Firmin / Gobineau etc.
Is race a construct of the Enlightenment? Obviously the European encounter with a racially-constructed "other" begins a long time before the Enlightenment, with Montaigne's cannibals and Shakespeare's Caliban. But the Enlightenment facilitated a kind of scientism in thought that not only gave rise to new disciplines (like anthropology) but also permitted pseudo-science, like the so-called "scientific racism" of the Comte de Gobineau. I would like to examine how the question of race is first framed by Enlightenment thinkers, but then is later transformed in the twentieth century by thinkers like W.E.B. DuBois. If indeed DuBois was correct that "the problem of the twentieth century is the problem of the color line," I will also show how those in the Negritude movement sought to overturn the assumptions of racism while essentially upholding the abstract values of the Enlightenment.
Diderot's Encyclopedie and Rousseau's Discours are both central documents in the history of the Enlightenment, and therefore share to some extent the Enlightenment tendency toward universalism and scientism in thought. The Encyclopedie lacks an entry for "race" as a concept, interestingly, but does include an entry for "Negro" (written by JHS Formey). The assumptions about race as a concept in the entry for "Negro," however, are largely scientific in their general approach. Yet of course the scientific discoveries that might explain the physical differences between an African and a European were many years away from Diderot's time, so the science is necessarily speculative:
Did all these peoples that we have just run through, so many diverse men, come from a single mother? We are not permitted to doubt it. What remains for us to examine is how so many different species can have been born from a single individual… It is not impossible that one day, when the series of white eggs that peoples our regions runs out, all the European nations will change color or that Ethiopia will only have white inhabitants. It is thus that in a deep quarry, once the vein of white marble is exhausted, one finds only rocks of one color after another. It is in this way that new races of men may appear on the earth and that old ones may be extinguished. (Encyclopedie, s.v. "Negro")
What is interesting here is that race is considered (however fancifully) as a mutable category. The authors of the Encyclopedie are not speculating on why Europeans are white and Ethiopians are black, except to suggest that it might just as easily be reversed in the future. In other words, considering the question seems to invite a general attitude of relativism. Except that this tactic in the Enlightenment of reversing the valences on racial questions seems to be found elsewhere. We might consider Rousseau in his Discours, where he basically inverts his distinction between the free "noble savage" and the slave, by essentially suggesting that all men, even masters, are essentially slaves to each other under the structure of early capitalism:
…Free and independent as men were before, they were now, in consequence of a multiplicity of new wants, brought into subjection, as it were, to all nature, and particularly to one another; and each became in some degree a slave even in becoming the master of other men: if rich, they stood in need of the services of others; if poor, of their assistance; and even a middle condition did not enable them to do without one another… All these evils were the first effects of property, and the inseparable attendants of growing inequality. (Rousseau)
Now obviously this is rhetorical on Rousseau's part -- just as when he says that men are "everywhere in chains" he does not mean that all men are literally slaves, instead he is making a rhetorical point, by pointing out that in a capitalist system even slaveowners are themselves "enslaved" metaphorically to the idea of ownership. This may be a valid point, but we also are tempted to ask if Rousseau should really be permitted such rhetorical flourishes when an actual real slave trade did exist in his own lifetime, a trade which was organized along racial lines.
Indeed the biggest problem here is that, despite the broad and expansive claims made in the Enlightenment for a new intellectual basis of society, the actual institution of slavery in the eighteenth century got a free pass from most thinkers -- presumably because of the heavy influence of Greece and Rome on the European intellectuals of this period, which simply takes slavery for granted even when making...
The probability that a child will succeed is considered unimportant when compared to the possibility that a child might succeed. The racist implications of these educational problems are impossible to ignore. These deplorable conditions help reinforce white racial superiority by keeping minorities in a subservient position when compared to whites. The fact that many affluent suburban schools have minority students does not erase the fact that the single greatest predictor
Some newspapers, Kozol points out, muse in utilitarian terms. They argue that those children who are likely to produce more returns are likewise more deserving of financial support. But the most brutal irony of the way poor children are treated in New York is the fact that the legislators and the affluent public are more willing to spend money on incarceration than education of poor children. Most of the
Kids are hungry, their parents are in jail, and the good schools are in the suburbs, where the Congress people live. Their schools are upscale and well funded, while the inner-city schools suffer all the same problems the schools in the other chapters faced. The administrators feel whites would do anything to keep blacks out of their schools, including move away if too many blacks came into the district.
Then the healthcare provided to rich and poor children is starkly different. Kozol suggests that African-American children do not get proper medical care which makes them more likely to fail in school. Then the high dropout rates among blacks confirm the racist biases of legislators who argue that spending on black children is bad investment. When Kozol visits a wealthy suburban school and talks to children in advanced schools,
Murray characterizes educational romantics as people who believe that the academic achievement of children is determined mainly by the opportunities they receive and has little to do with their intellectual capacity. Educational romantics believe the current K-12 education system is in need of vast improvement. Murray describes two types of educational romantics, one set on the Left and one on the Right, and differentiates between the two thusly: "Educational romantics of
noble savage..." etc. The Noble, Savage Age of Revolution When Europeans first came to America, they discovered that their providentially discovered "New World" was already inhabited by millions of native peoples they casually labeled the "savages." In time, Europeans would decimate this population, killing between 95-99% of the 12 million plus inhabitants of the Northern Continent, and as many in the south. Before this genocide was complete, however, the culture of
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