Showing posts with label activism course. Show all posts
Showing posts with label activism course. Show all posts

Thursday, June 2, 2011

Media interview with Denis Rancourt::: Academic freedom battle at U of O, pedagogy, activism...


On June 1, 2011, James Corbett of The Corbett Report interviewed Activist Teacher and former tenured physics professor Denis Rancourt in this wide ranging 60-minute radio discussion:


The Rancourt case as a major Canadian academic freedom battle, Paulo Freire's pedagogy, the societal, health, and psychological impacts of the dominance hierarchy, story of academic squatting and the activism course, anti-racism used to protect the dominance hierarchy and maintain class advantages...

This interview follows the first (May 2011) Corbett Report interview with Rancourt about global warming science: LINK.


Wednesday, May 27, 2009

Data in the study “Against Chomsky”


In a previous post entitled “Against Chomsky”, I presented the thesis (developed by Foucault) that Chomsky has avoided significant risk by not taking on his own institution and that he has thereby effectively served power. >>>
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As Chomsky himself puts it, virtually all intellectuals serve power, including all the left liberal types that are not conscious of their servitude: video-LINK.
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Chomsky reacted to my thesis, as can be seen in the July 27, 2008, comment to the above post, by offering no counter arguments or supporting examples and stated only that I offered no facts that could be checked. (Is not the record of Chomsky’s actions and writings something that can be checked?)
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Below is some new data in relation to the thesis that Chomsky mostly serves power. It is an email exchange between physics student Joseph Hickey and Noam Chomsky. In this exchange, Chomsky contrasts my approach of “academic squatting” with how he viewed his own activism course at MIT.
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Chomsky states “But I did it on my own time, as it should be done. It would simply be kicking my colleagues in the face to insist on doing it within their department.” This position is aligned with that of Stanley Fish whose recent book against academic freedom is entitled “Save the World on Your Own Time.”
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On one hand Chomsky advances that economic resources and therefore institutions should be democratically controlled (e.g., in Understanding Power), but on the other hand Chomsky confuses academic normalcy and professional elitism with the collegial governance myth of that most hierarchical of corporations – the university.
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The university executive has complete legal authority on all maters. All committees and councils are purely consultative. Aided by the training that is the tenure track; ass kissing rules. There are no shareholders to contend with and government oversight is mitigated by corporate independence masquerading as “academic freedom.”
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Getting along with one’s colleagues, in a closed society where virtually no one uses one’s tenure, is what Chomsky advocates. How will the university become more democratic if it is not challenged at its economic heart – in the allocation of resources? How will the university serve people if it is not democratic?
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Chomsky sees the dissident only in terms of the dissident’s ideas and writes: “Still, in the universities or in any other institution, you can often find some dissidents hanging around in the woodwork—and they can survive in one fashion or another, particularly if they get community support. But if they become too disruptive or too obstreperous—or you know, too effective—they're likely to be kicked out. The standard thing, though, is that they won't make it within the institutions in the first place, particularly if they were that way when they were young—they'll simply be weeded out somewhere along the line. So in most cases, the people who make it through the institutions and are able to remain in them have already internalized the right kinds of beliefs: it's not a problem for them to be obedient, they already are obedient, that's how they got there. And that's pretty much how the ideological control system perpetuates itself in the schools—that's the basic story of how it operates, I think.” LINK
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Obedient radical professors serve power by making everything about ideas – nothing is occupation or defiance of the physical time-and-space (and grades-and-credits) curriculum. The student is exposed to radical analysis while being constrained in time and place; and the constraints extend into the future via monetary debt and ideological investment and isolation.
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Chomsky has the most power where he has the strongest tie with the economy, at MIT, in his position as Institute Professor. If you’re not resisting, chances are you’re serving power.
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---------- Forwarded message ----------
From: Joseph Hickey
Date: Tue, Apr 14, 2009 at 11:25 PM
Subject: Fwd: Academic Freedom in Ottawa, Canada (letter to Chomsky)
To:

Dear Prof. Chomsky,

Further to our correspondence of one month ago, Professor Rancourt has been fired by the University of Ottawa for the reason of giving high grades in one course he taught one year ago. He was fired on March 31, 2009, and now an on-line petition for his reinstatement has been created.

