A philosopher’s argument against the cult of achievement | Zena Hitz: Full Interview

Introduction to Zena Hitz and Intellectual Life

• Zena Hitz is a philosopher and college professor who teaches at St. John's College of Annapolis, and has written a book titled "Lost in Thought, the Hidden Pleasure of an Intellectual Life", which explores the concept of intellectual life and its value to every human being, not just professionals 10s.
• Hitz grew up in a family that valued intellectual pursuits, attended a liberal arts college, and went on to study philosophy and classics in graduate school, but became disillusioned with academic life and left to join a Catholic religious community for three years 42s.
• During her time in the monastery, Hitz reflected on what intellectual life truly means and whether it is something that belongs to every human being, and she began to see the ways in which intellectual pursuits can be practiced in everyday life, beyond the confines of a professional setting 2m6s.
• Hitz acknowledges that intellectuals often have a bad reputation for being disconnected from ordinary life and unable to relate to others, and she suggests that this reputation is sometimes deserved, particularly when intellectuals become too withdrawn and lose touch with the physical world 10s.

Reflections on Intellectual Life and Reality

• She argues that working with materials, such as washing dishes or building things, is a wholesome activity that helps individuals connect with reality and encounter limitations, whereas working with language and ideas can be dangerous because it allows individuals to create their own reality without resistance or feedback 42s.
• Hitz believes that wholesome intellectual activity should involve a sense of coming up against reality, similar to the experience of manual labor, and that this can help individuals develop a more grounded and realistic understanding of the world 2m6s.
• The process of realizing one's ideas and ambitions may not be achievable can be a painful and humbling experience, similar to a scholar having to abandon a pet theory due to contradictory evidence, and this resistance to reality is a natural part of human life and intellectual pursuits 10s.
• Engaging in physical activities like washing dishes or sweeping floors can help individuals become more accustomed to the resistance of reality and develop a deeper understanding of their humanity, which is essential for intellectual growth and development 42s.

The Crisis in the Humanities and Alternative Solutions

• The crisis in the humanities, characterized by the decline of humanities majors and departments in universities, is a significant concern, and many young people are under pressure to pursue more pragmatic fields of study, leading to a loss of appreciation for subjects like philosophy, literature, and political theory 2m6s.
• One possible solution to address the crisis in the humanities is for academic institutions to reform themselves and find ways to restore and preserve these modes of study, but there are also other approaches, such as bringing humanities into the ordinary lives of people through grassroots organizations and online communities 2m6s.
• There is a historical precedent for grassroots education and self-organization, such as the labor movement in 19th and 20th century Britain and the US, where working people formed reading groups and clubs to educate themselves and engage with serious literature and ideas 2m6s.
• The idea of people organizing together informally within their communities to read, think, and discuss serious topics is still possible today, and there are many online opportunities to connect with others and pursue intellectual interests, which can help to revitalize the humanities and promote a deeper understanding of human experience 2m6s.

Defining Intellectual Life and Its Value

• The goal of personal growth and development as human beings is to recover a sense of dignity, connect with others on a deep level, and cultivate an inner life by exploring fundamental questions of human existence, not for professional gain, but as an ordinary aspect of life 10s.
• An intellectual life is defined as an inner life that belongs to an individual in a private and personal way, withdrawn from the social world of status, competition, and evaluation, and is a source of dignity and connection with others 42s.
• Intellectual life encompasses a wide range of ordinary human activities, such as reading, thinking, speculating, bird watching, walking in nature, and mathematics, which can provide a glimpse into the kind of life it represents 2m6s.
• Practices connected with social competition, such as advancing in a career for status or forming exclusive groups, are opposed to an intellectual life, as they use the mind as a means to an end, rather than valuing the activity itself 2m6s.

Telic and Atelic Activities in Intellectual Life

• The concept of "telic" and "atelic" activities, as described by philosopher Curran Cetia, refers to activities that have their ends in themselves, such as reading or studying, and are worth doing for their own sake, without seeking external rewards or acquisitions 2m6s.
• Atelic activities, which are done for their own sake, include reading, studying, being in nature, prayer, and spending time with loved ones, and are a key part of an intellectual life that values the activity itself, rather than using it as a means to an end 2m6s.
• Most daily activities are instrumental, meaning they are a means to an end, and people often get caught in a vicious cycle of using something as a means to an end without ever achieving the ultimate goal, as seen in the example of working for money without considering what the money is really for 10s.
• The tendency to get locked into a mode of acting for the sake of something else without ever getting to that something else is prevalent in modern society, particularly in the US and Europe, where there is a culture of hyperactive workaholism 1m15s.
• It is essential to reflect on what the ultimate goal or purpose is, and to identify activities that have their end in themselves and could be considered the culmination of a life, such as intellectual pursuits like reading and studying 2m6s.

