A Critical Analysis of Patriotism As an Ethical Concept: A Dissertation Presented to the Faculty of the Graduate School of Yale University in Candidacy for the Degree of Doctor of Philosophy May 1, 1918Reidenbach, Clarence
Philosophy
A Critical Analysis of Patriotism As an Ethical Concept: A Dissertation Presented to the Faculty of the Graduate School of Yale University in Candidacy for the Degree of Doctor of Philosophy May 1, 1918
Reidenbach, Clarence
Patriotism; Thesis (Ph. D.)
The coerciveness of the crowd makes for national unity, but it has
unwelcome features. It is too likely to lead to a high disregard of the
rights of the nonconformist and an unsympathetic and uncompromising
attitude towards other nations. There are no incentives to broad-minded
thought and sympathy within a homogeneous crowd. Opposition is the real
matrix out of which reason and tolerance are extracted. The government
of the United States of America had a tolerant spirit stamped upon it
because the makers of our institutions were many men of many minds. The
only way to do justice to their differences was by compromise. Close
agreement confirms convictions, but does not stimulate the imagination.
“Where all think alike, no one thinks very much. But whatever he does
think, he can think with all his soul.”[56] Without the differences it
is more than likely that America would not have been quite so tolerant.
It follows that the nation, because it has no critic to which it
listens, is likely to be hard-minded, fanatical, and unyielding.
The atmosphere in which the individual lives and moves and has
his being is that of his people’s customs or mores. These are
intellectualized folkways. Folkways are the group’s ways of dealing
with its environment. Mores are the folkways plus the convictions
as to their relation to welfare. Sumner defines them as follows:
“The mores are the folkways, including the philosophical and ethical
generalizations as to societal welfare which are suggested by them, and
inherent in them, as they grow.”[57] Tradition, which is crowd-memory,
perpetuates the mores, and they become the life _milieu_ of the
individuals of each generation. A large part of one’s education,
especially his moral education, is gained from the traditions and mores
of his people. And their teachings are all the more authoritative
because one is almost wholly unconscious of learning from them. “We
learn the mores as unconsciously as we learn to walk and eat and
breathe. The masses never learn how we walk, and eat, and breathe,
and they never know any reason why the mores are what they are. The
justification of them is that when we wake to consciousness of life
we find them facts which already hold us in the bonds of tradition,
custom, and habit.... The most important fact about the mores is their
dominion over the individual. Arising he knows not whence or how,
they meet his opening mind in earliest childhood, give him his outfit
of ideas, faiths, and tastes, and lead him into prescribed mental
processes. They bring to him codes of action, standards, and rules of
ethics.”[58]
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