Rancourt has made a public statement regarding his dismissal at: http://rancourt.academicfreedom.ca/component/content/article/25.html

There is now an on-line petition at: http://rancourt.academicfreedom.ca/component/petitions/?view=petition&id=4

I'm sending you this e-mail in the hope that you will be able to add your name to this protest.

Sincerely,
Joseph Hickey

p.s: official University of Ottawa statements:

firing: http://www.media.uottawa.ca/mediaroom/news-details_1654.html
suspension: http://www.media.uottawa.ca/mediaroom/news-details_1610.html
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On Mon, Mar 9, 2009 at 11:16 PM, Noam Chomsky wrote: .. I've read the written material you sent. I don't have time to watch videos, I'm afraid. .. As far as I understand, Rancourt was suspended because of his grading decisions. If that is correct, then I would sign a statement protesting that. .. Much of the rest frankly seems to me childish posturing. For example, I taught courses for 25 years at MIT on activism, much of the course devoted to bringing in activists from the community to describe what they were doing. But I did it on my own time, as it should be done. It would simply be kicking my colleagues in the face to insist on doing it within their department. From what I've seen here, his "activism" is confined to the university. I'm afraid that doesn't impress me. Not only my own, but that of academic friends and colleagues, goes far beyond that, in character, risk, international scope, etc. .. As for Fish, I'm afraid that's not a recommendation. .. Noam Chomsky ..
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----- Original Message -----
From: Joseph Hickey
To: Noam Chomsky
Sent: Monday, March 09, 2009 10:55 PM
Subject: Re: Academic Freedom in Ottawa, Canada
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Hi again Prof. Chomsky,

Thanks for getting back to me. Let me make one more bid for your attention.

1) Not many dissident tenured profs get fired for political reasons in North America. A strong supporter of Rancourt's case, who knows the background well, is your former MIT colleague David F. Noble. Here's a video of him and Rancourt giving a talk together at UofT in January, following Rancourt's suspension:
http://vimeo.com/3060115

Physicist and author of "Disciplined Minds", Jeff Schmidt, who I believe you supported, is also a strong supporter of Rancourt. His letter is not yet up on academicfreedom.ca, unfortunately, but I could send it to you.

2) Rancourt's case was on the front page of the Globe and Mail and has had ample media coverage:
http://www.theglobeandmail.com/servlet/story/RTGAM.20090206.wprof06/BNStory/National/home

Stanley Fish's blog for the New York Times was about him 2 weeks in a row:
http://fish.blogs.nytimes.com/2009/02/08/the-two-languages-of-academic-freedom/

3) All the media, letters, links to video, and background information is very well organized on the website:
http://www.academicfreedom.ca/

4) You may have seen Rancourt's spirited critique of Noam Chomsky, in which he describes the well-known dissident writer as a "non-activist intellectual engaged in analytical penetration of the monster":
http://activistteacher.blogspot.com/2008/07/against-chomsky.html

Thanks for your time,
Sincerely,
Joseph Hickey
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On Sun, Mar 8, 2009 at 2:50 PM, Noam Chomsky wrote: .. It looks from your letter as though protest is in order, but to proceed I'd have to work through the background, and I'm afraid I'm just not in a position to do that. I'm deluged with similar requests. Each requires inquiry. Sometimes I've been able to work it into a very demanding schedule, but usually not, I'm afraid. I don't like to take a public stand on factual matters without serious investigation. And this case I never even heard of before you wrote. .. Noam Chomsky ..
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----- Original Message -----
From: Joseph Hickey (by way of Noam Chomsky )
To: Noam Chomsky
Sent: Monday, March 02, 2009 5:12 PM
Subject: Academic Freedom in Ottawa, Canada

Hi Professor Chomsky,

I'd like to let you know about a (in my opinion) riveting academic freedom struggle that's currently underway at the University of Ottawa. Tenured physics professor Denis Rancourt has worked at the university for 22 years, and is now about to be dismissed because of the way he graded a fourth-year quantum mechanics course that he taught one year ago. In the course, he gave all students the mark of A+ (highest possible mark) on the first day of class, so as to remove grades from the students' learning experience in that class. On Dec. 10, 2008, Rancourt was placed on academic suspension, and barred from coming onto campus. In January, he was arrested when he came to campus to host a weekly film night that he's been hosting for the past 3 years or so.