Aristotle's View on Contemplation and Human Flourishing

• Aristotle's concept of human flourishing emphasizes the importance of contemplation and leisure, arguing that work is for the sake of leisure, not the other way around, and that the best life is the contemplative life 4m10s.
• Aristotle's view of contemplation is narrower than others, focusing on philosophizing and natural science, but other forms of contemplation, such as appreciative love and reflection on family and relationships, are also valuable 6m15s.
• Engaging with intellectual pursuits, such as reading old books, can be a form of contemplation and a way to have a conversation with the past, allowing individuals to cultivate an inner life and pursue activities for their own sake 8m20s.
• When reading, it is essential to connect the material to something that seems true, and it is normal to encounter things that do not feel true, which can happen frequently, and this process can be seen in the example of Aristotle's work 10s.
• Aristotle's definition of human happiness was limited to a select group of people, specifically rich, Greek men, but his thoughts on leisure, work, peace, and war can still be applied to a broader audience by examining the structures of his thinking and considering what they mean for everyone, not just the privileged few 42s.

The Role of Literacy and Access to Intellectual Life

• The historical change of mass literacy and the economy of book production have made sophisticated thoughts and ideas widely available, breaking the notion that intellectual life belongs only to a few people, and this change has eliminated the excuses of limited literacy and access to books 2m6s.

The Achievement Culture in Education

• The current educational system prioritizes achievement, with ruthless social competition and a focus on being at the top of the class, which can lead to a fear of uncertainty and not knowing the answer, making it uncomfortable for young people to sit in the space of uncertainty 4m30s.
• The relentless achievement culture in schools has worsened over time, creating a sense that making a mistake can have severe consequences, and every flaw will be held against individuals, affecting their future dramatically, which contributes to the fear of uncertainty and the discomfort of not knowing 6m40s.
• The combination of the achievement culture and the fear of uncertainty can be particularly challenging for young people, who may struggle with the idea of not having all the answers and may be more fearful of sitting in the space of uncertainty, which can impact their ability to think critically and explore ideas 8m10s.
• The current educational system is driven by anxiety about the future, success, and intense competition, leading to a sense that any mistake is catastrophic, and this mindset is perpetuated under the guise of concern for students' futures 10s.

The Impact of the Internet on Learning

• The internet has also contributed to this issue by teaching people to think of learning as information retrieval, where answers are readily available, but this approach neglects the process of real learning, which involves open-ended thinking, messiness, and uncertainty 1m6s.
• Real learning is an authentic and open-ended process that involves being lost, befuddled, and uncertain, and it is this sense of uncertainty that gives learning its authenticity, as it requires individuals to navigate through the unknown and reach their own conclusions 2m6s.
• The goal of intellectual life should be to move into spaces where the answers are not known, and to embrace the discomfort of not knowing, as this is where real learning takes place, and it is the movement from one place to another that constitutes learning, not the achievement of a specific goal 3m42s.

Critique of Achievement-Oriented Systems

• The current achievement-oriented educational system is problematic, as it disadvantages the poor and those who are different, and it creates a false equivalence between achievement and intellectual life, when in fact, chasing after achievement can be detrimental to living an authentic intellectual life 5m10s.
• A person's intellectual life is not determined by their profession or status, and it is possible for someone who is not a professional academic to be living a more authentic intellectual life, such as a taxi driver who reads and thinks deeply for its own sake, whereas a high-prestige professor may be more focused on advancing their career than on genuine intellectual pursuits 6m50s.

The Intrinsic Value of Intellectual Life

• The value of an individual is not determined by their social standing, wealth, or other external factors, but rather by their attitude towards what they are doing, and this is something that can be realized through intellectual life and learning 10s.
• Even people in high-status positions may feel unfulfilled and empty, despite their success, because their value is not truly coming from their accomplishments, but rather from an arbitrary judgment that has placed them at the top 1m20s.
• The pursuit of success and status can lead to a sense of diminishment and emptiness, as individuals become focused on their position on the social ladder rather than their genuine love of learning and personal growth 2m30s.
• Leaving behind a successful career and embracing a simpler way of life can allow individuals to recover their value as human beings, independently of external validation, and find freedom and depth within themselves 4m10s.

Human Dignity and the Capacity for Growth

• The concept of being human is not just a biological fact, but something that has the capacity to grow and develop through knowledge and love, and individuals can become more human by cultivating these qualities 6m20s.
• Stories of unlikely intellectuals, such as Einstein and MC Hammer, who have found solace and empowerment in learning and intellectual pursuits despite facing adversity and social contempt, demonstrate the transformative power of knowledge and love 8m30s.
• These stories highlight the importance of finding alternative ways of looking at oneself and one's place in the world, beyond the limitations and diminishment imposed by external circumstances, and the role that intellectual life and creative pursuits can play in this process 10m10s.
• Human beings have a dignity that is inalienable and cannot be taken away, regardless of their status in society, as seen in the examples of prisoners who are full of thoughts and reflections despite being confined 10s.

