What is Intellectual Responsibility

What is the philosophical context/argument being explored?

Chomsky’s essay printed in 2011 was just as relevant as his initial essay regarding the same topic that was printed in 1967. Chomsky frames the discussion of intellectuals, and the power that intellectuals should pursue, by uncovering truth in society and sharing it with the society. Their role being one of changemakers, by questioning the State and having a reckoning of “what we have done?”. He outlines the difference between the conformist intellectual versus the value oriented intellectual. He notes that it was way easier to be the conformist, but in no way does he see that as being the best use of this responsibility of the intellectual; “those who line up in service of the State are typically praised by the general intellectual community and those who refuse to line up in service to the State are punished.” (Chomsky, N. 2011, pg. 4). This line of thought seems so relevant today in our age of populism and the age of lobbying and crony capitalism within our governments. “Intellectuals are in a position to expose the lies of governments, to analyze actions according to their causes and motives and often hidden intentions.” (Chomsky, N. 1967)

Who does Chomsky view as the responsible intellectuals? The intellectuals who are scholars and activists that intertwine their lives, to work and pursue dedicated work that uncovers truisms in life. He suggests that intellectuals focus efforts on where we can do the most good. An equal application of principles that are applied the same way at home (domestically) and abroad (foreign policy). A sense of moral principle of universality; holding yourself to the same standard as you hold other people. (Chomsky, N. 2011, pg. 4) Easy to take about, but harder to do. Essentially, to be a decent human being and advance the causes of freedom, justice and mercy, and peace. (Chomsky, N. 2011, pg. 4). To speak out and make things right when we see problems. This is about questioning things deeply and asking the most essential questions; “what have we done?”, “Are there alternatives to aggression in behavior?”.

How does this article address/frame the terms?

Innovation is captured in this article in a way that we have a duty as intellectuals to historically think and assess previous behavior of humankind to ask appropriate questions, and to question deeply so that we can address the most essential moral imperatives. This certainly is attached to my working definition of creativity as well. “recognizing that things can be done differently and challenging the status quo to push ideas beyond our comfort zones.” (Enzie, H. 2018 811 post).

Teaching and learning again are linked within this article. In choosing to be an intellectual, we must make sure that our teaching is imparting upon the students/or colleagues, the information to think about and then to respond. “Learning allows people to build and adjust schema to form new understandings every time they engage with situations or content.” (Enzie, H. 2018 811 post). Our teaching must incite the spark in young developing/aspiring intellectuals who may one day have that responsibility of the intellectual. Our learning must allow for movement in understanding, and cultivating a scholarship movement that might really attach to value-oriented intellectualism. Doing the right thing and changing society with the use of moral truisms.

Questions for Chomsky?

Does the role of the educator/teacher fit the profile of responsible intellectual? To what extent should this be practiced in teaching and learning in the grade 10-12 level?

Chomsky, N. (1967). The Responsibility of Intellectuals. The New York Review of Books, February 23, 1967.

Chomsky, N. (2011). The responsibility of intellectuals, redux: Using privilege to challenge power. Boston Review, 36(5), 40–48.