Of course there's a lot more to the story.. Rancourt runs a blog that is very critical of the UofO: www.uofowatch.blogspot.com and that has, among other things, exposed falsification of documents by the upper administration of the university.

Several of his students have become quite vocal in their criticism of the university, e.g. www.uofovoice.blogspot.com

Rancourt also voices his pro-Palestine anti-Israel views, and believes that new President Allan Rock (former Liberal star-politician and cabinet minister under Jean Chretien, ambassador to the U.N. under Paul Martin) has connections to the Israel lobby, and that this is one of the reasons he is being dismissed.

I'm telling you all this because Prof. Rancourt is collecting support letters from academics outside of the university. They letters collected so far have been posted here: http://www.academicfreedom.ca/index.php?option=com_content&view=article&id=55&Itemid=62

This website, www.academicfreedom.ca contains much background information on the Rancourt saga.

I am one of Rancourt's physics graduate students. Upon Rancourt's suspension, all of his graduate students were told that they must find new supervisors. Two other students and I have pursued legal action against the university and the Dean of Science and the Dean of Graduate Studies over breach of contract and misfeasance in public office: http://www.vimeo.com/3372672 in this video, President Allan Rock evades justice for approx. 10 minutes as we follow him down Laurier street, attempting to serve him, as chief representative of the university, with our legal claim.

Thank you for reading this,
I hope you are well,
and I'd like to say thanks for all the precious reading material you've put out into this twisted world of ours!

Sincerely,
Joseph Hickey (M.Sc. student, physics, University of Ottawa, Canada)

Tuesday, July 10, 2007

All the dirt on the Activism Course...

Today's Ottawa Sun has a feature article on Professor Denis Rancourt's activism course struggle. The Sun published the link to this ActivistTeacher site but all the most relevant posts on the activism course battle are at THIS UofOWatch site. Enjoy.

To get email updates or to join the next activism course class contact the Freedom of Expression Committee (FEC).

To learn about and sign the FEC petition calling for the resignations of U of O President Gilles Patry, VP-Academic Robert Major, and the dean of the Faculty of Science: Go to THIS on-line petition site.

To be added to the email list of the free weekly Ottawa Cinema Politica Friday evening documentary film and discussion series: Send an email to dgr-at-uottawa.ca.

Friday, April 13, 2007

ACADEMIC SQUATTING - A democratic method of curriculum development


This article was printed in the spring 2007 issue of "Our Schools / Our Selves," published quarterly by the Canadian Centre for Policy Alternatives www.policyalternatives.ca. It was also printed in the September/October 2007 issue of "DESIGNER / builder" magazine.

Denis G. Rancourt


I teach an activism course at the University of Ottawa.

Not a course about altruism, volunteerism, charity, international aid or civic duty and building community within the confines of the status quo. But an activism course, about confronting authority and hierarchical structures directly or through defiant or non-subordinate assertion in order to democratize power in the workplace, at school, and in society.

As is often the case with effective activism, this course is itself direct, overt, and defiant. I have chosen to adopt a style consistent with this stance in writing this article, as an illustration of my pedagogical posture. Teachers need to show what they stand for and more and more we need to stand for something beyond doctrinal platitudes.

The underlying working premise of all other courses on my campus is that our societal structures are mostly beneficial and just – that the schools and other private and public institutions, government institutions, corporations, and financial institutions all work together to generate wealth and distribute services and resources. The underlying assumption of all other courses is that societal structures may perhaps need to be adjusted but are necessary in some form and mostly benefit society.

In contrast, the underlying premise of the activism course is that our societal structures, taken together, represent the most formidable instrument of oppression and exploitation ever to occupy the planet– that the reality of these structures is one of continental-scale pillaging enforced by the greatest military and coercion machines ever assembled. In this paradigm, the observed generalized criminal disregard for local inhabitants and indigenous peoples is no accident; the environment, workers and inhabitants are structurally expendable liabilities in a profit-driven debt-based global financial enterprise that must be characterized as insane, not to mention unsustainable; and the schools and universities supply the obedient workers and managers and professionals that adopt and apply this system’s doctrine--knowingly or unknowingly, according to need.

This is the outlook that informs the speakers I invite, the readings I suggest, the way I position science and all the disciplines, the way I guide whole class discussions, and the one-on-one interactions I have with students.

