Humor and the Social Condition

On Humour (Thinking in Action) by Simon Critchley (cover of paperback edition) © Routledge | Amazon.com

In a series of posts, Jeff Goldfarb and I have been sketching an outline for the study of the social condition — the predictable dilemmas that haunt social life. We argue that one of the core intellectual missions of sociology is to account for the ways in which social patterns set up these dilemmas that actors experience as crucial for their lives and how they define themselves.

Social life, as anyone who is in the business of living knows, is riddled with ambiguities and contradictions. But these contradictions and dilemmas are not only the stuff tragedies and epics are made of. As importantly, they include materials from which comedy is crafted. If we attend to the structure of humor, we can see that jokes work precisely because they shine light on dilemmas that are built into the social fabric. Thus, one of the core insights of the study of the comic is that it depends on telling two stories at the same time (what Arthur Koestler called “bi-sociation”). Think about the following Jewish Joke:

A Jewish businessman warned his son against marrying a non-Jewish woman, a “shiksa.” The son replied, “But she’s converting to Judaism.” “It doesn’t matter,” the old man said. “A shiksa will cause problems.” After the wedding, the father called the son, who was in business with him, and asked him why he was not at work. “It’s Shabbos,” the son replied. The father was surprised: “But we always work on Saturday. It’s our busiest day.” “I won’t work anymore on Saturday,” the son insisted, “because my wife wants us to go to shul [synagogue] on Shabbos.” “See,” the father says. “I told you marrying a shiksa would cause problems.”

The structure of this joke, like that of most others, is the intertwining and surprising juxtaposition of two stories are told within it at the same time. One narrative is about a Jew “marrying out” and the anxieties and bigotries that “marrying out” entails for many Jewish families—ostensibly, of leaving one’s religion and ethnic group. The second, however, subverts this narrative: It is precisely by taking religion seriously that the . . .

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The Social Condition

Max Weber in 1894 © Unknown | Wikimedia Commons

I am embarking upon a new project, the investigation of the social condition, highlighting dilemmas that are inevitably built into the social fabric, and exploring the ways people work to address them. Some examples:

It is obviously important for a democratic society to provide equal opportunity for all young people. The less privileged should have the advantages of a good education. This is certainly a most fundamental requirement for equal opportunity. On the other hand, it is just as certain that a good society, democratic and otherwise, should encourage and enable parents to provide the best, to present the world as they know and appreciate it, to their children: to read to them, to introduce them to the fine arts and sciences, and to take them on interesting trips, both near and far. But not all parents can do this as effectively, some have the means, some don’t. Democratic education and caring for one’s children are in tension. The social bonds of citizenship and the social bonds of family are necessarily in tension. This tension, in many variations, defines a significant dimension of the social condition.

Another dimension of the social condition was illuminated in a classic lecture, “Politics as a Vocation,” by Max Weber: the tension between what he called the “ethics of responsibility” versus the “ethics of ultimate ends.” We observed an iteration of this tension in the debate about Lincoln, the movie. In politics there is always a tension between getting things done, as Weber would put it, responsibly, and being true to ones principles. Ideally the tension is balanced, as it was portrayed in the film: Lincoln the realist enabled Thaddeus Stephens, the idealist, to realize his ends in less than idealistic ways. A wise politician, Weber maintained, has to know how to balance, ideal with realism. But this tension goes beyond individual judgment and political effectiveness. Establishing the social support to realize ideals is necessary, but sometimes the creation of such supports make it next to impossible for the ideals to be realized. Making sure that educational ideals are realized, for example, . . .

Read more: The Social Condition