The new education merely conditions. Having removed all objective value and consideration from reality, they are “free” to shape and mold future generations into whatever they want. Having seized the reins of social conditioning, they will condition for their own purposes (wherever those happen to come from) and with little or no regard for the constraints of custom, tradition, truth, or goodness.

Many people know C.S. Lewis as the author and creator of Narnia. A slightly smaller group know him as a remarkably effective Christian apologist. An even smaller group appreciate him as a scholar of medieval and Renaissance literature. Fewer recognize him as a prophet of civilizational doom. But he was.

In a number of essays, in his lectures on The Abolition of Man, and then in his novel That Hideous Strength, Lewis clearly, patiently, and methodically identifies and warns his readers about an existential threat to Western civilization, and indeed to humanity as a whole.

This threat is a pernicious error that enables tyrannical power and totalitarianism. It’s a fatal superstition that slowly erodes and destroys a civilization. It’s a disease that can end our species and damn our souls. Lewis calls it “the poison of subjectivism.”

Doctrine of Objective Value

Until modern times, nearly all men believed that truth and goodness were objective realities and that human beings can apprehend them. Through reason, we examine and study and wonder at reality. When our thoughts correspond to the objective order of reality, we speak of truth. When our emotional reactions correspond to the objective order of reality, we speak of goodness.

Lewis refers to this as the doctrine of objective value, or, in shorter form, “the Tao.” The doctrine of objective value, Lewis writes, is

the belief that certain attitudes are really true, and others really false, to the kind of thing the universe is and the kind of things we are. Those who know the Tao can hold that to call children delightful or old men venerable is not simply to record a psychological fact about our own parental or filial emotions at the moment, but to recognize a quality which demands a certain response from us whether we make it or not. . . . And because our approvals and disapprovals are thus recognitions of objective value or responses to an objective order, therefore emotional states can be in harmony with reason (when we feel liking for what ought to be approved) or out of harmony with reason (when we perceive that liking is due but cannot feel it). (Abolition of Man, 18–19)

Poison of Subjectivism

The poison of subjectivism upends this ancient and humane way of viewing the world. Reason itself is debunked — or we might say today that reason is deconstructed. Instead of the human capacity to participate in the eternal Logos, reason is simply an epiphenomenon that accompanies certain chemical and electrical events in the cortex, which is itself the product of blind evolutionary processes. Put more simply, reason is simply an accidental and illusory brain secretion.

Under the influence of this poison, moral value judgments are simply projections of irrational emotions onto an indifferent cosmos. Truth and goodness are merely words we apply to our own subjective psychological states, states that we have been socially conditioned to have. And if we have been socially conditioned in one way, we might be socially conditioned in another.

Education Old and New

Lewis thus refers to the apostles of subjectivism as “conditioners” rather than teachers. Under the old vision of reality, the task of education was to “train in the pupil those responses which are themselves appropriate, whether anyone is making them or not, and in making which the very nature of man consists” (22). Teachers accomplished this through initiation; they invited students into the same experience of reality in which they lived.

The new education merely conditions. Having removed all objective value and consideration from reality, they are “free” to shape and mold future generations into whatever they want.

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