“Society is eliminating the prerogatives and privileges of feudal. aristocratic culture together with its content. The fact that the transcending truths of the fine arts, the aesthetics of life and thought, were accessible only to the few wealthy and educated was the fault of a repressive society. But this fault is not corrected by paperbacks, general education, long-playing records, and the abolition of formal dress in the theater and concert hall. The cultural privileges expressed the injustice of freedom, the contradiction between ideology and reality, the separation of intellectual from material productivity; but they also provided a protected realm in which the tabooed truths could survive in abstract integrity—remote from the society which suppressed them.”

— Herbert Marcuse, book One-Dimensional Man

Source: One-Dimensional Man (1964), pp. 64-65

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Herbert Marcuse105

German philosopher, sociologist, and political theorist 1898–1979

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“The higher culture of the West—whose moral, aesthetic, and intellectual values industrial society still professes—was a pre-technological culture in a functional as well as chronological sense. Its validity was derived from the experience of a world which no longer exists and which cannot be recaptured because it is in a strict sense invalidated by technological society. Moreover, it remained to a large degree a feudal culture, even when the bourgeois period gave it some of its most lasting formulations. It was feudal not only because of its confinement to privileged minorities, not only because of its inherent romantic element (which will be discussed presently), but also because its authentic works expressed a conscious, methodical alienation from the entire sphere of business and industry, and from its calculable and profitable order.”

Herbert Marcuse book One-Dimensional Man

Source: One-Dimensional Man (1964), p. 58

“Art is not like other culture because its success is not made by its audience. The public fill concert halls and cinemas everyday, we read novels by the millions, and buy records by the billions. 'We the people' affect the making and quality of most of our culture, but not our art.”

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“Culture can flourish only under the protection of a society with aristocratic characteristics.”

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“Crime is valuable feedback about what childhood in a society means, about its education, economics and culture—about whether this is a society that works or not.”

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“Societies held together by fear and repression may offer the illusion of stability for a time, but they are built upon fault lines that will eventually tear asunder.”

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“The arts alone give direct access to experience. To eliminate them from education - or worse, to tolerate them as cultural ornaments - is antieducational obscurantism. It is foisted on us by the pedants and snobs of Hellenistic Greece who considered artistic performance fit only for slaves…”

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“Its culture: the fruit of its life, the product of its own efforts in thought and art. This culture is not international. It is the expression of the national genius, of the blood. The culture is international in its brilliance but national in origin. Someone made a fine comparison: bread and wheat may be internationally consumed, but they always bear the imprint of the soil from which they came.”

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“In the upper, rich, more educated classes of European society doubt arose as to the truth of that understanding of life which was expressed by Church Christianity.”

Leo Tolstoy (1828–1910) Russian writer

What is Art? (1897)
Context: In the upper, rich, more educated classes of European society doubt arose as to the truth of that understanding of life which was expressed by Church Christianity. When, after the Crusades and the maximum development of papal power and its abuses, people of the rich classes became acquainted with the wisdom of the classics and saw, on the one hand, the reasonable lucidity of the teachings of the ancient sages, and on the other hand, the incompatibility of the Church doctrine with the teaching of Christ, they found it impossible to continue to believe the Church teaching.

“Man today can do more than the culture heros and half-gods; he has solved many insoluble problems. But he has also betrayed the hope and destroyed the truth which were preserved in the sublimations of higher culture. To be sure, the higher culture was always in contradiction with social reality, and only a privileged minority enjoyed its blessings and represented its ideals. The two antagonistic spheres of society have always coexisted; the higher culture has always been accommodating, while the reality was rarely disturbed by its ideals and its truth. Today's novel feature is the flattening out of the antagonism between culture and social reality through the obliteration of the oppositional, alien, and transcendent elements in the higher culture by virtue of which it constituted another dimension of reality. This liquidation of two-dimensional culture takes place not through the denial and rejection of the “cultural values,” but through their wholesale incorporation into the established order, through their reproduction and display on a massive scale.”

Herbert Marcuse book One-Dimensional Man

Source: One-Dimensional Man (1964), pp. 56-57

“Transforming hereditary privilege into ‘merit,’ the existing system of educational selection, with the Big Three [Harvard, Princeton, Yale] as its capstone, provides the appearance if not the substance of equality of opportunity. In so doing, it legitimates the established order as one that rewards ability over the prerogatives of birth. The problem with a ‘meritocracy,’ then, is not only that its ideals are routinely violated (though that is true), but also that it veils the power relations beneath it. For the definition of ‘merit,’ including the one that now prevails in America’s leading universities, always bears the imprint of the distribution of power in the larger society. Those who are able to define ‘merit’ will almost invariably possess more of it, and those with greater resources—cultural, economic and social—will generally be able to ensure that the educational system will deem their children more meritorious.”

Jerome Karabel (1950) American sociologist

The Chosen: The Hidden History of Admission and Exclusion at Harvard, Yale, and Princeton (Houghton Mifflin: 2005), pp. 549-550.

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