Bully's Blog

Alastair Roberts has some wise things to say about rational public debate on important issues being hampered by the new culture of “tolerance.” Of special interest to me are his observations concerning the nature of the recent spat involving Doug Wilson, Jared Wilson and Rachel Held Evans. I have had similar experiences in online discussions. I’m relying on and presenting facts and somehow the other side is irate that facts are being presented. And the fact-free, vitriolic, ad hominem comebacks would make my hair curl if I had any.

A perfect illustration of this is the fact that the best argument those lobbying for same sex marriage had against the ACL’s and Sydney Archibishop’s statements this week concerning the health risks of certain behaviours boiled down to, “Those statistics are offensive.” Illogical as that statement is to me, there is a weird “shark-hat” internal logic at work after all. Here’s a (rather lengthy) excerpt from Alastair, which not only reveals the problem but also explains to me the complete lack of a sense of humour (or playfulness) in our opposition.

Contrasting Forms of Discourse

In observing the interaction between Pastor Wilson and his critics in the recent debate, I believe that we were witnessing a collision of two radically contrasting modes of discourse. The first mode of discourse, represented by Pastor Wilson’s critics, was one in which sensitivity, inclusivity, and inoffensiveness are key values, and in which persons and positions are ordinarily closely related. The second mode of discourse, displayed by Pastor Wilson and his daughters, is one characterized and enabled by personal detachment from the issues under discussion, involving highly disputational and oppositional forms of rhetoric, scathing satire, and ideological combativeness.

When these two forms of discourse collide they are frequently unable to understand each other and tend to bring out the worst in each other. The first form of discourse seems lacking in rationality and ideological challenge to the second; the second can appear cruel and devoid of sensitivity to the first. To those accustomed to the second mode of discourse, the cries of protest at supposedly offensive statements may appear to be little more than a dirty and underhand ploy intentionally adopted to derail the discussion by those whose ideological position can’t sustain critical challenge. However, these protests are probably less a ploy than the normal functioning of the particular mode of discourse characteristic of that community, often the only mode of discourse that those involved are proficient in.

To those accustomed to the first mode of discourse, the scathing satire and sharp criticism of the second appears to be a vicious and personal attack, driven by a hateful animus, when those who adopt such modes of discourse are typically neither personally hurt nor aiming to cause such hurt. Rather, as this second form of discourse demands personal detachment from issues under discussion, ridicule does not aim to cause hurt, but to up the ante of the debate, exposing the weakness of the response to challenge, pushing opponents to come back with more substantial arguments or betray their lack of convincing support for their position. Within the first form of discourse, if you take offence, you can close down the discourse in your favour; in the second form of discourse, if all you can do is to take offence, you have conceded the argument to your opponent, as offence is not meaningful currency within such discourse.

I also don’t think that sufficient attention is given to the manner in which differing forms of education prepare persons for participation in these different modes of discourse. There is a form of education – increasingly popular over the last few decades – which most values cooperation, collaboration, quietness, sedentariness, empathy, equality, non-competitiveness, conformity, a communal focus, inclusivity, affirmation, inoffensiveness, sensitivity, non-confrontation, a downplaying of physicality, and an orientation to the standard measures of grades, tests, and a closely defined curriculum (one could, with the appropriate qualifications, speak of this as a ‘feminization’ of education). Such a form of education encourages a form of public discourse within which there is a shared commitment and conformity to the social and ideological dogmas and values of liberal society, where everyone feels secure and accepted and conflict is avoided, but at the expense of independence of thought, exposure to challenge, the airing of deep differences, and truth-driven discourse.

Faced with an opposing position that will not compromise in the face of its calls for sensitivity and its cries of offence, such a mode of discourse lacks the strength of argument to parry challenges. Nor does it have any means by which to negotiate or accommodate such intractable differences within its mode of conversation. Consequently, it will typically resort to the most fiercely antagonistic, demonizing, and personal attacks upon the opposition. While firm differences can be comfortably negotiated within the contrasting form of discourse, a mode of discourse governed by sensitivities and ‘tolerance’ cannot tolerate uncompromising difference. Without a bounded and rule-governed realm for negotiating differences, antagonism becomes absolute and opposition total. Supporters of this ‘sensitive’ mode of discourse will typically try, not to answer opponents with better arguments, but to silence them completely as ‘hateful’, ‘intolerant’, ‘bigoted’, ‘misogynistic’, ‘homophobic’, etc.

A completely contrasting mode of education, one more typical of traditional – and male-oriented – educational systems, values internalized confidence, originality, agonism, independence of thought, creativity, assertiveness, the mastery of one’s feelings, a thick skin and high tolerance for your own and others’ discomfort, disputational ability, competitiveness, nerve, initiative, imagination, and force of will, values that come to the fore in confrontational oral debate. Such an education will produce a mode of discourse that is naturally highly oppositional and challenging, while generally denying participants the right to take things personally. Deep divergences of opinion can be far more comfortably accommodated within the same conversation by those accustomed to such discourse. While the first form of education risks viewing persons as passive receptacles of knowledge to be rewarded for their conformity to set expectations, which are frequently measured, this form of education prioritizes the formation of independent thinking agents.