I think there should be room for at least one such course on my campus.

The university administration and many of my colleagues do not share my zeal for this diversity of perspective--as has been amply demonstrated and documented over the last few years. Their attacks on the activism course experiment are strong testaments to the uncompromised position and moral and intellectual rigour that the students and I have chosen to apply and defend.

***

It all started with a modest experiment in pedagogy and social relevance in the fall of 2005. In response to twenty years of observing classes that both delivered soulless material and served mainly to prepare students to be obedient and indoctrinated employees, I felt I had to do something more than give a “better” physics course. I realized that it is activists, not obedient employees, who make a difference, who make the world a better place.

I decided that the course would itself be a realization of activism. I decided to squat the Physics and the Environment course that had been assigned to me that fall. This may have been the first example of overt academic squatting, where one openly takes an existing course and does with it something different.

For a squat to succeed, the occupants have to be on board, and at the first class the students embraced the project with more enthusiasm than I could have imagined. I had simply suggested that maybe the greatest societal problems around were as important as physics, that the students themselves could be in charge of their own learning, and that I saw no need for grading or any institutional evaluation.

The experiment encountered immediate and explosive resistance. After the VP-Academic choked on the course web site, we were treated to a tantrum from the Dean of Science at the second class. What followed was a textbook example of successful activism, to the point that several students asked if the administration’s response had been completely staged, and some thanked the dean for providing a laboratory component to the physics course.

At the third class, the dean was back to announce a negotiated agreement “to the benefit of all” that would have us – the students and I – run the course exactly as we had intended. But we knew the victory would be short lived if we did not get an activism course on the books, and so we fought our way through 11 months and 16 committee meetings to have SCI 1101 approved, as a credited Faculty of Science course with no prerequisites. Despite official recognition of this first multidisciplinary Science (SCI)-code course on our campus, in the words of an enlightened Science Faculty Executive, SCI 1101 "does not count as a science course."

The activism course exists because hundreds of students and community members fought for it against committee normalcy, unprecedented administrative barriers, disciplinal ghettoism, and regressive opinion echoed by the mainstream media. It has received unequalled praise from both its paying “clients” (as the administration calls students) and “freeloading” community participants. Many attest to a life-changing experience, like only discovering one’s agency and place in the world can produce.

At the very least, the students of the activism course were exposed to speakers and issues that they did not encounter in other courses, often had their first university encounter with intrinsic motivation, deeply questioned the pedagogical methods of other courses, and often became leading campus activists. In the words of one student: “Everything else is the same but this course is real.”

The more activists there are, the more democracy there is.

In contrast and true to character, the university executive has consistently attempted to block the course over the past two years: From the dean’s failed in-class intervention, to deflected attempts to censor the course web site, to ad hoc rules and evaluation committees, to forbidding community member participation, to failed disciplinary campaigns based on ridiculous premises, to withholding academic resources, to the upper executives re-writing the course description themselves, and most recently to expelling students on the basis of age.

The opposite atmosphere reigns in the classroom, where hundreds of students of all ages (10 to 70+) and backgrounds interact with intricate and compelling material of direct relevance to their place in the world. Principal actors, experts, and readings present vital issues including: war, terrorism, the armament industry, monetary economics, poverty, professional ethics, environmental issues, societal and institutional structures, human rights, science funding, the non-profit sector, the agri-food industry, the pharmaceutical industry, animal rights, democracy, foreign policy, and others. Self-motivation and unrestrained exploration and expression are enabled by the absence of grades and by individually designed progress reports.

Academic squatting works! Academic squatting is needed because universities are dictatorships, devoid of real democracy, run by self-appointed executives who serve private capital interests. Producing obedient employees and publicly funded intellectual property transfers are in fact the university’s only business, as is evident from its research, programs, curricula, and coercive methods. Of course, there are accidental side benefits that may be realized by individual students, just as friendships can develop in a labour camp, and one can marry a prison guard one met on the inside, or write a good book while in exile, but the point is that the university is an instrument of power as it has always been, period. Only activism – resistance – can change that.

