the three together for easier comprehension. I do not claim to have been exhaustive, and make no claims of sympathy or disapproval for the individual views expressed.

Indeed, my hope is that as we move through the different examples, many if not most of my readers will find themselves in sympathy with first one side then the other in terms of the need to obey military orders in general, and the need to disobey them in certain situations. 

I imagine, for instance, that the majority of my readers will in general disapprove of inserting a divine obligation between a soldier and his or her plain duty of obedience to orders from a superior officer — but that in the case of the current Iranian government ordering members of its military to attack crowds of protesters, our sympathies are liable to be on the other side of the equation.  In this way, the diversity of the instances may facilitate a deeper understanding of the nuances of the question.

I would also like to state quite categorically that I am not in the business of making “moral equivalences” here. The fact that I juxtapose a variety of quotations in which the issue of divided lines of command comes up in no way means that I equate the principled opposition to state brutality of one quotation with the wilder reaches of conspiracist rhetoric in another.

The final quote in the body of the second post is of particular interest, since it alludes to the theory of Preference Falsification — the only theoretical model for making predictive analysis of this type of conflict that I have seen.

Please note that as an appendix, I have attached two quotes that only indirectly address the issue of conflict of commands — a white nationalist quote, immediately followed by a principled quote about militia movement members “disgust at the genocidal fantasies in white supremacist discourse” — because I believe it is important to be aware just how far the rhetoric of hatred can go, and just how firmly it can be rebutted. 

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The double trouble of Sgt. Hasan Akbar and his influence on Major Nidal Hasan is worth exploring in a little more depth, because Sgt Akbar, who tossed grenades into a tent in Kuwait killing two officers, seems to have been something of a research project for Major Hasan, who apparently asked about Sgt Akbar in an intercepted email to Sheikh al-Awlaki in Yemen:

One e-mail in particular is getting attention from investigators now.

In that e-mail – which the Washington FBI office didn’t see – Hasan mentioned the case of Sgt. Hasan Akbar. He is the Muslim soldier who threw grenades at fellow troops in Kuwait at the beginning of the Iraq war. The attack killed two soldiers and wounded 14 others.

In the e-mail to the imam, Hasan asked whether Akbar would have been considered a shaheed – or hero – for his actions. Given what happened later at Fort Hood, investigators say this e-mail now appears suggestive. But at the time it was not conclusive. Investigators in San Diego weren’t alarmed by the query because it appeared to be consistent with research Hasan was doing at Walter Reed. The Akbar case was thought to be at the center of his research.

For an Army psychiatrist counseling soldiers returning from, or about to enter, combat in Iraq and Afghanistan — and perhaps with a heavier than average caseload of Muslims, with whom he would share a common language — researching jurisprudential aspects of the Sgt Akbar case would be natural.

As Juan Zarate, Bush’s deputy National Security Advisor quoted in the article cited above pointed out:

It is very difficult in the moment I think for analysts and agents and his cohorts and coworkers to piece this together and see they had a ticking time bomb on their hands.

In fact, as we’ll see in the third post in this series, Major Hasan needn’t have troubled the Sheikh in Yemen for an opinion.  The State Department had posted a note on this very topic in October 2001.

But he did contact the Sheikh, and the Sheikh presumably eulogized Akbar’s action, as he was later to eulogize that of Maj. Hasan.

And as I suggested recently in a comment on David Ronfeldt’s fine blog, we can see with the 20/20 hindsight that Juan Zarate also mentioned, that whatever was true regarding the double chain of command that Sgt Akbar was under, which Maj. Hasan was on the face of it legitimately studying, might also hold true for Maj. Hasan himself — for whom the issue was both a research topic and a personal dilemma.

So the FBI gives a pass to the research topic — and the personal dilemma gives rise to the tragic shootings at Ft. Hood.

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One final point:

The problem of conflict of commands has its origin in religion, so it makes sense to take quick note of the theological basics.

The shema or daily faith statement of the Jewish people states “the Lord our God, the Lord is one”, while the first Commandment in the Jewish scripture, the Torah, declares “You shall have no other gods before Me”.  The central tenet of Islam, similarly, is tawhid, the unicity of God as expressed in the first part of the profession of faith or shahada, “There is no God but God” — while to treat any person or other part of creation with the respect due to that God is shirk, the unforgivable sin.

From a secular perspective, these may seem high-flown philosophical and devotional matters, but for the believer they may also have “real-world” consequences, in a way that is prefigured in Christ’s observation, recorded in Matthew 6.24, “No man can serve two masters: for either he will hate the one, and love the other; or else he will hold to the one, and despise the other…”

But here we are entering the terrain of Part II of this essay: the collection of quotes.

A big hat tip to John Robb for finding and posting this gem. I guess Nazism, the French and Russian Revolutions, the Spartacus Revolt and several world religions could all have been ignited by an inspired moment of interpretive dance:

Charles Cameron, my regular guest blogger, is the former Senior Analyst with The Arlington Institute and Principal Researcher with the Center for Millennial Studies at Boston University. He specializes in forensic theology, with a deep interest in millennial, eschatological and apocalyptic religious sects of all stripes.

High Conceptual Thinkers

by Charles Cameron

This isn’t the first time I’ve seen Eric Drexler’s advice on this topic, but unless Zen mentioned it previously, or perhaps John Robb, I don’t know where I’d have seen it before. This is the part that gets to me:

Read and skim journals and textbooks that (at the moment) you only half understand. Include Science and Nature.

Don’t avoid a subject because it seems beyond you – instead, read other half-understandable journals and textbooks to absorb more vocabulary, perspective, and context, then circle back.