Stories of Intellectual Transformation

• The story of Malcolm X is an example of how someone can find inner refuge and strength in the midst of adversity, as he transformed himself while in prison by reading the entire prison library, changing his name, and having a religious conversion to Islam 1m30s.
• Malcolm X's life is a perfect example of the possibilities of inner refuge, as he never stopped thinking and responding to realities, and his story looms large in American history as a person of incredible strength and honesty 2m6s.
• Another example of finding inner refuge is the story of Albert Einstein, who after failing to get a job as a graduate student, worked in a patent office and used the isolation to think about physics, ultimately writing transformative papers in 1905 3m30s.
• Einstein's experience in the patent office is an example of how being denied a place in the world can lead to finding space within oneself to be who one is and think about what one wants, as he described the patent office as the "world where he hatched all his most beautiful ideas" 4m40s.
• The depiction of the Virgin Mary reading in medieval and Renaissance art is also an example of the importance of reading and inner reflection, as she is often shown with a huge stack of books and is thought to have known the Hebrew Scriptures backwards and forwards 6m10s.

Inner Refuge and Strength Through Adversity

• The story of a teenage girl who conceives a child after an angel's visit is discussed, and it is noted that she is aware of the tradition and the risks involved, including the possibility of being stoned and thrown outside the city, due to her study of the Scriptures, which gives her a sense of value and strength 10s.
• The idea of inner refuge and strength is compared to athletic achievement, where individuals discipline themselves and resist physical pain to achieve excellence, but it is suggested that intellectual life should be different and not dependent on achieving things 2m6s.
• The concept of discipline and restricting oneself for a higher goal is common in various fields, including sports, art, and finance, but the goal is to find a kind of dignity that is available to anyone, not just high achievers 4m6s.
• The examples of famous people, such as athletes and ancient Spartans, are mentioned, but the focus is on ordinary people and what kind of inner refuge is available to them, regardless of their achievements 6m3s.
• The story of Sean Baker, an office worker in Essex who loved literature and got interested in Peregrine Falcons, is introduced as an example of someone who found inner refuge and interest in life despite having a mundane job and not being a high achiever 8m5s.
• A man spent 10 years studying Peregrine Falcons by bicycle, keeping detailed notes and journals, which he later condensed into a 200-page book called The Peregrine, a poetic exploration of observing a violent animal and its effects on the human observer 10s.

Intellectual Life Beyond the Exceptional

• The Peregrine is an example of how ordinary working people can create something meaningful with their surroundings, demonstrating the capacity for intellectual life beyond academic or literary circles 10s.
• M.C. Hammer, a famous hip-hop artist, was found to be posting scientific articles on Twitter, including journal articles, showing a particular interest in the nature of life and consciousness, which sparked interesting conversations 10s.
• M.C. Hammer's example illustrates that intellectual life is not limited to academics or professionals, but can be pursued by anyone, including artists, entrepreneurs, or individuals from various backgrounds, simply because they want to understand the world they live in 10s.
• The internet and social media platforms like Twitter have made it possible for people to engage with complex and fundamental questions, such as the nature of life and consciousness, without needing a degree or formal education 10s.
• The idea of intellectual life is often distorted by a Hollywood-inspired mystique, as seen in films like A Beautiful Mind, which portrays intellectuals as geniuses in a class apart, rather than recognizing that intellectual pursuits can be accessible to people from all walks of life 10s.
• The concept of an intellectual is often distorted by the image of exceptional individuals like Albert Einstein, who is perceived as a genius with a unique profile and quotes, but in reality, Einstein was a young man who thought deeply about the world while working in a patent office 10s.
• There are many ordinary people, like John Baker, the Essex office worker, or bird watchers, who engage in intellectual activities, such as observing and learning, without seeking fame or recognition, and their knowledge may be passed on to others or lost, but it still has value in itself 2m6s.
• Training oneself to appreciate the ordinary forms of intellectual activity can help to see the authenticity and centrality of these pursuits, and to recognize that the fantasy of an intellectual, as portrayed in images like John Nash, is not the real thing 2m6s.

Recognizing Intellectual Activity in Everyday Life

• People are encouraged to look for intellectual activity in their daily lives, such as in the pursuits of relatives or acquaintances, like someone who memorized Victorian poetry, or in the stories of individuals like Darwin, who catalogued rocks and collected bugs as a child 2m6s.
• The activities of these individuals, such as capturing bugs, reading encyclopedias, and studying, are similar to those of famous intellectuals, and demonstrate that intellectual life is not limited to specialists, but is a fundamental part of being human and being a member of a community 2m6s.
• Intellectual activity is already taking place all around us, in ordinary places, and has value due to its authenticity and humbleness, and can help remind professional intellectuals of the true purpose of their work 2m6s.

Conclusion: The Purpose of Human Activity

• The primary goal of human activities is not to accumulate achievements or enhance one's resume, but to cultivate and practice the things that make humans who they are 10s.
• The focus should be on the intrinsic value of human activities, rather than using them as a means to attain a more prestigious job or reduce one's workload 10s.

Call to Action and Community Support

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