p.s you should have read those books in english class

Class is in session! And your first lesson is on anti-intellectualism

Inside the large box, sit stacks of books, dog-eared and spine-broken from years of being read or sitting at the bottom of backpacks.

The teacher drops the books on each student's desk. Inside the front cover is a piece of cardstock that sits snugly in an off-white envelope. Pulling the lined card from the pocket, I look at the names of those in years past, like some kind of guest book. But instead of it being for something as monumental as a wedding, it’s confirmation that those before me indeed survived the course in previous years.

If you’re lucky, someone will have forgotten to remove their notes from years past or left faint scribbles in pencil, like little cheat codes. Sorta like Harry Potter’s potions textbook- it will leave you feeling as lucky as any Felix Felicis serum.

The vast majority of students will simply skim through chapters, bum notes from friends or head to Sparknotes (maybe I am aging myself, but it was a time before Chatgpt).

Some will fill the pages of those books with sticky tabs, pencilled notes in the margins or mountains of Post-its, some will never even crack them open.

The latter is precisely the problem.

If you are shocked every time you turn on the news, read a headline over your morning coffee or find yourself generally in a state of distress due to the global state of affairs; I remind you that many of the warning signs on how we got here draw a striking resemblance to the stories listed on your high school reading list.

Discussions around academic freedom, access to information and what many are calling the "Education Industrial Complex" are permeating the minds of many in light of the current political climate. PEN America’s Index of School Book Bans provides a list of books banned in school districts across the USA. On their website, they describe their mission as standing at the "intersection of literature and human rights to protect free expression in the United States and worldwide…Our mission is to unite writers and their allies to celebrate creative expression and defend the liberties that make it possible."

Some of the books listed on the index in 2023-2024 were A Clockwork Orange, Slaughterhouse Five, Kite Runner, and A Handmaid's Tale. These are all books I recall being on my school's reading list. It’s well known and well-documented that book banning has been used throughout history as a form of censorship. But when discussed, I always get the feeling that it is seen as something of the past, even though it‘s being used as a tool in the present day. It is also usually framed as a tool used by oppressive regimes, despite the risk of censorship that can and does exist in liberal democracies. But that is a topic for another time.

Today, I focus on what I view as a growing problem of anti-intellectualism and its connection to academic disengagement.

In the 1950’s anti-intellectualism was high in the USA, part and parcel to McCarthyism. McCarthyism was named after Senator Joseph McCarthy, who led a campaign to expose supposed communists in government, media, and other influential institutions. It is known for its aggressive accusations, lack of proper evidence, and fear-mongering. These cultural tones led to author Richard Hofstadter's book Anti-Intellectualism in American Life (1963). In his work, Hofstadter defines anti-intellectualism as "a resentment and suspicion of the life of the mind and of those who are considered to represent it; and a disposition to constantly minimize the value of that life." (Hoftstadter, 1963)

Life of the mind refers to the ability to think critically about problems, draw conclusions and propose solutions. Those that represent the “life of mind” usually pursue careers as artists, teachers, scholars etc. In a recent article published by Rohland and Lyndsey, they summarize Hofstadter’s philosophy- “anti-intellectualism does not steadily increase or decrease over time. Rather, it fluctuates, rising and falling in response to social conditions”. Looking at today’s social conditions, I would say we are on a steady rise.

I believe that anti-intellectualism breeds the perfect environment for academic disengagement. The two feed off each other like some sort of distorted life cycle.

Embarrassing for me to admit as a student, I looked forward to the point in the semester when the teacher assigned novel studies and shared new literature with us. Equally as embarrassing was admitting that English was consistently one of my favourite subjects to take. The subject was and is seen as “uncool”, “pretentious”, I even remember hearing to word “useless”. Interests in intellectual practices such as literature, philosophy, or political science are met with opposition for various reasons, most of which is being fed by anti-intellectualism.

The word “useless” may be seen as a haphazard disregard for the subject, but to me it goes much deeper. As we see schools push STEM careers, the humanities are inevitably ranked lower. The value is increasingly placed on the pursuit of knowledge to teach people to work in a particular occupation, becoming less concerned about encouraging critical-thinking skills or the lifelong pursuit of knowledge for the sake of learning. While on the surface, this may seem harmless or simply a cultural shift in a technologically advanced society, I think it’s a warning sign that anti-intellectualism is gaining traction.

I keep hearing from teachers that this generation of students lacks the skills and motivation to meet academic targets. Some have said there has been a steady decline over the decades regarding students’ dedication and capacity to perform academic tasks. People definitely said this about my year in school so it’s only natural I say the same about this new generation, but also because it is true.

