Engaging with American Democracy » August 28th: “What is an American?”

August 28th: “What is an American?”

Plan for the Day

  • Enlightenment Context
    • Philosophy, Science, Invention
    • Maybe push to Tuesday, 9/02
  • The Mecklenburg Declaration of Independence, May 20, 1775 (???)
  •  J. Hector St. John. de Crèvecoeur “What is an American?”
  • Democracy/Liberty/Freedom/ETC. quotation:
    “Remember Democracy never lasts long. It soon wastes, exhausts, and murders itself.”
    —John Adams. “From John Adams to John Taylor,” 17 Dec 1814.
    • John Taylor (a Virginian) wrote An Inquiry into the Principles and Policy of the Government of the United States, which Adams had problems with, and wrote Taylor about his concerns.
    • Because we didn’t discuss this last class, I’m just moving it to today.
    • Why do we think Adams had that attitude about democracy?

Reading Matters

I am concerned that Americans are reading fewer books. As an English professor, curious person, and son of a librarian, I find it vital for engaged citizens and critical thinkers to read. I have told you that I have biases, and I will identify them–this is one of them. Reading helps you sustain attention to an argument. When you read a lot, you’re able to comprehend not just the words on the page but also meanings that are hidden, subtle, or perspectival. The more you read, in theory, the more curious you become, which leads to asking more effective questions. I’m not discounting that one can actively watch TV and films, but there’s more struggle in reading.

What’s special about the readings I assign is that they require delayed gratification. These readings will build on American principles related to democracy to help us better identify rhetorical strategies that reappear across our readings. I’m asking you to read for both content (Jefferson wrote, “…all men are created equal…”) as well as rhetorical techniques (Abigail Adams invokes divine plans to motivate Johns Adams to “Remember the Ladies”). This course is mandated because the State has an interest in your civic education, but I have an interest in your intellectual development, and these readings and the approach we’re taking serves both these purposes.

  • What did these founders have in common?
  • What give us a right to know?

The Mecklenburg Declaration of Independence

Let’s head over to a new page that houses our discussion points and notes about this perplexing document.

Enlightenment Context

As mentioned last class on the first day, The Renaissance gave way to The Enlightenment in Western Civilization. This period is marked by scientific advancements and philosophical ideals that make up this “Age of Reason.” In this post-Scientific Revolution era, we see calls for rethinking and even dismantling traditional institutions, specifically Church and Monarchical State. Publishing was widespread, so people were reading about these thinkers and debating their merits. Some ideas that come out of the era are the following:

  • classic liberalism: the state may not enroach on citizens’ rights or property without due process; the people are no longer merely subjects of a monarch.
    • John Locke’s idea of the social contract needed to bind individuals together is relevant here.
  • scientific revolution
    • scientific method: creating knowledge through hypothesis, observation, and testing
    • falsifiability: an experiment’s hypothesis is open to being not demonstrated* based on testing methods
  • the public sphere: where ideas circulate among citizens

Brief History Lesson: The Public Sphere as Enlightenment Phenomenon

In the 18th century (the 1700s), pamphlets and newspapers circulated spreading ideas to the masses, who engaged in conversations (dare I say debates) about the topics. A starting point for an academic discussion of the public sphere comes from Jürgen Habermas, but that’s a bit beyond the scope of this class. For now, just consider that we’re reading documents from a revolutionary time. Think back to your history classes about the French Revolution (1789) or, perhaps, Les Misérables (“red….and black…”). You may remember the Estates General that “advised” the monarch:

  1. First Estate: Church/Clergy
  2. Second Estate: Nobility
  3. Third Estate: Peasants…(They’re revolting!)

Eventually, the Press would become known as the Fourth Estate, which supports Habermas’s idea that newspapers are important for forming “public opinion.” As feudalism and monarchy, in general, gave way to more representative, classical liberal forms of government, the public (citizens) deliberated on policy and elected representatives.

  • classic liberalism: the state may not enroach on citizens’ rights or property without due process; the people are no longer merely subjects of a monarch.
  • neoliberalism: the idea of a total (or nearly total) market-driven economy with little or no government regulations.
    • In America, we often label people who promote this philosophy conservatives, neoconservatives, libertarians, or Republicans. In American popular media, the term “neoliberal” would be confusing because a “liberal” is considered (these are generalizations, of course) having the opposite view of the term “neoliberal.” This term is more a European one and rarely heard outside of academic discussions in America.

Below are some other definitions related to our Enlightenment discussion:

  • objectivity: an unbiased approach to knowledge making, communicating, and deliberating.
  • subjectivity: a more personal reference to “truth” based on one’s perspective and interpretation of phenomena.
  • intersubjective: a group consensus of those with similar backgrounds and/or commitments to knowledge creation; sometimes called “expert opinion” in the case of specialized discourse communities.
  • conventional wisdom: general assumptions of knowledge that are culturally defined (although not seen as culturally relative by adherents)
  • common sense: pragmatic responses and decisions to events, including taken-for-granted socially constructed conventional wisdom.
  • rationality: pursuing knowledge creation and communication based on convention and observable evidence.
  • instrumental rationality: a means justifies the ends approach where one bases conclusions on what appears most pragmatic and, therefore, situationally advantageous. If a choice fulfills one’s ends, it’s situationally rational; however, assuming that’s the only way to think is rather myopic.

de Crèvecoeur’s “What is an American?”

The reason this piece is in the class is because it gives us some insight into the make up of the early Colonies. John Hector St. John. de Crèvecoeur is most likely embellishing the successes he finds, but it’s his message that is important. In addition to identifying the rhetorical techniques he uses and comparing them to other texts in class, we ought to think about the text as a place reproducing values. This socially constructed text gets published and re-presents the immigrant experience, especially the assumption of doing well for oneself. Beside this being a narrative in American culture today, it can help us understand motivations to engage with democracy and American culture. First, who was de Crèvecoeur?

  • Born to wealthy parents in France (1735)
  • Fought for the French in the French and Indian War
  • Moved to New York and bought a farm in Chester, NY, northeast of New York City
  • Returned to Europe and published Letters from an American Farmer in 1782
  • This was a popular book and led to his being named a diplomat
    • George Washington and Thomas Jeferson admired the book.
  • Returned to the US to find his wife dead, children missing, and farm destroyed (1783)
  • Published more books on America and, of course, wrote more letters

Guiding Questions for de Crèvecoeur

I have another webpage devoted to good ol’ Jean or John or James, so let’s consider these questions before jumping on over to “What is an American?”. His audience was Europeans, but colonists did read this book.

  • What does de Crèvecoeur’s text communicate about civilization, especially European influence?
    • What about education?
  • As a farmer, the land is vital to de Crèvecoeur. What does he say about the land?
  • How does he characterize the indigenous peoples?
  • What are important values to him regarding hardwork.
  • What is his message about hard work and the land?
    • This question is important because de Crèvecoeur has an assumption about usefullness and, ultimately, who gets to control the land.

Next Week

Next Tuesday, 9/2, we’ll be covering the US Constitution! Please read all seven (7, VII) articles. We’ll address the Bill of Rights and additional amendments later. For next week, will focus of the articles. Next Thursday, 9/4, you need to have read Alexis de Tocqueville’s “Chapter IV: On the Principal Causes Tending to Maintain a Democratic Republic,” which is our longest text of the semester, so set aside extra time.

Don’t forget to do Discussion Post #1 on Canvas before tomorrow (8/29) at 11:07pm.