Academic Arguments, Sports, and Urban Policing as ‘War’

In the introduction to The Social Construction of What? Ian Hacking writes:

Labels such as ‘‘the culture wars,’’ ‘‘the science wars,’’ or ‘‘the Freud wars’’ are now widely used to refer to some of the disagreements that plague contemporary intellectual life. I will continue to employ those labels, from time to time, in this book, for my themes touch, in myriad ways, on those confrontations. But I would like to register a gentle protest. Metaphors influence the mind in many unnoticed ways. The willingness to describe fierce disagreement in terms of the metaphors of war makes the very existence of real wars seem more natural, more inevitable, more a part of the human condition. It also betrays us into an insensibility toward the very idea of war, so that we are less prone to be aware of how totally disgusting real wars really are….Wars! The science wars can be focused on social construction. One person argues that scientific results, even in fundamental physics, are social constructs. An opponent, angered, protests that the results are usually discoveries about our world that hold independently of society. People also talk of the culture wars, which often hinge on issues of race, gender, colonialism, or a shared canon of history and literature that children should master—and so on. These conflicts are serious. They invite heartfelt emotions. Nevertheless I doubt that the terms ‘‘culture wars,’’ ‘‘science wars’’ (and now, ‘‘Freud wars’’) would have caught on if they did not suggest gladiatorial sport. It is the bemused spectators who talk about the ‘‘wars.’’

Two quick responses. First, Hacking is correct to note that the invocation of ‘gladiatorial sport’ in the recounting of academic debate is an integral part of the rhetorical arsenal deployed to describe academic debate. This is presumably meant to indicate the extent of the disagreement extant between the parties in the debate, but over time it has come to characterize debate itself in too many disciplines. In philosophy, as I’ve already noted–much to the detriment of women philosophers–this has become the norm. An argument is an opportunity not to move toward discovery and edification but to destroy a putative opposing position. The conquest of one’s intellectual ‘opponent’ becomes our primary, normatively assessed responsibility.

Second, Hacking is also correct in indicting the usage of the language of ‘war’ to describe academic disagreement: it simultaneously trivializes war while dangerously lowering the standards of discourse in academic debate. In general, wherever the language of ‘war’ and ‘battle’ is thrown around freely, the standards of behavior in that domain decline.  Consider sport, where the all-too frequent reliance on military tropes results in the condoning of illegitimate play and questionable sportsmanship, and more generally, the attitude that games, like wars, must be won by any means necessary. Or consider urban policing, where the constant reference to ‘war zones’ results in a ‘shoot or be shot’ mentality that takes the lives of innocents each year. The trigger-happy policeman is already convinced he is a soldier on patrol, well behind enemy lines, surrounded by hostiles ready to take him out. The outcomes that result are grimly foretold.

4 thoughts on “Academic Arguments, Sports, and Urban Policing as ‘War’

  1. Interesting. I note that “rhetorical arsenal” itself invokes a military metaphor, as does “deploy”.

  2. It is also common in the corporate world: remember meetings called “War Room”, conferences called “Air Lift”, and lists of pro’s and con’s of products (versus the competitor’s) called “battle cards”.

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