Showing posts with label C. Bradley Thompson. Show all posts
Showing posts with label C. Bradley Thompson. Show all posts

Sunday, 1 September 2024

"The Hamilton-Jefferson Debate on the Moral Obligations of Treaties"


The French Revolution caused a fundamental schism among Americans whom a decade before fomented their own Revolution: throwing off British rule with the help of the French Crown, who had now been toppled.

Without that help, the American Revolution would have been stillborn. "The French had no no doubt acted in their own self-interest in supporting the United States during the American Revolution," points out intellectual historian C. Bradley Thompson

not to mention their centuries-old hatred of Great Britain, but it is likewise true that the Americans almost certainly could not have won their war with Great Britain without the aid of France. In other words, the Americans’ debt of obligation to France was real.

But that royal regime who'd helped had now been swept away by the Parisian mob, and America's Founding Fathers were unsure whether to support the mob's revolutionary cause. Whether the obligation still applied. These were honourable men in a time in which honour mattered, and they wanted to keep their promises. There was one specific point that made answering the question crucial. And that was the question of treaties.

These honourable men began to debate the nature of treaties, and what moral obligations they imposed.

That's what makes their debate — a debate most publicly between Alexander Hamilton and Thomas Jefferson — so relevant to us today in New Zealand.

The specific issue that came to divide America [says Thompson*] concerned its two 1778 treaties with France [particularly once Revolutionary France declared war on Great Britain]. During some of the darkest days of the Americans’ war for independence against Great Britain, the infant nation signed a “Treaty of Alliance” and a “Treaty of Amity and Commerce” with France that were important factors in its eventual victory. Sentimentally, morally, and legally, the Americans owed a debt to France. ...
    The two immediate political questions under discussion in 1793 related to the treaties were: 1) were the Gallo-American treaties of 1778 still in effect in 1793, and 2) if they were still actionable, how or in what way did they apply to the current situation?
    What was most remarkable about the ensuing debate in America was that it quickly and automatically turned from a political-diplomatic debate into a moral-political-diplomatic debate about the moral nature and obligations of treaties. Specifically, the fundamental issue was reduced to this question: is the United States morally obliged to fulfill its treaty obligations with France?
That was the question America's first president, George Washington, asked Hamilton and Jefferson to answer. From that question "arose one of the most interesting and complex debates in American political history."
To answer this question, we must step back and ask a series of related or corollary questions. What is a treaty? Are treaties between nations contracts (we’ve already defined what a contract is in “Contracts and the Birth of a Free Society”), and, if so, what kind of contracts are they? If treaties are contracts, must they have identical constituent parts as do other contracts (e.g., property or commercial contracts), or are they a special kind of contract with different conditions and requirements? Who arbitrates treaties when they’re broken? And what were the precise terms of the two treaties signed by France and the United States in 1778 (see above)?
    To understand what a treaty is, we must define its essential characteristics and applications. Samuel Johnson’s 1773 'Dictionary of the English Language' defined a treaty as a “Negotiation; act of treating” and as “A compact of accommodation relating to public affairs.” Noah Webster’s 1828 'American Dictionary of the English Language' defined a treaty as “An agreement, league or contract between two or more nations or sovereigns, formally signed by commissioners properly authorised, and solemnly ratified by the several sovereigns or the supreme power of each state. Treaties are of various kinds, such as treaties for regulating commercial intercourse, treaties of alliance, offensive and defensive, treaties for hiring troops, treaties of peace, etc.”

These definitions encapsulate how treaties were understood in this age.

    By Webster’s definition, we see that treaties are contracts between sovereign nations. Treaties, like contracts, involve an exchange of promises between two or more parties to do or not do certain actions. The promise to do or not do something is a binding moral obligation, and to default on what one has promised is a dereliction of moral responsibility that causes a harm to the other contracting party.
    One major difference between treaties and contracts (at least up until the twentieth century) is that treaties, at least in the context of the eighteenth century, could not be enforced by a neutral third party. There was no international court system in the eighteenth century to adjudicate the violation of treaties. Hence treaties involved honour as the enforcement mechanism, but honour is a weak thread in questions of war and peace.
    Alexander Hamilton and Thomas Jefferson both viewed treaties as contracts, or at least a certain kind of contract. The main question for Hamilton and Jefferson came down to this: how could the United States remain neutral in the conflict between France and England and still fulfil its treaty obligations to France? More specifically, did the two Gallo-American treaties of 1778 require the United States to defend France’s West Indian possessions? ...
Both Jefferson and Hamilton supported American neutrality. Both Hamilton and Jefferson wanted the new United States to do the honourable thing, to discharge their agreed obligations. And both Jefferson and Hamilton understood that — beyond "the discussion of treaties, alliances, diplomacy, foreign affairs, war, and international law (i.e., the law of nations)" — what their debate was about was "a philosophic contest over the nature of moral obligation," and what those obligations amounted to in this context. In short:
What is America’s moral obligations to uphold it treaties with France? In other words, what is the debt owed by the United States to France?
At bottom, and most relevant to us in New Zealand in the here and now, the question is: what is the nature of a treaty, and what long-lasting obligations does it impose?

