I read this lecture delivered by Max Weber last night, which was delivered on November 7, 1917. There is so much that I want to say, but do not pretend to know, to understand, to have thought through thoroughly enough. Today, I will limit myself to a few elements of his lecture that were most striking and which are outlines for another project.
As I had written in an earlier entry, I am also reading my way through Capital, a task entirely different and even subsuming Weber’s lecture. In chapter one, section two of Capital, Marx goes in depth about the division of labor in capitalist society. In some modes of production, the weaver is also the tailor, but in capitalism, they are different. These distinctions are not naturally made, since even the tailor must vary and distinguish various types of labor that he is to undertake from day to day, hour to hour. Weber’s lecture outlines two component parts of “Science” (also understood as Knowledge”) as a vocation, proper: scholarship and teaching. He offers no illusions about the coincidence these strengths have in determining what kind of teacher and scholar one might make. Neither does he offer any justification of the university as something other than an aristocratic regime. At the same time that he invokes this strange division of one’s intellectual labor, he also compares the German and the American academy. In this way, Weber points out the obvious capitalization of the university. But aside from talking about apprenticeships and positions as a professor, he largely turns away from the question of the actual state of affairs in order to talk about another vision of the vocation.
Before I continue on to those points, I imagine that Weber’s own conception is a bit blind as to the motor of history (he says that we live in an age of intellectualization and of science, but he does not tie the withering away of the vocation as such with any historical development. Indeed, I found myself thinking that the division of the scientist-professor is sort of an arbitrary relic. For today, at least in the state-run universities that I have studied a little, I don’t know that teaching and scholarship are necessarily as bound into professorship or the university as they once appeared to be. I imagine that the changing environment of the university yields a sous-assistant who is not even able to research, who cannot even teach because he has not the time to be a scholar in search of income. It seems to me that this underclass of graduate and adjunct labor proves that the vocation as it is interconnected and dependent on the university is outdated and only feebly survives in its institutionalized form for older professors because of the exploited intellects a generation below them. I am not sure whether one might say that this is a bona fide division between the categories that Weber himself insists on, but rather that such categories are mistakenly bound up in the university institution as a permanent, or at least self-replicating, structure.
Anyhow, I will continue, assuming for a moment that such a thing as a vocation still exists when it comes to Knowledge. I was struck by the resistance of Weber’s thoughts to his own actions. It seems that only placing them side-by-side offers a complete reading. It seems that teaching is done for its own sake, and it cannot be confused with all of the other work and research carried out as a scholar. I think then, about the teacher who I have had. Weber inconveniently mentions that teachers are often viewed by young people as a sort of host-savior in the modern age. While I cannot understand much of Weber’s framework, I do think that this element of teaching and apprenticeship is valid, for it is not contingent on the university, while I must admit that I was taught in the university and had my most profound learning experiences there.
Weber differentiates between a teacher and a leader. How many times had I wanted a supernatural leader to confirm knowledge to me! It is the most childish of all the steps in education. The great teachers always insist on the incompleteness of their knowledge and of their capability to answer or effect the implications of their questions. It is unfortunate and even embarrassing that it had to be said. This is at the heart of what I took from Weber as a lesson. Teachers consciously operate in a realm that is neither knowledge nor failure when they are teaching. It is so hard for fledgling students not to think that our teachers are not goading us on to definite truth. Very often, teachers push us further than we’d like to go ourselves, knowing that they cannot save us, that it was never in their power to save us.
And I, who do believe in knowledge, not for choices to be made between a multitude of choices, but in that unfashionable word “truth,” thank my teachers who taught me early that a broken spirit is an illusion. That I have already been carried out far beyond their reach, that I must work for a lifetime to understand their questions in response to my own, and even more alarmingly, what forces droves us to speak.





