study

You are the task. by Gerardo Muñoz

Out of all of the Zürau aphorisms of Kafka there is one that reads as follows: “You are the task. No pupil far and wide (Du bist die Aufgabe. kein Schüler weit und breit) [1]. It resonates profoundly in our days as the idea of “education” and its inherited traditions are liquidated by the essence of technology. What Kafka could have meant by the idea of “task” (in German Aufgabe or in Spanish tarea) is to be deciphered in the intellectual context of the time. In his gloss to this aphorism, Reiner Stach has emphasized something elementary and yet quite essential; that is, that the task is not an action of the subject, but the meeting place of both subject and object. There is only the task of existence, and only to this extent we are always students of life before everything else comes into being. In a later aphorism, Kafka seems to return to the question of task by adding: “Two tasks at the beginning of life: to keep reining in your sphere, and to keep checking whether you might have gone into hiding somewhere outside your sphere” [2]. Something escapes, and that which is other than what is appropriate in life might just be the infinite work of the task of existence. 

If there is a “theology” in Kafka it is something other than one conditioned by an efficacious action directed towards God. Again, these questions were up in the air in Kafka’s milieu at the time, and it suffices to remember Max Brod’s Tycho Brahe’s Path to God (1915) as an emblem, when the old astronomer tells his pupil Kepler: “One thing alone: carry out my work; do not let this tremendous labor utterly perish…” [3]. Writing in close proximity to Felix Weltsch’s theology of transcendent action in Freiheit und Gnade (1920), Brod understood that humans are only legitimate and participating in the “good” if it assists in the poetic energy of God. Here the notion of the task corresponds to the higher and more geometrico order of God. For Kafka, on the contrary, there is no task that is oriented as a supplement to a divine order that must be realized; it is rather a sensible education that had no beginning and no end, learning without texture because it has no fixed object. This Kafka’s task is an exilic (galuth) practice that cannot be territorialized in a promise of nationhood or state authority. The paradigmatic figure of “this task” is Sancho Panza, because as a lucid and sensible fool he is able to enjoy life to the very end. To experience the task without a destiny is to be able to stretch experience to the end of life. 

This is precisely why Sancho Panza stands the paradigm of the task of a life that dwells in freedom. Let us recall carefully what Kafka writes in his short parable “The truth about Sancho Panza”: “Sancho Panza, a free man, maybe out of a certain feeling of responsibility, yet imperturbable, followed Quixote on his adventures and from them he had a grand and successful entertainment to the end of his days” [4]. The condition of ‘freedom’ that is proper to the task is imperturbable (gleichmütig), in which the pursuit of struggle and conflict is abandoned in order to complete and follow the task. But this “following” is not one of submission, but of segundear or sekundiere: “In the struggle between you and the world, second the world”, as he writes in another mysterious Zürau aphorism [5]. We remain in a state of the pure imperturbable when we second the world, because nothing appears to inflict us existence with the force of submission or obedience. Thus, freedom is not a substantive political category, but a lived and almost painterly instance in language that puts us closer (or apart) from our task. 