Hamilton viewed "contracts with special moral obligations, but he did think treaties between nations were a special kind of contract with their own unique qualities and characteristics and thus with their own unique moral obligations that were somewhat different from those of regular contracts." Jefferson largely agreed. Like Hamilton he 
1) believed that treaties are a species of contract with traits like and unlike contracts between individuals; 
2) viewed treaties as defined by, and grounded in, the sanctity of moral obligations; 
3) supported American neutrality; and 
4) thought that only dire necessity could justify suspending or even renouncing treaties.
By "dire necessity" was meant that only if inevitable destruction would be the outcome. Given the nature the French Revolution, whose violence was only grown and whose outcome was still uncertain, they both came to the conclusion (for differing reasons) that alliance with the revolutionary regime posed too many dangers at present to be prudent.

That said, Jefferson saw the treaties with France as being agreements with the French people, not with the king — "that treaties are made between nations, not between their governments. This meant that nations may change their government or even their form of government without impairing their treaty obligations."
By the moral law of nature, according to Jefferson, the obligations of one man to another in a state of nature are carried forward to the state of society where the aggregate obligations of one society to another mirror those between individuals in and out of society. [Jefferson] argued that treaties between nations carry the same moral obligations via the moral law of nature as do contracts between individuals. But he then admited that some contracts, either between individuals or nations, can be broken when 1) “performance . . . becomes impossible,” and 2) “performance becomes self-destructive to the party.” Non-performance in the former “is not immoral,” according to Jefferson, and the “law of self-preservation overrules the laws of obligations” in the latter. ... nations can and should be judges in their own cause in international affairs
There was a "right to self-liberation" from a  treaty, said Jefferson, but it was limited to just three cases:
First, a nation that absolves itself from a treaty must face a “danger” that is “great, inevitable and imminent.” ...
    Second, the right of self-release was limited solely to those clauses in a treaty that would bring “great & inevitable danger on us” but not from the treaty as a whole. ...
    Finally, a nation’s right to self-liberation from a treaty or the relevant parts comes with a moral obligation “to make compensation where the nature of the case admits & does not dispense with it.” Jefferson does not explain what constitutes “compensation” or how or by whom it would be determined, but he does think that a non-fulfilling nation is morally bound to pay some kind of compensation for not fulfilling its treaty obligation.
Hamilton however saw the treaties as being with the banished Bourbon regime, and should be considered therefore "as 'temporarily and provisionally suspended,' particularly if such treaties proved to be “disadvantageous or dangerous.” That the French people had a right to change their government was unarguable; but that right imposed no "right to involve other nations," not even those "with whom it may have had connections, absolutely and unconditionally." 
In such cases, the contracting party had a moral right, according to Hamilton, to “renounce” such treaties as incompatible with and detrimental to their original purposes. In sum, Hamilton argued, “Contracts between nations as between individuals, must lose their force where the considerations fail.”

The two men came to similar conclusions as to what to do, but for different reasons. 

If Hamilton’s strategy were to anticipate future dangers by suspending the treaties or certain articles therein, then Jefferson’s strategy was to delay as much as possible how specific articles of the treaties were to be applied in the present. Here, then, is the core difference between Hamilton and Jefferson: the former wanted to temporarily suspend America’s obligations, whereas the latter wanted to temporarily postpone their obligations.
Importantly, however, neither wanted to repudiate their obligations altogether. They understood there was an agreement, and its terms must be honoured — once action was clear, and not at the cost of their own destruction. As Thompson sums up Hamilton's position: "a treaty is not a suicide pact."
What is most important about the Hamilton-Jefferson debate is not what it tells us about their views on international affairs, diplomacy, foreign policy, or even treaties, but what it tells us about the Founders’ views on the moral status of contracts in a free society. Contracts are the moral ligament that holds a free society together.
* * * * 

