The Nuclear Challenge: 70 Years after Hiroshima and Nagasaki – Civil Society Activism on Behalf of Nuclear Zero (8)

WEAPONS OF MASS DESTRUCTION, 12 Oct 2015

Richard Falk – TRANSCEND Media Service

Richard Falk. Reuters

READ: PART 1 – PART 2 – PART 3 – PART 4 – PART 5 – PART 6 – PART 7 – PART 9 – PART 10

The Jeffersonian faith in the future of democracy rested on the cumulative impact of education on citizen participation encouraging a robust and vigilant civil society. The United States has developed a number of institutional paths to academic excellence, and can claim world leadership in crafting the modern university experience. At the same time, this type of excellence has become increasingly a disappointment from a Jeffersonian perspective, with the quality of American democracy declining in many respects since the earliest years of the republic despite several crossing several humane thresholds: including ending slavery, enfranchising women, and more recently, legally entrenching same sex marriage. Yet the role of money as linked to corporate power as well as the lavish funding of special interest lobbies has undermined the functioning of government and university education of, by, and for the people. There are several plausible explanations of this outcome that have nothing, or little to do, with the nature of the educational experience, yet I believe that our high schools and universities bear a significant responsibility for qualitative decline of democracy, which is also a result of education itself being relegated to a role of providing a skilled labor force for the neoliberal world economy that includes what I would label as ‘normative pacification.’

I would relate this contention to the tendency of most universities, with a few notable exceptions, to conceive of their primary role as one of imparting knowledge, by and large avoiding normative domains of ethics and citizenship. In the midst of the Vietnam War there was a brief period of epistemological revolt on the part of students on many college campuses that was carried out under the unifying banner of ‘relevance,’ which was a code word for what I would prefer to call engaged citizenship. This rallying cry for relevance translated into demands by students for participation in all aspects of their educational experience, and more broadly with respect to societal life. Underneath this call was an insistence on normative knowledge, how American society might be made more equitable and satisfying for all of its residents. Although the initial motivation for the student movement of the 1960s was the perceived imprudence and wrongfulness of the Vietnam War, unjustifiably endangering life and limb of young American males via the draft, the activist agenda was deeper and broader, being constructed around a proposed invigoration of democracy in the critical spirit of “as if people mattered.” The triple revolution (calls for universal controlled disarmament, reform of the Democratic Party, and university reform) proclaimed in the Port Huron founding document of Students for a Democratic Society in 1962 or the Mario Savio clarion call at Berkeley two years later on behalf of the Free Speech Movement to ”put your bodies upon the gears” of the machine that was destroying meaningful life were signifiers of this preoccupation with what needed to be done to make democracy work on the home front.

This student movement and its wider reverberations became increasingly threatening to mainstream American society, especially as it lengthened its agenda to accommodate an emergent militant feminism, glimmerings of LBGT movement, Black Panther radical anti-racism, and a grassroots cultural Spring featuring flower girls, psychedelic drugs, and rock music. Although these movements persisted, and realized many goals, there occurred a well-funded backlash orchestrated under the auspices of what Richard Nixon called ‘the silent majority,’ which itself seemed to derive from Jerry Falwell’s ‘moral majority.’ We should also not forget that the 1960s were a decade of political assassinations that were unwittingly very effecting in bursting the balloon of an incipient cultural revolution: John F. Kennedy (1963), Malcolm X (1965), Martin Luther King and Robert Kennedy (1968). It must also be acknowledged that the bright promise of this period also collapsed under its own weight, a series of internal contradictions dramatized by two grisly incidents in 1969: the Manson Family murders and a homicide committed by the Hells Angels in the course of an unruly Rolling Stone concert at the Altamonte Speedway. These occurrences, in particular, epitomized what middle America thought was ‘the new normal’ being brought about by those who were celebrating the 1960s as inaugurating a new era of permissivness.

An active and anxious political consciousness associated with the menace of nuclear war was an integral part of the early phases of the Cold War, highlighted by the Berlin crises climaxing in the Cuban Missile Crisis in 1962 that might well have produced a nuclear exchange had not cooler heads prevailed in Moscow and the most belligerent voices in Washington kept in check. The peace movement expressed its anti-nuclear mood by adopting the survival slogan “better red than dead.” Despite this display of biopolitical common sense, the operational code of the established order, at least in the West, mindlessly based its strategic doctrine and geopolitical activities on the opposite sentiment of “better dead than red,” privileging regime survival over human survival. Any doubt as to this morbid orientation was removed by building an elaborate underground shelter structure designed exclusively to enable the political leadership of the country to carry on the work of government in the aftermath of a nuclear attack even if American society was substantially destroyed—its people slaughtered, its cities reduced to rubble, and its smoke-filled skies saturated with intense radiation. School children were instructed in these years to duck beneath classroom desks, a pathetic gesture of official concern for protecting the wellbeing of the nation’s young people, which did more to call attention to their vulnerability than it did to offer them safety in the event of nuclear war.

Many of us who were old enough to assess this period of bipolar confrontation and mad doctrines of Mutual Assured Destruction (MAD) came haltingly to the conclusion that only the peoples of the world could emancipate the world from the militarists who were exerting almost total control over the governing process in the countries possessing nuclear warheads. It was this turn to civil society, accompanied by mobilizing efforts in an atmosphere of grassroots fear and apprehension, that produced a measure of political pushback that mounted principled challenges to the moral, political, and cultural postulates of nuclearism, challenges that could be met in the end only by the elimination of the weaponry.