One antidote to the university as boot camp in the service of capital is for tenured professors to use their tenure. This would turn tenure on its head, as it is free society’s coercive tool of choice for fabricating aligned and docile academics. Not the job security in itself, which should be available to all, but the filtering and moulding process known as the tenure track. But why not turn tenure on its head? Tenure is death, risk is life, and collaboration is criminal. Collaborating in an institutionalized system of resource looting, labour exploitation, and genocidal demographic engineering is criminal, especially when its ultimate weapon is the foremost crime known as war, such as the present Canadian war in Afghanistan.

Tenure – use it or lose it.

Alternatively, the next step is academic hijacking, where students tell a professor that she can stay or leave but that this is what they are going to do and these are the speakers they are going to invite… Here, academic freedom would apply to students, not just professors.
Now that would be taking responsibility for one’s education.

Denis G. Rancourt is a physics professor and environmental science researcher at the University of Ottawa.

FURTHER READING:

*Two activism course classes reported on at YaYaCanada:
http://www.yayacanada.com/course0.html
http://www.yayacanada.com/rancourt_lecture_11-10-06.html

*The original activism course web site: http://www.alternativevoices.ca

*My blog the “Activist Teacher”:
http://activistteacher.blogspot.com

*del Moral, Andrea, 2002, The Revolution Will Not Be Funded.
http://www.lipmagazine.org/articles/featdelmoral_nonprofit_p.htm

*Malatesta, Errico, 1891, Anarchy. New translation from the Italian by Vernon Richards, Freedom Press, 1974, 1994.

*Mitchell, Peter R. and Schoeffel, John (editors), 2002, Understanding Power – The indispensable Chomsky. The New Press, NY.

*Noble, David F., 2005, Beyond the Promised Land, The Movement and the Myth. Between the Lines, Toronto.

*Rancourt, Denis G., 2006, Gradual Change Is Not Progress.
http://globalresearch.ca/index.php?context=viewArticle&code=RAN20060503&articleId=2377

*Rancourt, Denis G., 2007, Activism and Risk – Life beyond altruism.
http://activistteacher.blogspot.com/2007/02/activism-and-risk-life-beyond-altruism.html

*Said, Edward W., 1994, Representations of the Intellectual. Vintage Books, NY.
.
*Schmidt, Jeff, 2000, Disciplined Minds. Rowman & Littlefield. http://disciplinedminds.com/

Saturday, February 24, 2007

Activism and Risk - Life beyond altruism



At this rate, soon, on this planet, we will all have to be either activists or victims.[1]

Denis G. Rancourt
February 2007

University courses do not prompt students to consider their role in shaping the world. That is why I facilitate a course about activism at the University of Ottawa.

Registered students span the spectrum of engagement in society, from experienced campus activists to environmentally conscious community members to mainstream-misinformed clients picking up a free elective. The material presented by guest speakers is compelling enough that all students question their place in society and the nature of their agency.

There is relatively little polarization between the right and the left in the class. Representatives of both political tendencies are genuinely interested in hearing the other side and in re-considering their positions in the light of the challenges presented, or are happy to reaffirm their positions having heard the other side. Instead, the main axis of polarization tends to be between liberals and radicals. Here I consider the origin of this tension.

I argue that the heart of the tension lies in opposite fundamental beliefs about societal structures and corresponding opposite allegiances with power: The liberals are elitists who believe that the system works (because it works for them) and that one does best to preserve and enhance the system, whereas the radical activists are egalitarians who believe that societal structures need to be transformed through action and direct democracy. This brings me to elaborate on the definitions of both activism and radicalism. Militant activists are not necessarily radicals and radicals are not necessarily activists, in fact most are not. There emerges the notion that risk is a necessary component of activism, without which one can be certain that one is not changing anything. Regarding the false dichotomy of working from within versus working from without, I point out that activists from within can be effective agents for change through organizing as well as through sabotage and overt or covert mutiny.


Seeking to define activism, right and left

Many students in my class first strive to define activism. One dominant tendency is to want to be all inclusive and to suggest that activism is acting out of personal initiative to “contribute positively” to society – being personally motivated to do good. Here, volunteers who help out at the local soup kitchen and students helping others with their homework, for example, are activists, as are people who recycle and who are vegetarians, according to their beliefs of what is good.

The latter definition is not the one in common usage and is not specific enough to be useful. The latter behaviours by themselves should instead be referred to as: volunteering, altruism, responsible behaviour, community service, ethical consumerism, and so on. These behaviours are the result of natural individual impulses to cooperate and to contribute to community.

