Brave New World Revisited - Huxley Aldous Leonard (бесплатные полные книги txt) 📗

An ethical system that is based upon a fairly realis­tic appraisal of the data of experience is likely to do more good than harm. But many ethical systems have been based upon an appraisal of experience, a view of the nature of things, that is hopelessly unrealistic. Such an ethic is likely to do more harm than good. Thus, until quite recent times, it was universally be­lieved that bad weather, diseases of cattle and sexual impotence could be, and in many cases actually were, caused by the malevolent operations of magicians. To catch and kill magicians was therefore a duty — and this duty, moreover, had been divinely ordained in the second Book of Moses: "Thou shalt not suffer a witch to live." The systems of ethics and law that were based upon this erroneous view of the nature of things were the cause (during the centuries, when they were taken most seriously by men in authority) of the most appall­ing evils. The orgy of spying, lynching and judicial murder, which these wrong views about magic made logical and mandatory, was not matched until our own days, when the Communist ethic, based upon erro­neous views about economics, and the Nazi ethic, based upon erroneous views about race, commanded and justified atrocities on an even greater scale. Conse­quences hardly less undesirable are likely to follow the general adoption of a Social Ethic, based upon the erroneous view that ours is a fully social species, that human infants are born uniform and that individuals are the product of conditioning by and within the col­lective environment. If these views were correct, if hu­man beings were in fact the members of a truly social species, and if their individual differences were trifling and could be completely ironed out by appropriate conditioning, then, obviously, there would be no need for liberty and the State would be justified in persecut­ing the heretics who demanded it. For the individual termite, service to the termitary is perfect freedom. But human beings are not completely social; they are only moderately gregarious. Their societies are not or­ganisms, like the hive or the anthill; they are organiza­tions, in other words ad hoc machines for collective living. Moreover, the differences between individuals are so great that, in spite of the most intensive cul­tural ironing, an extreme endomorph (to use W. H. Sheldon's terminology) will retain his sociable viscerotonic characteristics, an extreme mesomorph will re­main energetically somatotonic through thick and thin and an extreme ectomorph will always be cerebrotonic, introverted and oversensitive. In the Brave New World of my fable socially desirable behavior was in­sured by a double process of genetic manipulation and postnatal conditioning. Babies were cultivated in bot­tles and a high degree of uniformity in the human product was assured by using ova from a limited num­ber of mothers and by treating each ovum in such a way that it would split and split again, producing iden­tical twins in batches of a hundred or more. In this way it was possible to produce standardized machine-minders for standardized machines. And the stand­ardization of the machine-minders was perfected, after birth, by infant conditioning, hypnopaedia and chemi­cally induced euphoria as a substitute for the satisfac­tion of feeling oneself free and creative. In the world we live in, as has been pointed out in earlier chapters, vast impersonal forces are making for the centraliza­tion of power and a regimented society. The genetic standardization of individuals is still impossible; but Big Government and Big Business already possess, or will very soon possess, all the techniques for mind-ma­nipulation described in Brave New World, along with others of which I was too unimaginative to dream. Lacking the ability to impose genetic uniformity upon embryos, the rulers of tomorrow's over-populated and over-organized world will try to impose social and cul­tural uniformity upon adults and their children. To achieve this end, they will (unless prevented) make use of all the mind-manipulating techniques at their disposal and will not hesitate to reinforce these methods of non-rational persuasion by economic coer­cion and threats of physical violence. If this kind of tyranny is to be avoided, we must begin without delay to educate ourselves and our children for freedom and self-government.

Such an education for freedom should be, as I have said, an education first of all in facts and in values — the fact of individual diversity and genetic unique­ness and the values of freedom, tolerance and mutual charity which are the ethical corollaries of these facts. But unfortunately correct knowledge and sound princi­ples are not enough. An unexciting truth may be eclipsed by a thrilling falsehood. A skilful appeal to passion is often too strong for the best of good resolu­tions. The effects of false and pernicious propaganda cannot be neutralized except by a thorough training in the art of analyzing its techniques and seeing through its sophistries. Language has made possible man's progress from animality to civilization. But language has also inspired that sustained folly and that system­atic, that genuinely diabolic wickedness which are no less characteristic of human behavior than are the language-inspired virtues of systematic forethought and sustained angelic benevolence. Language permits its users to pay attention to things, persons and events, even when the things and persons are absent and the events are not taking place. Language gives definition to our memories and, by translating expe­riences into symbols, converts the immediacy of crav­ing or abhorrence, of hatred or love, into fixed princi­ples of feeling and conduct. In some way of which we are wholly unconscious, the reticular system of the brain selects from a countless host of stimuli those few experiences which are of practical importance to us. From these unconsciously selected experiences we more or less consciously select and abstract a smaller number, which we label with words from our vocabu­lary and then classify within a system at once meta­physical, scientific and ethical, made up of other words on a higher level of abstraction. In cases where the selecting and abstracting have been dictated by a sys­tem that is not too erroneous as a view of the nature of things, and where the verbal labels have been intelli­gently chosen and their symbolic nature clearly under­stood, our behavior is apt to be realistic and tolerably decent. But under the influence of badly chosen words, applied, without any understanding of their merely symbolic character, to experiences that have been se­lected and abstracted in the light of a system of erro­neous ideas, we are apt to behave with a fiendishness and an organized stupidity, of which dumb animals (precisely because they are dumb and cannot speak) are blessedly incapable.

In their anti-rational propaganda the enemies of freedom systematically pervert the resources of lang­uage in order to wheedle or stampede their victims into thinking, feeling and acting as they, the mind-manipulators, want them to think, feel and act. An education for freedom (and for the love and intelli­gence which are at once the conditions and the results of freedom) must be, among other things, an educa­tion in the proper uses of language. For the last two or three generations philosophers have devoted a great deal of time and thought to the analysis of symbols and the meaning of meaning. How are the words and sentences which we speak related to the things, per­sons and events, with which we have to deal in our day-to-day living? To discuss this problem would take too long and lead us too far afield. Suffice it to say that all the intellectual materials for a sound education in the proper use of language — an education on every level from the kindergarten to the postgraduate school — are now available. Such an education in the art of distinguishing between the proper and the improper use of symbols could be inaugurated immediately. In­deed it might have been inaugurated at any time during the last thirty or forty years. And yet children are nowhere taught, in any systematic way, to distinguish true from false, or meaningful from meaningless, state­ments. Why is this so? Because their elders, even in the democratic countries, do not want them to be given this kind of education. In this context the brief, sad history of the Institute for Propaganda Analysis is highly significant. The Institute was founded in 1937, when Nazi propaganda was at its noisiest and most effective, by Mr. Filene, the New England philanthro­pist. Under its auspices analyses of non-rational propa­ganda were made and several texts for the instruction of high school and university students were prepared. Then came the war — a total war on all the fronts, the mental no less than the physical. With all the Allied governments engaging in "psychological warfare," an insistence upon the desirability of analyzing propa­ganda seemed a bit tactless. The Institute was closed in 1941. But even before the outbreak of hostilities, there were many persons to whom its activities seemed profoundly objectionable. Certain educators, for exam­ple, disapproved of the teaching of propaganda anal­ysis on the grounds that it would make adolescents unduly cynical. Nor was it welcomed by the military authorities, who were afraid that recruits might start to analyze the utterances of drill sergeants. And then there were the clergymen and the advertisers. The clergymen were against propaganda analysis as tend­ing to undermine belief and diminish churchgoing; the advertisers objected on the grounds that it might undermine brand loyalty and reduce sales.