Anecdotally, it is getting harder to engage students when you’re competing with social media. In a time where we rely heavily on technology to do the bulk of the “heavy lifting”, it’s no wonder students use these tools to perform and also distract themselves. One of the biggest ways academic disengagement can be seen is in aliteracy (not to be mistaken with illiteracy; another equally important problem).

Aliteracy is where students can read but rather they choose not to. Usually, because they find no value in what they are assigned to analyze. Some blame teachers or the curriculum for this, and it would be remiss if I did not appreciate the merits of this argument. But even the most dedicated, passionate, and creative teacher struggles to compete with the overwhelming negativity surrounding the subject and its place in society. Constantly defending its relevance and importance is both frustrating and exhausting, especially when there are few allies where students are absorbing most of their information online.

It is my opinion that students have little interest in engaging with these materials because the rise of anti-intellectualism is strengthened by technology and media personalities who devalue intellectual effort.

Academic disengagement is both a symptom and a part of the virus that is anti-intellectualism.

As I get older it becomes increasingly more clear how important those novels and stories were to consume at an age where many of us are developing our autonomy and being confronted with the realities of the world we live in. For many, the messages in those novels may have gone over our heads at time. I remember vividly sitting in front of the classroom computer; crash-out pending because I was having a hard time formulating my thoughts on Fahrenheit 451.

I knew what Ray Bradbury was saying was important, but I couldn't quite grasp the depths of his thesis at the age of 16. I recall many conversations with my English teacher about the nuances of the text, and became increasingly more frustrated at my intellectual limitations. It was not until my first year of university that I had a light bulb moment (an occasion my teacher mentioned would come), and the whole novel made sense.

Credit: Goodreads

Fahrenheit 451, a story about censorship, conformity, anti-intellectualism and the control of information, was not a topic I was particularly well-versed in as an adolescent. But by reading it at that age, it planted a seed.

In Bradbury's dystopian society, books are burned to suppress dissenting ideas; according the PEN America, book bans are on the rise. Particularly, materials about race, gender, and historical oppression.

My light bulb moment was realizing that it wasn't just about government censorship but about people silencing themselves to avoid offence. The bottom-up approach of those who demand the removal of content or pre-emptive censorship leaves us in a society where it is difficult to express thought-provoking discourse.

I want to make it clear; this is NOT a left or right issue. Historically, both sides of the political spectrum have used this rhetoric to push a divisive agenda and shut down challenging voices. Bradbury warns of a society, no matter the political affiliation, that favours comfort over truth.

Growing up in the era of the smartphone makes it easy to distract yourself. Mindless entertainment comes in the form of algorithm-driven entertainment. These sources are similar to the parlour walls and seashells (earbuds) citizens of Bradbury's novel use for amusement. Reading is no longer a form of entertainment in Fahrenheit and dare I say, as our attention spans shrink, it's becoming less favoured in modern times as well. Anti-intellectualism comes in the form of firemen who view thinking as dangerous, similar to how scientists are distrusted and nuanced issues are reduced to slogans. Not to mention themes of misinformation, propaganda and political apathy.

Reflecting on the other works I read in school I saw themes of tribalism and power struggle in Lord of the Flies, which mirrors the ”us vs them” mentalities in a polarized political climate. Lust for power in Macbeth parallels the erosion of democratic institutions for personal legacy. Even the illusion of the American dream and class division of The Great Gatsby rings true in the 2020s as much as it did in the 1920s. All these books were assigned reading when I was in school and they continue to leave a lasting impression on the way I look at the world.

Reading the snarky comments below every reel (and I do mean EVERY reel has at least one) can be exhausting. Picking up longer form content that requires a bit of analysis could be healing in a world where we are consistently being TOLD what to think, as opposed to being ENCOURAGED to think. Those skills you learned in school may seem “useless” on the surface, but they help you become an informed reader.

The point is that you should have read those books in English class because, beyond learning literary devices and grammatical rules, the books contain rich themes, thought-provoking commentary, and a space to grapple with hard questions in fictional settings. Many of those same questions have and will be posed to us in our lifetime. This can help you make sense of the current global crises or maybe even a personal one. In my opinion, it was never cool to hate reading, but I will give you a pass for not completing your chapter summaries. If anything, it is okay to admit there were times you were disengaged. Maybe there were concepts you did not see as relevant, or maybe you could not quite make sense of it all. To me, this is all somewhat excusable in adolescents. Less so in adulthood.

Bibliography

Hofstadter, Richard. Anti-intellectualism in American Life. Vintage Books, 1963.

PEN America. Index of School Book Bans – 2023–2024. https://pen.org/book-bans/pen-america-index-of-school-book-bans-2023-2024/.