There are also natural impulses to compete and to be socially territorial. Each individual chooses to adopt either an altruistic or a defensive stance depending on her perception of the circumstances, depending on whether the human environment is perceived to be either safe or threatening, respectively. We all draw boundaries between what we do to contribute and what we do for ourselves. Few commit suicide to avoid consuming or to avoid emitting CO2 by breathing.

Activism is something else. Activism is political. In activism one acts directly to change circumstances, change power balances, or change hierarchical structures. One does this either to achieve greater justice by moving society toward equally distributed power (left-wing activism) or to advantage or protect oneself or one’s group (right-wing activism).

The left assumes a safe environment where all people can be trusted to share in power, whereas the right assumes an unsafe human environment where one must protect oneself. Both environments exist, but the left has a tendency to believe that a safe environment in which cooperation thrives does or could easily dominate whereas the right believes that there is an inescapable tendency towards aggression, oppression, and competition, and that, therefore, the best strategy is to fight others and win.

Too often the cooperation versus competition debate ignores the facts that humans respond in kind and that shared decision-making power is the greatest known catalyst for learning and personal development. This has been shown, for example, in the participatory democracy movement that has transformed Brazil.[2] The “masses” are ignorant only to the extent that they have no power.


Altruism is not activism

An animal rights activist may treat her pets humanely or may be a vegetarian but she is an activist only because she directly confronts the system that abuses animals. She may do so via intense discussions, petitions, lawsuits, lobbying, outreach events, demonstrations, challenging authority, denunciation, direct action, civil disobedience, or some such direct means. In activism one confronts in order to change the norm.

A vegetarian may practice vegetarianism in political silence and simply adapt to all eating circumstances by abstaining from eating meat, whereas another vegetarian may defend her choices and engage in every occasion to communicate her reasons and to advance her justice-based political motives. The first is a vegetarian while the latter is a vegetarian and an activist – someone whose discourse is more than a personal style.

The same is true of volunteer work, charity, and so on. These behaviours are not activism by themselves. On the contrary, they often help maintain an unjust status quo. It has been shown, for example, that the non-profit and NGO sectors taken as a whole do more harm than good.[3] Similarly, activists can be effective and dedicated agents without adopting any particular lifestyle practices that are advanced by others. An environmental activist can drive a car if she judges this to make her activism more effective overall or for whatever personal reasons. A public school activist can choose to send her children to a private school, given the family circumstances or for whatever personal reason. What matters is dedication to activism, not personal survival, convenience, and lifestyle choices.

Obedient workers contribute to maintaining existing structures whereas, for example, whistle-blowers and employee justice organizers make a difference.[4] In this world of continental-scale exploitation, it is superficially satisfying to have a job where one does seemingly useful work, but being a dedicated employee in any such job does not directly change power structures to maximize social justice. At work, you only make a difference if you work for change by going outside of what is expected and imposed.[4] This is necessarily in opposition to the established order and therefore involves personal risk.[5, 6]


Essence of activism

Two essential components, method and goal, define activism. The method involves confronting authority directly or through defiant or non-subordinate assertion. The goal is to redistribute power in the workplace and society. Left-wing activists want to democratize power whereas right-wing activists want to secure power. Risk is a hallmark of activism because activism seeks to redefine power structures.

At the heart of activism is a belief that things are wrong, a belief that injustices are institutionalized or socialized and are maintained by those who benefit from the established structures. The justice of left-wing activism is social justice, in which one shares rather than steals opportunity and resources; it is social justice in its broadest sense including animal justice and environmental justice.

Justice is synonymous with democracy: distributed power and horizontal structures rather than concentrated capital and lap dog elites. Anything that moves us towards more democracy and the associated greater individual responsibilities is a step in the right direction. Employees taking power from bosses, students and professors taking power from the university administration, students taking power from professors, board members taking power from the chair, community members taking power from the board of directors … by whatever effective means … all move us toward more democracy.

