You should get hold of this book. It is utterly fascinating and well worth your time. What I liked most about this was how carefully it walks the reader through the state as an apparatus of observation. This isn’t merely a metaphor, but as a metaphor it runs deep through what a state does and why it does it. The idea that a state is an optical device to manage a society is one of those ideas that works at explaining things so well because, as a metaphor, it runs through all aspects of what a state does. Not merely in creating statistics – from German which essentially means the science of the data of the state – but right through to how states plan their cities and farms and transport systems. In fact, a large chunk of this book is devoted to various forms of ‘collectivisation’ of farms in both the Soviet Union and Tanzania and the tragedies these involved. There is also a longish discussion on the differences between Lenin and Rosa Luxemburg – but we will get to that in a second.
The book starts with an interesting discussion on what I guess you could call not being able to see the forest for the wood. He discusses how you can create a relatively simple formula that will tell you how much wood is contained within a forest and also how quickly its store of wood is increasing. But in doing this the forest becomes essentially only wood. It’s other attributes – even economic ones – disappear from view. And this looks highly scientific. And yet, the problem is that the other things that go to make a forest a forest that are ignored in these calculations can be at least as important for ensuring the viability of the forest as the quantity of wood contained within it. Not just the standard one that is often raised in such cases, such as the economic value of tourism, but also the myriad other forms of life a forest supports. This is our first introduction to the problem of the simplifying power of science and what this simplifying can mean.
Cities are complex things too. But for a state they can be far too complex. And so, again, the point is to simplifying them. After the Paris Commune, the city was simplified to ensure that the military, if necessary, would not be impeded in putting down insurrections. This involved putting long, wide straight roads through the city. The chaos of the old city was uprooted to make way for order. This difference quickly became a kind of norm of town planning. The difference between Sydney and Melbourne show how quickly this took hold. Sydney pays much more attention to the natural geography of the land – Melbourne is based upon a strict grid pattern, that didn’t even really pay attention to a creek that ran through the middle of the grid. All of Melbourne’s streets follow the grid pattern, perfect rectangles, and wide streets. The author also discusses fully planned cities, such as, Brasília. The city sounds about as lifeless as Canberra. Everything is dedicated to function, and the ability for the people who live there to make it their own is intentionally curtailed by design. There are few nooks where incidental interactions between people can occur. It is, therefore, a place of all work and little or no play.
The discussion of the role of the party in a revolutionary situation is discussed at length – particularly Lenin’s idea of democratic centralism – where the party is the brain and the masses are the body – compared with Luxemburg’s belief that there needs to be room left for the spontaneous action of the working class if the revolution is to succeed. This discussion is linked to Lenin’s attraction towards Taylorism and scientific management. The idea being that a worker only knows a small part of how the industrial process works – and so, they need to be directed in how to be most productive by those with scientific training. Taylor goes so far as to say that you are better off with stupid workers than with intelligent ones. The intelligent will try to think of ways to improve the process, whereas the stupid will become accustomed to following orders from those who know better. Lenin extended this idea to all aspects of the party – where the leadership creates all of the strategy and tactics and the members of the party follow these unquestioningly.
This is meant to be an application of science to the messiness of human existence – much as calculating the wood contained in a forest is also an application of science to the messiness of nature. The problem is that it assumes that deeply complex endeavours, such as factory work or revolutions, are able to be simplified down to universally applicable basic designs. One of the clearest problems that occurs here is when people ‘work to rule’ – that is, when workers, as a form of protest or strike action, don’t actually go on strike, but rather, follow the rules to the letter. The whole system soon breaks down, because most complex human endeavours require ‘work-arounds’ and unwritten rules to clear the path when following the rules would lead to absurdities. We see this all the time when law makers force judges to apply mandatory sentences. To the law makers, keen to look tough to voters, mandating sentences for certain crimes is simple. To the judge, who must deal in the messy real world, rather than in the simple world or stereotypes politicians and the media too often inhabit, mandatory sentences too often lead to manifestly unjust outcomes.