* All quotes hereafter from from Thompson's post 'American Schism: The Hamilton-Jefferson Debate on the Moral Obligations of Treaties'


Tuesday, 14 June 2022

The modern educational science of victimology


"The primary function of teachers today is no longer to be the transmitters of knowledge but to serve as agents of social and political change. This is what they are taught to be in the teacher-training institutions....
    "['Educators' there have] invested enormous time and resources in pushing the ideology and agenda of what is often called cultural Marxism and what is more narrowly known as 'Critical Theory' ... now dominated by two offshoots of Critical Theory known as Critical Gender Theory and Critical Race Theory. Developed in America’s [teachers colleges] and law schools, Critical Gender Theory and Critical Race Theory seek to deconstruct and reinvent all traditional gender categories and racial relationships. The primary delivery mechanism for inciting this social revolution is [the] government school system...
    "The principal aim of CT was and is, first, to deconstruct the forms of domination and hierarchy (i.e., the power relations) found in traditional or bourgeois societies, and, second, to reconstruct society toward what it calls 'real' or 'true' democracy, which is a neologism for socialism. Critical theory seeks to liberate any and all 'victim' groups based on their inferior and subjugated social status in capitalist societies (e.g., non-whites, women, and LGBTQ+ persons, etc.)....
    "The overweening goal of Critical Theory was and is the theoretical and practical delegitimisation of all Western moral, social, cultural, religious, legal, political, and economic institutions. Critical Theory is less a philosophy and more of a weapon used in a never-ending critique of Western civilisation. The point, however, was not to destroy the West’s institutions through armed revolution and violence as with traditional Marxist-Leninists but rather to infiltrate, undermine, and silently reconstruct those institutions from within. Eventually, the Frankfurters broadened the universal conflict from that between proletariat and bourgeoisie to oppressors (fill in the blank) and oppressed (fill in the blank)....
    "The specific political goal is to create a new class of the 'oppressed.' From this new class of victims will come the new revolutionaries who will keep the revolution alive and move it to the next stage of development. This is the ultimate means by which capitalism is to be dismantled and the State is to become the final arbiter of the principle, 'From each according to his ability, to each according to his need'."

Sunday, 29 May 2022

"Why are America’s adolescent boys so angry, and why are they expressing their anger through mindless acts of violence?" [update 2]


Source: Statista
"The [latest] tragic school shooting ... forces us to ask once again: What is going on in [American] schools? ...
    "The shootings have one thing in common: they all took place at school. The boys didn’t kill on the weekend, they didn’t kill after school, and they didn’t shoot up the local Dairy Queen.
     "So what’s happening? Why are America’s adolescent boys so angry, and why are they expressing their anger through mindless acts of violence?
    "That they all killed at school is a fact worth pondering. The explanation for all these shootings might very well be found in the destruction of the minds and souls of America’s young people by an education establishment bent on using our children as guinea pigs for their bizarre experiments in schooling. The fact of the matter is that most of our public schools today are intellectual and moral wastelands....
    "The crisis in our schools is at heart a philosophical issue. The precipitous rise in school violence over the course of the last decade runs directly parallel with the rise of 'Progressive' theories of education....
    "Dissuaded from making moral distinctions, fed a daily diet of an 'I’m okay, you’re okay' philosophy, denied logic, knowledge, and truth, and driven by unknown fears and anxieties, today’s young people are left with nothing but their untutored 'feelings' and 'emotions' as their guides through the trials and tribulations of adolescence. Thus we should not be surprised when they respond with outbursts of rage and acts of violence when things don’t go their way.
    "The education establishment has responded to this crisis by turning our schools into something more akin to prisons than places of learning.... A good many schools in this country are simply providing day-care for teenagers and in the worst schools, they are providing incarceration. Class time is more like a prison lockup.
    "If Americans want to stop school-yard violence and address the social pathologies that increasingly afflict our young, if they want to turn our schools into serious places of learning, they should abandon their deadly experiment in Progressive education and restore a curriculum that emphasises reason over emotions, knowledge over feelings, moral judgment over moral agnosticism, and self-control over self-expression."