Democratic influence derived from activism is both empowering and educational. It may be the most powerful form of education ever practiced. How better to learn what the system is really like and your place in it? How better to increase your knowledge and your influence? All progress of civil society has been catalyzed by and based in activism. Only strong popular movements have ever wrestled concessions from the ruling class.[7, 8, 9] Service intellectuals by comparison to activists are spineless and serve only to placate and deceive in order to strengthen the power structure and erode past gains.[5]


Resolving methods and motives

With the above definition of activism, we must make the important distinction between methods and motives. Both activists and hippies want a just society. The latter actors look for it by attempting to create ideal but somewhat isolated communities. They are morally supportive of activists, may show up at rallies, and often contribute to a community that activists need, but they are not activists except when they act to transform the broader society in order to defend their ideals.

Likewise, the extreme right wing and fascists use direct action to transform power structures toward aims that are the opposite of egalitarian. They are right-wing activists. But they are at least often honest and transparent in their goals.

Liberals are elitists. They believe that the system should be moulded by an enlightened elite, is primarily just, and needs only to be adjusted by following the guidelines for change that have already been established. They believe that the best method to obtain positive change is to negotiate and cooperate with power. They are allergic to direct action. The more the direct action is likely to be effective, the more allergic they are to it. They are a major force for maintaining present power structures and they go into overdrive when activists appear to be making gains.[5]

What emerges is a two-dimensional map. On one axis, from left to right, we have the justice and equality variable, going from distributed power and complete democracy (that is, the anarchist ideal [9, 10]) to plutocracy, fascism, and hierarchy. On the vertical axis, from bottom to top, we have the methods variable, going from direct action by whatever effective means to non-confrontation and cooperation. Activists are in the bottom left, hippies in the top left, fascists in the bottom right, and liberals in the top right. True conservatives are in the middle.

Too many observers confuse method and motives: There are four poles and a middle in the action-justice plane. What liberals offer amounts to cooptation, not genuine negotiation, which can occur only between power equals.

Too many observers confuse choice of methods (collaboration versus confrontation) with choice of focus (working from within versus working from without). One can be an activist either from within or from without or both; but one can only be a true liberal from within and only be a true hippie from without.


Liberal-radical antagonism

This brings us to an analysis of the liberal-radical polarization introduced in the first paragraphs. Liberals believe that the system is fundamentally sane and needs only to be improved using methods approved by the ruling elites who are needed to protect us from the ignorant masses, whereas anarchists or socialists (radicals for short) believe that the present system and society that hosts it are deeply flawed and must be changed in their structural roots, at the level of their dominant underlying assumptions or myths, and that people are capable of great collective wisdom and growth. Given these opposed perceptions of society’s architecture and fabric, it follows that liberals would insist on cooperation and “gradual change” [5] whereas radicals would insist (at least intellectually) on challenging the structures and rules themselves.

Radicals, by definition, go to the root of phenomena. In a capitalist society, in a plutocracy, anarchists and socialists are radicals. However, radicals are not necessarily activists. Indeed, most radicals are not activists. Many academics, for example, are left intellectuals well versed in alternative power structures, but they are not engaged in activism. They do not risk their privileged positions by taking action, nor are they defiant on campus [11], which is not a niche of participatory democracy.

The liberal-radical antagonism, therefore, is not between passivity and activism or fundamentally between cooperation and actual resistance. Instead, it highlights two opposing world views that include beliefs about the associated methods that follow from these views. One can get rather overheated about protecting one’s world view (and consequently one’s view of oneself in the world) even if one is not about to risk action that would change the world toward one’s ideal. Conversely, those already engaged in activism often don’t loose much time with this debate.[12]

When liberals say “we should work from within,” they mean we should work in such a way as to preserve and ameliorate the present structure rather than question it deeply. They also incorrectly imply that working from within necessarily means working with and in support of the system rather than against it: They do not recognise the legitimacy of sabotage as a method of fighting unjust rule in society, because they do not see present rule as mostly unjust.

Liberals believe that their methods lead to the most and best results, whereas radicals believe that the methods promoted by liberals cannot possibly increase justice overall because they legitimise and strengthen a system that is overwhelmingly unjust. Liberals tend to be insiders who have had many “productive” exchanges with other insiders. Liberals are leaders and enjoy joining the elite agents for “good”… whereas radical activists tend to be outsiders who are compelled to confront and to challenge. Rather than take power, left-wing activists make power via solidarity and creative contribution.