The same goes for the great projects of collectivisation. Many of these project were designed far away from where they were going to be implemented. They were also based on the best science available. The problem is that western science is universalist. It sets as its standard physics – where, if I drop a cannonball in Florence or in New York, it will fall at the same rate of acceleration regardless. This desire for universal applicability runs deep and defines much of western science. It is quite different from indigenous science – which is highly particular. Now, what this book does not do is argue that western science is useless – this is self-evidently not the case. However, when anything is applied universally, without taking into consideration the variations that exist in local circumstances, absurdities are virtually inevitable. The collective farms in the Soviet Union were often planned by scientist living in the US. These scientists were used to farms on land with, more or less, a Mediterranean climate, something not really available in the Soviet Union. This worked better if the crop being grown was wheat, but much less so if the crop required an in-depth knowledge of local conditions – such as, growing raspberries. And all of this was further complicated by the fact that those setting the plans were distant, in all senses, from the point of production. The idea was a simple enough one – to turn the peasantry into workers. Then, like in a factory, plans could be made, quotas set, growth anticipated. But this was doomed to fail. And this meant a reason for the failure had to be found – and the most obvious reason was a counter-revolutionary trend within the peasantry itself. The author goes so far as to say that such grand projects generally end in famine.
It is not that the plans need not have noble aims. Rather, it is the belief that complex systems can be codified into simple rules and following these rules will inevitably produce the results one is aiming for. But the world, not merely the peasants, is recalcitrant. It refuses to bend to the simple dictates of planners.
The author mentions a Greek word I didn’t know I needed to know. It is metis – from Zeus’s first wife and mother of Athena. Metis is what Richard Sennett talks about in his wonderful book The Craftsman. For Sennett, the difference between a factory worker and a craftsman is that for a factory worker all of the inputs have been standardised and therefore the processes you need to go through to produce the end product can also be standardised. But a craftsman needs to make adjustments because none of the inputs to the process of work have been standardised. To be able to make these adjustments to the production process, the craftsman needs to have more than just knowledge of the universal process, but also a series of tacit knowledges to respond to contingency. The craftsperson is a kind of trickster. Always responding and always learning from the complexities they face.
Now, again, I’m not saying that processes can’t be standardised – you only have to look at a modern factory to see just how far we have come in being able to do just that. However, our society is much more complex than even the most complicated factory. And not all inputs can be standardised. As someone who works in educational research, I couldn’t help thinking about how this plays out in classrooms. For example, recent policy in Australia says that the main problem with teacher attrition is that too many teachers leave their initial teacher training courses without knowing how to teach effectively. The people putting these policies together have read the research and know that teachers would be much more impactful if they were taught how to apply what have become known in Australia as the ten high impact teaching strategies – HITS. These are the universally applicable ways to teach all students that will bring about significant improvements in student attainment. So, teacher education needs to focus on these and spend less time on education theory.
The problem is a bit like the difference between a craft workplace and a factory floor. Teachers who have been trained to work in the factory floor of high impact teaching strategies do much better if they are teaching students who have been standardised as inputs to the process. But students from non-traditional backgrounds have not been standardised in this way. Those setting the plans argue that this is a problem with the teachers, rather than the strategy – in much the same way that Stalin argued the same thing. And so, the teachers need to be brought to heel. The problem is that teaching is composed of three major factors – one is content knowledge, teachers need to know what they are teaching. Another is pedagogical knowledge, teachers need to know how to teach – these are essentially the ‘science’ side of teaching. But teachers also need to know how to teach students that didn’t get it the first time – and this is where Metis comes in, or what educators refer to as pedagogical content knowledge. That is, a variety of ways to teach the content so that specific groups of students have the best chance of learning it. It is this nimbleness that is essential, and also, something that can’t be directly taught in the way you can teach content or apply the ten HITS.
This nimbleness is generally acquired, as Lave and Wenger asserted, through legitimate peripheral participation. That is, by being welcomed into a community of practice where the craft of teaching can be learned beyond the science.
I haven’t spoken nearly enough about the visual nature of most state processes – and this is a major concern of this book. The difference between the order of state processes and the chaos of ‘backward’ ones is often in the visual order of the state ones. And this is often understood by the state as being of more importance than the effectiveness of the processes themselves. And so, Tanzania created idealised villages that were all designed according to a single plan. This meant that a bureaucrat could enter any village and it will be identical to the last one they entered, and they would automatically know where the school, police station, shops, administrative centre and so on would be. This visual certainty was also ‘modern’ – the definition of modern – and therefore also scientific. But, like Brasília, these villages lacked life. The problem was, and this is a problem I’m not sure the book considers deeply enough, is that once you create these standardised worlds, those worlds then create their own citizens too – placing limits on what they can and can’t do, can and can’t think.
This is a seriously interesting book. So much so that I’ve started reading another one by the same author called Against the Grain, which I’m also finding very interesting.