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Notes 

1. Reiner Stach. The Aphorisms of Franz Kafka (Princeton University Press, 2022), 42. Translation modified.

2. Ibid., 186.

3. Max Brod’s Tycho Brahe’s Path to God (Northwestern University Press, 2007),  124.

4. Franz Kafka. “The truth about Sancho Panza”, in The Complete Stories (Schocken Books, 1971), 610. 

5. Reiner Stach. The Aphorisms of Franz Kafka (Princeton University Press, 2022), 106.

The future of Saint Cassian. by Gerardo Muñoz

There is a painting from the early sixteenth century at the galleries of the University of Bologna that depicts the gruesome death of Saint Cassian of Imola at the hands of his own students. The story goes that Cassian was a fleeing Christian in the Roman Empire who found a teaching position in the town of Imola, until he was discovered and exposed. In the saints’ hagiographies, it is emphasized his passion concerning reading and writing for his students. This would confirm the high price of Cassian’s punishment: torture and death at the hands of young students (some allegedly even brought their sharpened styli). The Bologna painting is, in fact, a miniature of about five by seven inches, and it depicts eight young students striking at a naked and tied up Cassian. The anonymous painter has chosen carefully to have all of the figures turn away from the spectator, except for a student in the far right corner of the painting who seems to be holding a sort of bowl in the air. He seems disengaged from the frenzied mob. And yet, there are no wounds or bruises in Cassian’s body, which could be an allegorical statement by the painter about the martyrdom condition, or, more literally, the plain fact that the cruel feast has just begun. Cassian’s face is monotone, and one of disbelief, but not yet of someone consumed by the ecstasy of bodily suffering. He is definitely humiliated amidst such violent and naked act. This is highlighted by the stage-like setting of the assault, which does not seem to be taking place somewhere outside, but rather in a strange room whose only way out is a dark and ominous black counter to the left side of the painting.

This black square immediately recalls martyrdom. And yes, in modernity this means David’s Death of Marat (1793) floating figure who stands as the secularized martyr at the year zero of modern representation. In the early modern bolognese painting we are far from there, but the resources at the painter’s disposal (myth, depth, and figure) speak to a postreligiousity at the threshold of a new historical time. Strangely, the figure of Saint Cassian as represented here by the anonymous bolognese painter throws a shadow to our present, given that the teacher or professor has been sacrificed, not so much the literal violence of his students, but by the an even greater disposition towards a shameless nakedness driven by value and a complicit abandonment of its mission. In the United States at least, the long dispensation of the “closing of the American mind” – driven by competition, ranking, placement, mentorship, cultural wars, and identity politics – entails the uttermost collapse of the teacher into the administrator and facilitator of a rather unknown enterprise.

Even in 1983 Carl Schmitt could identify the martyrdom of Saint Cassian as an emblem of the professor betrayed by his former students: “I have also been stabbed by my students”, he will confess to Lanchester [1]. So, just four decades ago the teacher could still stand as an object of fidelity and betrayal. It would be hard to make the case for this hypothesis today, since the pain of the teacher is no longer of betrayal, but of indifference insofar as he can be disposed of. In this sense, only something that possesses a certain aura can be said to be betrayed; while something that can be discarded altogether is something that has seen better days and no longer has value. And if universities and schools today have become larger centers of monotony and alienation of the most basic activities (such as discussion, reading and writing), this is because both students and professors have been, for the most part, replaced by “mentors” and consumers” under the holy contract of hypocrisy, the true and last ethics of the enlightened metropolitan class.

Anyone that has ever had the good fortune to encounter a good teacher or professor will know that his example springs not from what he knows or professes to know, but rather from what he can transpire unto others: to search of a form of one’s own path. The ethos of a teacher has little do with specialization or success, and everything to the incarnation of a gestalt that is not accidental or transient, but perpetually springing from its myth, as Carchia suggested for the work of art [2]. And myth is the sensorial mediation that resists to be instrumentalized into the endless amassing of value by the powerful administrative subjects. This amounts to saying that the teacher finds self-legitimization in its capacity to inspire the shared sense of wonder of the inaccessible.

Or, at least, this has been the teacher at its most groundbreaking moments. The eradication of teaching – which like mostly every other area foreclosed by the crisis of the human experience was unveiled during the years of the pandemic – and its complete abdication to models of “leadership” and “training” (under the fictitious rubric of the syllabus as an economic contract) is the bleakest of the futures that Cassiano could have taken. A nihilist future that, it goes without saying, will be void of martyrs and myths.

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Notes 

1. Carl Schmitt. “Un jurista frente a sí mismo: entrevista de Fulco Lanchester a Carl Schmitt”, CSS, 1, 2017, 220.  

2. Gianni Carchia. Il mito in pittura: la tradizione come critica (Celuc Libri, 1987), 155.