Now that I have captured your attention with the title, let me get a few boring bits out of the way before getting on to the meatier part of the story. (Is “meatier” really the word I want to use here? Never mind – let it stay.)
I’m afraid that the Times is behind a paywall, so this link possibly won’t be of much use to most readers. But in case you are a subscriber of the Times, do please have a look at this. For the rest, I’ll summarise as best I can.
Jenni Murray, presenter of the BBC Radio 4 programme Woman’s Hour, and author of the recently published book A History of Britain in 21 Women, speaking at the Cheltenham Literature Festival, has advocated teaching children about pornography. She notes, quite rightly, that pornography is now all-pervasive in our society, and that we cannot get rid of it. Under the circumstances, she argues, it is better that children were to be educated on the matter, “so that at least those girls know and all those boys know that not all women are shaved, that not all women make that bloody noise”, and so on. In other words, to teach the children that what they see in pornographic films is but a fantasy.
This seems well-intentioned enough. Except that I don’t know that I would fancy being the teacher in one of these “analysis” classes.
For one thing, it is difficult to know how one can “analyse” pornography without being morally judgemental. Kant, I gather, had told us that each human being is an end in herself, or himself. I am no philosopher, but this does seem to me a splendid base on which to build our morality. Put simply, human beings are subjects, not objects, and are hence entitled to respect. In pornography, however, each human being is an object, and nothing more. Thus pornography is built upon a base that is inherently demeaning, and is, by definition, immoral. I am not sure how much more there can be to “analyse”.
Of course, it could be that Jenni Murray was quoted out of context, so I do not want to say much more here on this particular matter. But I do want to comment on her reference to Jane Austen, as that brings us close, I think, to one of the recurrent themes of this blog. Ms Murray is quoted as saying:
We give our kids Jane Austen to read and we say “OK, let’s analyse it, what is it saying and what does it mean?”
Why not put boys and girls together in a class, you show them a pornographic film and you analyse it in exactly the same way as you teach them to read the other cultures that are around.
Quite apart from the desirability or the morality of showing pornography to children, what strikes me here is the absurd notion that literary culture (of which Jane Austen is treated as a representative) and pornographic culture are merely two of many “cultures that are around”, and that, by implication, both are equally worthy of being taught, and that both can be analysed “in exactly the same way”.
But the works of Jane Austen should be taught not because they are representative of one of the many “cultures that are around”: they should be taught because they are amongst the finest products of our civilisation. That’s it. No other reason. If we do not believe that certain works of literature have inherent value that elevates them above certain other works of literature; and that the finest examples of literary culture civilise us and humanise us in a way that, say, the culture of pornography cannot; then there’s no point studying literature at all. We might as well just “study” pornography. In “exactly the same way”.
I’m afraid this is the kind of insulting nonsense one gets to when one embraces cultural relativism. What a wonderful future we envisage for our children! We cannot even communicate to them the peaks of our human civilisations, because we have stopped believing in such things ourselves.