This form of discourse typically involves a degree of ‘heterotopy’, occurring in a ‘space’ distinct from that of personal interactions. This heterotopic space is characterized by a sort of playfulness, ritual combativeness, and histrionics. This ‘space’ is akin to that of the playing field, upon which opposing teams give their rivals no quarter, but which is held distinct to some degree from relations between the parties that exist off the field. The handshake between competitors as they leave the field is a typical sign of this demarcation.  It is this separation of the space of rhetorical ritual combat from regular space that enables debaters, politicians, or lawyers to have fiery disagreements in the debating chamber, the parliamentary meeting, or the courtroom and then happily enjoy a drink together afterwards.

This ‘heterotopic discourse’ makes possible far more spirited challenges to opposing positions, hyperbolic and histrionic rhetoric designed to provoke response and test the mettle of one’s own and the opposing position, assertive presentations of one’s beliefs that are less concerned to present a full-orbed picture than to advocate firmly for a particular perspective and to invite and spark discussion from other perspectives.

The truth is not located in the single voice, but emerges from the conversation as a whole. Within this form of heterotopic discourse, one can play devil’s advocate, have one’s tongue in one’s cheek, purposefully overstate one’s case, or attack positions that one agrees with. The point of the discourse is to expose the strengths and weaknesses of various positions through rigorous challenge, not to provide a balanced position in a single monologue. Those familiar with such discourse will be accustomed to hyperbolic and unbalanced expressions. They will appreciate that such expressions are seldom intended as the sole and final word on the matter by those who utter them, but as a forceful presentation of one particular dimension of or perspective upon the truth, always presuming the existence of counterbalancing perspectives that have no less merit and veracity.

In contrast, a sensitivity-driven discourse lacks the playfulness of heterotopic discourse, taking every expression of difference very seriously. Rhetorical assertiveness and impishness, the calculated provocations of ritual verbal combat, linguistic playfulness, and calculated exaggeration are inexplicable to it as it lacks the detachment, levity, and humour within which these things make sense. On the other hand, those accustomed to combative discourse may fail to appreciate when they are hurting those incapable of responding to it.

Lacking a high tolerance for difference and disagreement, sensitivity-driven discourses will typically manifest a herding effect. Dissenting voices can be scapegoated or excluded and opponents will be sharply attacked. Unable to sustain true conversation, stale monologues will take its place. Constantly pressed towards conformity, indoctrination can take the place of open intellectual inquiry. Fracturing into hostile dogmatic cliques takes the place of vigorous and illuminating dialogue between contrasting perspectives. Lacking the capacity for open dialogue, such groups will exert their influence on wider society primarily by means of political agitation.

The fear of conflict and the inability to deal with disagreement lies at the heart of sensitivity-driven discourses. However, ideological conflict is the crucible of the sharpest thought. Ideological conflict forces our arguments to undergo a rigorous and ruthless process through which bad arguments are broken down, good arguments are honed and developed, and the relative strengths and weaknesses of different positions emerge. The best thinking emerges from contexts where interlocutors mercilessly probe and attack our arguments’ weaknesses and our own weaknesses as their defenders. They expose the blindspots in our vision, the cracks in our theories, the inconsistencies in our logic, the inaptness of our framing, the problems in our rhetoric. We are constantly forced to return to the drawing board, to produce better arguments.

Granted immunity from this process, sensitivity-driven and conflict-averse contexts seldom produce strong thought, but rather tend to become echo chambers. Even the good ideas that they produce tend to be blunt and very weak in places. Even with highly intelligent people within them, conflict-averse groups are poor at thinking. Bad arguments go unchecked and good insights go unhoned and underdeveloped. This would not be such a problem were it not for the fact that these groups frequently expect us to fly in a society formed according to their ideas, ideas that never received any rigorous stress testing.

As I will argue in more detail as I proceed, the problem does not lie with sensitivity-driven discourses per se – there is a genuine need for such discourses – but rather with their immodest demands upon public life and interaction and academic discussion. The expectation that all public and intellectual life must be ordered in terms of the sensitivities of the members of such groups or reformed in terms of the ideas of such groups cripples society, preventing it from engaging adequately in the searching and difficult task of intellectual inquiry. Both confrontational and sensitive discourses are essential in their own place, but both can endanger the other and, by extension, the healthy functioning of society when they have ambitions beyond that place.

I believe that, within the recent debate, such a distinction between modes of discourse and the training appropriate to each could be seen. A deeper appreciation of the strengths and weaknesses of these two approaches is important here. When the sides in a debate are operating using entirely incompatible modes of discourse communication between the two is quite unlikely. What we need are means of communication and translation between the two, and an appreciation of the strengths, weaknesses, and place of each. The common expectation that challenging conversations must yield to the demand of ‘sensitivity’ is unreasonable, but we should seek to provide some degree of protection for those emotionally incapable of participating in such challenging discourse from its combat.

Full article here.