~ author C. Bradley Thompson, from his 2001 op-ed 'Why [American] Schools are Becoming Killing Fields'

UPDATE 1
: Thompson has updated his own earlier op-ed with new thinking and fresh writing, posting, at his blog, a new piece Our Killing Schools, Part 1. A slice:
"Your typical teenage thug is not on his school’s honor roll, does not sob uncontrollably immediately after committing an act of violence, nor does he commit suicide. What most Americans first saw in the scared faces of these adolescent killers was not so much an evil monster but rather the 'boy next door.'
    "Understandably, then, we secretly worry that these boys are not freakish aberrations but bellwethers. We worry that many more are just waiting in the wings ready for that last tumbler to fall into place activating their fateful plunge into the abyss.
    "My interest in this subject was initially inspired by my experiences as a college professor. Every year I meet hundreds of recently graduated high school students, and I am most often struck by four things: first, that students are poorly educated; second, that they hated their high school experience; third, that they are unwilling to make moral judgments; and finally, that they have inflated opinions of their level of knowledge and they are not open to criticism.The result is an often-explosive mixture of ignorance, resentment, nihilism, and narcissism. Thus, the crisis of our schools is a philosophical issue, and to understand that crisis we must know what Progressive education is and the ways in which it has affected America’s children....
    "In the next essay in this three-part series, I will examine how Progressive education has corrupted the cognitive, moral, and psychological attributes and abilities of America’s children."
(About the author: Bradley Thompson is a Professor of Political Science at Clemson University, where he teaches political philosophy. He is also the Executive Director of the Clemson Institute for the Study Capitalism and the founder of the Lyceum Scholars Program. 
    During his academic career, he has also been the Garwood Family Professor in the James Madison Program at Princeton University, a John Adams Fellow at the Institute of United States Studies (University of London), and a fellow of the Program in Constitutional Studies at Harvard University.)

UPDATE 2: Philosopher Stephen Hicks considers three hypotheses to answer the two questions that are possibly even more important than simple questions about guns and "gun control": 
  • Why are young males doing this? 
  • And why schools in particular? 
These killers are not targeting people at the mall or a music concert or others places where lots of potential targets are concentrated. So: What is special to the killers about schools?
Let’s start with a statistic: “Over the course of the last 25 years, sixteen teenage boys have committed a mass murder at an American elementary or high school.”* Additionally, many other teenage males were planning to kill but were discovered and prevented. So: Why so many (a) young (b) men desiring to (c) kill in (d) schools? ...
First hypothesis considers the motivation -- rule out the obvious, and you're left with hatred.
Think of spousal killing and the statistic that most domestic murders are one spouse killing the other. The relationship is close — hours and hours, days and days together constantly — but it has becomes toxic: they come to dislike and then to despise and then to hate each other. Then one kills the other.

School is a toxic place for many students. Being there is slow poison over hours and days and weeks and months — and they come to hate the place and the individuals in it. As in the toxic marriage, they want to kill the other.

So Hypothesis 1: Unlike shopping malls and concert halls, schools are toxic places for these students, and the same dislike/despise/hate dynamic of toxic marriages is operative in them. [Emphasis mine.]
Second hypothesis considers that it's not specific people the young men are killing -- it's more that the school itself is a symbol of something.
Yet there is an impersonal element in the school shootings, unlike the toxic marriages, so it’s more complicated. The murdered students and teachers very often have no personal connection to the shooter....  
So Hypothesis 2: To school shooters, School stands in his mind as a hated symbol in the same way Jew stands in the mind of an anti-Semite or Banker stands in the mind of an anti-capitalist or Politician stands in the mind of an anarchist, and the destruction of the individuals involved is generic and impersonal.

Third hypothesis considers the fact that few of these shooters expect to emerge alive. What does that tell us? And it's not just that they want to destroy themselves, it's like they want to bring down the whole temple with them:

So there’s a powerful self-destructive phenomenon at work too, something nihilistic. Yet rather than simply subsiding into insignificant lives or quietly committing suicide, they plan and execute a negative act they know will get much attention. They want to destroy themselves, and they want to cause as much destruction to others as they can when doing so.  
So Hypothesis 3: The school shooters are near-but not-quite total nihilists who feel empty except for despair and hate and a need for their lives to have at least one act of significance to define it.
Tragic. But I think Professors Hicks and Thompson are close to the answers here.


Monday, 21 March 2022

Government schooling ...