Each time I see that, I have to laugh. Here’s the same tale, told from the arts and humanities side of the house…

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When I was a lad, they sent me to Wellington College, the private boarding school that prepares officers’ sons for admission to Sandhurst, and the life of a British army officer. I was not that way inclined, to be honest, and soon found myself a nice corner of the library with a comfortable chair, which I made my own.

I scanned the books in that area more closely than most, and one set of books caught my eye. It was the set of six volumes of the Eranos Yearbooks.

Eranos was a yearly gathering in Switzerland, at which CG Jung more or less presided, and at which his scholar friends read learned papers to each other at the highest levels of their own expertise.

These books night as well have been in Ge’ez, as far as I was concerned. They talked about things like “Theriomorphic Spirit Symbolism in Fairy Tales” (which is actually about gods in wild animal form, Ganesh with his elephant’s head for example), “Aeschylus: The Eumenides” about the Greek tragedy of that name, “The Spirit of Science” (that would be Erwin Schodinger speaking, which will give you an idea of the caliber of invitees) — and those are just picked from the first of the six volumes.

And how these folks went at their discussions! If a nice quote from Horace was in order, Latin’s the language. French, yes, German too, for Kant or Nietzsche. That’s okay. But Coptic? Egyptian hieroglyphs? Diagrams culled from Kabbalistic treatises about how there’s a waterfall of grace that falls constantly from G*d through ten distinct steps to the creation we inhabit, and how to climb carefully back up before the Throne?

Scattered through the six volumes were Jung, Schrodinger, Rahner, Kerenyi, Zimmer, Puesch, Quispel (between them, these two covered the waterfront on Gnostic studies), Massignon, Corbin (ditto for Islam and its mystics and martyrs), Neumann, Eliade, Tillich, Suzuki (he brought Zen to the west), Danielou, Zimmer, van der Leeuv, Wilhelm (he brought the west the I Ching), LL Whyte… I don’t believe Wolfgang Pauli ever   attended, but 400 of his dreams were discussed there under cover of anonymity by CG Jung.

I had not the least idea what these folks were on about, maybe a third of the nouns and verbs were nouns and verbs I’d never met before, and maybe a sixth of those weren’t even in my trusty Concise Oxford Dictionary: this was true scholarship, and I was aware I was in paradise.

I left that school, thankfully, and went up to Christ Church, Oxford, where I studied Theology, and learned early on that my interest was not in studying that “particular subject as if you had to pass a test on it” — I scraped by Oxford’s intense finals with what was called a “gentleman’s Third” — and I have spent the rest of my life searching out scholarship and experiences having to do with inspiration, intuition and imagination.

I’ve found myself trotting around the globe, studying now Zen then Hinduism then Lakota shamanism, at last returning to the European west via Jung and Hermann Hesse, singing Gregorian Chant under the baton of the choir master at Solesmes, meditating, sweating my buckskin out (as they say) in “stone people’s lodges”, teaching creativity in the Los Angeles atelier of a master artist, Jan Valentin Saether — and somewhere around the age of forty, I discovered the six volumes of the Eranos Yearbooks again in a second hand bookstore, and once more read them.

This time, I found they were heady but somewhat comprehensible reading, covering the entire extent of the studies to which my fascinations had led me in the intervening years — Alchemy, the Gnostics, Sufism, Zen, the Mystery cults, poetics, comparative religion, cultural anthropology, depth psychology, symbolism, the philosophy of science.

And that roll call of contributors was the roll call of half the modern masters in each of those fields.

I have the hope that I shall live to be seventy five, and read those papers as though a peer of those who assembled by the lake there in Eranos at Jung’s invitation: that those miraculous inkings of paper will at last make almost perfect sense to me, and that maybe, perhaps, it might be, may it be so — insh’allah and the creek don’t rise — I might even be able to write the odd footnote updating a passage here or there with my own insights.

Science and Nature didn’t get a look in. For me, it was Eranos all the way.

And one more story, unrelated to Eranos, but still describing my time at Wellington:

I seem to be one of those High Conceptual sorts the Eide’s are talking about — eccentric, to be sure — and I vaguely recall being hauled into the Headmaster’s office at Wellington and being accused of plagiarism, because I had written a fifteen page paper on the Contortionists of Saint Medard, the Jansenists, and Pascal. Here we go again — prior to that, I had submittedeach week three page essays on assigned topics such as “The football game” or “What I did on vacation” — but this week my English master was sick, and had   phoned in to say we could write about whatever we wanted. I’d taken him at his word, and spread my wings — and lucky for me, I could point out that the College library didn’t have enough material on the subject of the Jansenists for me to have plausibly plagiarized my essay.

Why were the strange people of Saint Medard so interesting to this young lad? Because they contorted and tortured their bodies like yogis, in what was (as far as I could tell) the first experiential attempt within Christendom to prove the hypothesis of the triumph of mind over body.

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Now that’s all a bit selfish and introspective by way of background. But it lets you know the kinship I feel for Drexler’s crafty strategy, and likewise for the Eide’s notion of (I hesitate to write the words) “High Conceptual Thinkers”.

I want to make two points about HCTs here.

The first is to suggest that what Zen calls seeing meta-patterns is pretty much analogical / metaphorical thinking (ie lateral vs linear): the poet’s spécialité de la maison.

The second is that there exists a great project — great as in the Olympics, great as in the search for the Grand Unified Theory in physics, great as in the Italian Renaissance — for the assembly of all human cultural and scientific knowledge in a single architecture, in the form of the conceptual Glass Bead Game of Hermann Hesse.

Lewis Lapham,  in a Harper’s editorial back in 1997 said he expected the editors at Wired would soon discover Hesse’s book, and that Microsoft would want to name software in its honor.

It hasn’t happened yet. I hope it does. And that’s another story, for another day.