Such anti-nuclear radicalism, although gaining many adherents throughout the world and a few surges of support, never threatened the nuclear weapons establishments around the world in any sustained way. What seemed more effective from a political perspective were liberal incremental initiatives that focused on the excesses of nuclearism such as first strike technology and doctrine and an unregulated arms race, and didn’t view it as realistic to question nuclearism itself. The ‘freeze movement’ that peaked in 1980 was a characteristic liberal effort to curtail the nuclear arms race without directly challenging the wisdom, morality, legality, and most of all the structure of belief and bureaucratic commitment to continuing to ground the security of the West on its reliance on nuclear weaponry. Societal support for such liberal initiatives ebbed and flowed, seemingly tracking the rise and fall of fears in the general public that nuclear warfare would occur as a consequence of Cold War geopolitics. This liberal orientation may have moderated the arms race and mitigated the risks of unintentional nuclear war, but it proved irrelevant, or worse, with respect to the existence and partial normalization of nuclear weaponry as the ultimate foundation of the global security system.

In many respects, the civil society focus shifted from activism to education, a process accelerated by the end of the Cold War, which induced a different set of concerns that can be comprehended as societal complacency or denial. Such attitudes gave rise to a new variety of false consciousness with respect to nuclear weapons, understating risks and ignoring opportunities. The immediate aftermath of the Cold War in the decade of 1990s provided the best geopolitical opening since Hiroshima for the elimination of nuclear weapons, but the leadership in nuclear weapons states saw no reason to depart from its nuclear comfort zone by engaging with a disarmament process. The absence of pressure from below meant that the nuclear status quo would not be significantly questioned despite the erosion of the deterrence rationale that had served as the principal justification for nuclearism put forward by the realist consensus throughout the entire Cold War.

Seeking out of deep resolve to fill this political and normative vacuum with respect to nuclear policy, which is itself a disturbing sign of the times, are a few largely educational efforts of which the Nuclear Age Peace Foundation and Lawyers Committee on Nuclear Policy are two of the longest lasting, most dedicated, and most respected. In my view, although strongly supportive of such an educational outreach, premised on the supreme sanity of the belief that only a world of zero nuclear weapons is morally and political sustainable, these organizations do not clearly enough draw a line separating the stabilizing managerial impulses underlying arms control and the maintenance of the nonproliferation regime from their proclaimed and genuine transformative raison d’ětre of nuclear disarmament. As a result the educational message conveyed is incomplete, and in my view, confusing. To some extent this ambiguity it understandable, and even commendable: nuclear disarmament is not currently on the political agenda in any meaningful sense, and so nudging the nuclear status quo may in certain respects reduce immediate risks (for example, moving away from hair trigger alert for strategic missile forces). From this angle, it makes a certain sense to exert a short-term policy influence by supportive arms control measures while reserving purely educational efforts to explaining the strong case for a world without nuclear weapons with or without an accompanying demilitarization of securitization and geopolitical interaction. What is left insufficiently explored is whether arms control/nonproliferation has the negative effect of sucking most of the energy away from more drastic repudiations of nuclearism.

There are two issues that relate to filling the educational gap created by the failure of universities to prepare students to be citizens in the nuclear age:

–first, the shift of the center of pedagogic gravity from academic institutions to civil society organizations, most notably the Nuclear Age Peace Foundation;

–secondly, to explore whether the path to nuclear disarmament can proceed in tandem with arms control and the nonproliferation regime, or that a choice must be made and explained as between these two approaches. I believe the long record since 1945 of incremental small steps forward combined with the structural rigidity of the nuclear establishment points in the direction of incompatibility. As counter-intuitive as it may sound, the most credible strategy for achieving a world without nuclear weapons requires, in my view, a renunciation of the logic of arms control and nonproliferation. And even a step further, the advocacy of nuclear disarmament must become joined at the hip with the recognition that global demilitarization and conventional disarmament are part of a retrofitted political package of unconditional anti-nuclearism.

______________________________

Richard Falk is a member of the TRANSCEND Network, an international relations scholar, professor emeritus of international law at Princeton University, author, co-author or editor of 40 books, and a speaker and activist on world affairs. In 2008, the United Nations Human Rights Council (UNHRC) appointed Falk to a six-year term as a United Nations Special Rapporteur on “the situation of human rights in the Palestinian territories occupied since 1967.” Since 2002 he has lived in Santa Barbara, California, and taught at the local campus of the University of California in Global and International Studies, and since 2005 chaired the Board of the Nuclear Age Peace Foundation. His most recent book is Achieving Human Rights (2009).

Go to Original – richardfalk.wordpress.com

Share this article: email mastodon facebook 🔗 copy link

DISCLAIMER: The statements, views and opinions expressed in pieces republished here are solely those of the authors and do not necessarily represent those of TMS. In accordance with title 17 U.S.C. section 107, this material is distributed without profit to those who have expressed a prior interest in receiving the included information for research and educational purposes. TMS has no affiliation whatsoever with the originator of this article nor is TMS endorsed or sponsored by the originator. “GO TO ORIGINAL” links are provided as a convenience to our readers and allow for verification of authenticity. However, as originating pages are often updated by their originating host sites, the versions posted may not match the versions our readers view when clicking the “GO TO ORIGINAL” links. This site contains copyrighted material the use of which has not always been specifically authorized by the copyright owner. We are making such material available in our efforts to advance understanding of environmental, political, human rights, economic, democracy, scientific, and social justice issues, etc. We believe this constitutes a ‘fair use’ of any such copyrighted material as provided for in section 107 of the US Copyright Law. In accordance with Title 17 U.S.C. Section 107, the material on this site is distributed without profit to those who have expressed a prior interest in receiving the included information for research and educational purposes. For more information go to: http://www.law.cornell.edu/uscode/17/107.shtml. If you wish to use copyrighted material from this site for purposes of your own that go beyond ‘fair use’, you must obtain permission from the copyright owner.

Comments are closed.