"A general state education is a mere contrivance for moulding people to be exactly like one another; and the mould in which it casts them is that which pleases the predominant power in the government, whether this be a monarch, a priesthood, an aristocracy, or the majority of the existing generation in proportion as it is efficient, it establishes a despotism over the mind, leading by natural tendency to one over the body."
          ~ John Stuart Mill, from On Liberty


Monday, 5 July 2021

"It’s been a hard time for the American Revolution..."


"It’s been a hard time for the American Revolution.
    "It’s been smeared by the New York Times's 1619 project as a fight to preserve slavery. Juneteenth, a worthy event in its own right, is considered by some as a candidate to replace July 4, marking a supposedly more palatable and less flawed Independence Day. Statues of leaders of the Revolution have been vandalised and torn down.
    "This is wrongheaded, ungrateful and destructive. Ours is the greatest revolution the world as ever known. It succeeded where so many other revolutions have failed, delivered a severe blow to monarchy and aristocracy, inspired republican movements around the world and won the independence of a country whose power and ideals have influenced the course of history for the better."
~ Rich Lowry, writing in the New York Post on 'Saluting the American Revolution's Enduring Legacy'
"On July 4, 1776, the Founding Fathers declared to the world not only that the colonies would henceforth be independent from Britain, but also, and more fundamentally,
'that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organising its powers in such form, as to them shall seem most likely to effect their Safety and Happiness.'
    "This was the beginning of the first moral country on earth—a country in which individual rights were to be explicitly recognised and protected."
"American Revolutionaries were rebels with a cause. Despite the vicissitudes that befell them—the hardships of war, the blood and toil, the starvation, the imprisonment and torture, the destruction of home and property, the loss of family and loved ones, and finally death itself—American Revolutionaries refused to compromise, or to surrender their lives, their fortunes, or their sacred honour.
    "The moral universe they inhabited might seem like a foreign place to 21st-century Americans, but we forget its moral lessons at our peril. Their revolution is surely one of history’s greatest monuments to human virtue. It is ours to remember, celebrate, and restore.
    "Independence forever!!!"
~ C. Bradley Thompson, on 'Why I Love the United States of America'

Wednesday, 24 February 2021

"I begin with my conclusion: The 'public' school system is the most immoral and corrupt institution [in NZ] today, and it should be abolished."


"I begin with my conclusion: The 'public' school system is the most immoral and corrupt institution [in NZ] today, and it should be abolished. It should be abolished for the same reason that chattel slavery was ended in the 19th century: Although different in purpose and in magnitude of harm to its victims, public education, like slavery, is a form of involuntary servitude. The primary difference is that public schools force children to serve the interests of the state rather than those of an individual master.
    "These are—to be sure—radical claims, but they are true, and the abolition of public schools is an idea whose time has come. It is time for [all of us] to reexamine—radically and comprehensively—the nature and purpose of their disastrously failing public school system, and to launch a new abolitionist movement, a movement to liberate [more than three-quarters-of-a-million] children and their parents from this form of bondage.1"

~ C Bradley Thompson, from his post 'The New Abolitionism: Why Education Emancipation is the Moral Imperative of Our Time'
Note 1. On the nineteenth-century antislavery abolitionists, see C. Bradley Thompson, ed., Antislavery Political Writings, 1833-1860: A Reader (Armonk, NY: M. E. Sharpe, Inc., 2003)

[Hat tip Louise Lamontagne. Contextualised to NZ.] 

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Monday, 12 October 2020

Confusing virtue with obedience ...

 

"[M]orality to be moral requires uncoerced free choice. Coerced virtue is not virtue; it's obedience."

  ~ C. Bradley Thompson, from his article 'Tyranny and the Politics of the Common-Good'

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Thursday, 8 October 2020

Marxism: Seeking total destruction


"Economically, Marxian socialism seeks to destroy private property, the price system, the division of labour, the system of profit and loss, wage-labour competition, and material wealth. Politically it seeks to destroy the rule of law, constitutionalism, separation of powers, and civil rights as bourgeois sensibilities. Morally, it seeks to destroy individual rights and all bourgeois virtues. Epistemologically, it seeks to destroy the independent thought and free choice of all men, And metaphysically, it seeks to change, and ultimately to destroy, human nature itself." 

~ C. Bradley Thompson, from his talk 'Why Marxism? (Evil Laid Bare),' commemorating the millions that credo murdered.


PS: For those like me who prefer reading to watching videos, a lightly-edited transcript of his talk is here. [Paywall, but worth it.]

PPS: Here's the perfect metaphor ...


[Hat tip Rust Watkins]
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