Real mutual threat

This is how I understand the visceral confrontations that I have observed between liberals and radicals (or between different left factions), as arising from the above fundamental differences in beliefs and perceptions, coupled with a correct mutual sense that the other side represents a significant threat to both position and goals.

It’s easy for radicals and egalitarians to understand the fascist position and to find effective ways to combat the fascist drive, but the liberal threat is more insidious. Conversely, radicals are the greatest threat to the ruling liberals of present First World so-called free democracies, because liberals can cooperate with the right to the degree that serves and preserves them, but radicals present a refractory opposition.


Left-wing radical activism is beyond good – risk is life

In conclusion, left-wing activism is what effective anarchists, socialists, progressives, and egalitarians do. These agents are radical in that they go to the root and identify the underlying basis of injustice. They are activists because they understand that standing up in defiance is the only way to exert influence in the direction of greater democracy. Personal risk is necessarily a consequence.

Finally, because defiance and confrontation are characteristics of activism, and because such action is limited by the risk involved, it is often the case that more risk equals more effect. This leads to the conclusion that we should take as much risk as will maximize the effectiveness of our activism. Whereas Third World activists often don’t need to consider how much risk they should be taking, because they often don’t have a choice if they are to survive, First World left-wing activists who want to be worthy of the title probably should consider actions that will involve more risk. Having survived and learned from the backlash, experienced activists live a life of action, anchored in community and solidarity, and instinctively know how far to push it. Proportionate rewards are guaranteed. Risk is life.[6]


References

[1] Jeff Schmidt as cited by the author. The present essay is partially based on a lecture given in the activism course, 2006: http://www.yayacanada.com/rancourt_lecture_11-10-06.html . Course material is posted at http://www.alternativevoices.ca/ .

[2] Rebick, Judy, 2000, Imagine Democracy. Stoddart, Toronto.

[3] del Moral, Andrea, 2002, The Revolution Will Not Be Funded. http://www.lipmagazine.org/articles/featdelmoral_nonprofit_p.htm

[4] Schmidt, Jeff, 2000, Disciplined Minds. Rowman & Littlefield.
http://disciplinedminds.com/

[5] Rancourt, Denis G., 2006, Gradual Change Is Not Progress. http://globalresearch.ca/index.php?context=viewArticle&code=RAN20060503&articleId=2377

[6] Murphy, Brian K., 1999, Transforming Ourselves Transforming the World. Fernwood.

[7] Zinn, Howard, 2001, A People’s History of the United States. Perennial Classics.

[8] Mitchell, Peter R. and Schoeffel, John, 2002, Understanding Power, the Indispensable Chomsky. The New Press, NY.

[9] Noble, David F., 2005, Beyond the Promised Land, The Movement and the Myth. Between the Lines, Toronto.

[10] Malatesta, Errico, 1891, Anarchy. New translation from the Italian by Vernon Richards, Freedom Press, 1974, 1994.

[11] Said, Edward W., 1994, Representations of the Intellectual. Vintage Books, NY.

[12] Rancourt, Denis G., 2006, Malalai Joya Breaks the Fear Barrier in Ottawa.
http://canadiandimension.com/articles/2006/09/15/660/


Epilogue: Alternative definition of activism, and a parallel goal

I am grateful to Jeff Schmidt who provided critical comments on this essay. Jeff also pointed out that another goal of left-wing activists is to make more activists: This automatically creates more democracy, as more people exert influence.

In defining activism, I struggled with the enticing alternative choice that activism would be restricted to left-wing activism whereas ring-wing activists would be termed militant right-wingers. This would be consistent with most of mediascape usage of the term activism, including the term activist judge. In the mainstream media, the term activist has a negative connotation and is usually reserved for left-wing activists. Right-wing activism is downplayed or is termed extremism rather than activism. The implication is that it is an extreme of legitimate aspirations whereas activism, like radicalism and anarchism, are incorrectly equated with chaos and destruction. Most activists are left-wing activists because present social structures are more in line with right-wing ideology and because ring-wingers are more easily controlled by fear and can more easily be made to fight other groups rather than the power structure. Fear and perceived danger cause one to want to be protected and this often overrides democratic aspirations. Perceived safety breeds cooperation. Perceived danger breeds tribalism. We need to actuate that cooperation breeds safety and distributed power breeds education and responsibility.