Essays on the Materialistic Conception of History

by Antonio Labriola

I do not mean systems and catechisms, religious or philosophic. Both of these have been and are above the ordinary and profane course of human events in most cases, as Utopias are above things. Neither do I speak of those formal analyses of ethical relations, which have been elaborated from the Sophists down to Herbart. This is science and not life. And it is formal science, like logic, geometry and grammar. The one who latest and with so much profundity defined these ethical relations (Herbart), knew well that ideas, that is to say, the formal points of view of the moral judgment, are in themselves powerless. Therefore he put into the circumstances of life and into the pedagogic formation of character the reality of ethics. He might have been taken for Owen if he had not been a retrograde.

I am speaking of that ethics which exists prosaically and in an empirical and current fashion, in the inclinations, the habits, the customs, the counsels, the judgments and the appreciations of ordinary mortals. I am speaking of that ethics which as suggestion, as impulse and as bridle, appears in different degrees of development, and more or less unmistakably, although in a fragmentary fashion, among all men; by the very fact of association because each occupies a definite position in the association, they naturally and necessarily reflect upon their own works and the works of others, and they conceive obligations and appreciations and all the first elements of general precepts.

There is the factum; and what is most important is that this factum appears to us varied and multiple in the different conditions of life, and variable through history. This factum is the datum of research. Facts are neither true nor false, as Aristotle already knew. Systems, on the contrary, theologic or rational, may be true or false because they aim to comprehend, explain and complete the fact, by bringing that fact to another fact, or integrating it with another.

Some points of preliminary theory are henceforth settled, in all that concerns the interpretation of this factum.

The will does not choose of itself, as was supposed by the inventors of free will, that product of the impotency of the psychological analysis not yet arrived at maturity. Volitions, in so far as they are facts of consciousness, are particular expressions of the psychic mechanism. They are a result, first of necessities, and then, of all that precedes them up to the very elementary organic impulse.

Ethics does not place itself nor does it engender itself. There is no such universal foundation of the ethical relations varied and variable, as that spiritual entity which has been called the moral conscience, one and unique for all men. This abstract entity has been eliminated by criticism like all other such entities, that is to say, like all the faculties of the soul. What a beautiful explanation of the fact, in truth, to assume the generalization of the fact itself as a means of explanation. People reasoned thus: the sensations, the perceptions, the intuitions at a certain moment are found imagined, that is to say, changed in their form, therefore the imagination has transformed them. To this class of inventions belongs the moral conscience, which was accepted as a postulate of the ethical estimates, which are always conditioned. The moral conscience which really exists is an empirical fact; it is an index or a summary of the relative ethical formation of each individual. If there can be in it material for science, this cannot explain the ethical relations by means of the conscience, but the very thing it needs is to understand how that conscience is formed.

If volitions are derived, and if morality results from the conditions of life, ethics, in its completeness, is but a formation; its problem is altogether pedagogic.

There is a pedagogy which I will call individualistic and subjective, which, granted the generic conditions of human perfectibility, constructs abstract rules by which men, who are still in a period of formation, may be led to be strong, courageous, truthful, just, benevolent, and so on through the entire extent of the cardinal or secondary virtues. But again, can subjective pedagogy construct of itself a social background upon which all these beautiful things ought to be realized? If it constructs it, it simply elaborates a Utopia.

And, in truth, the human race, in the rigid course of its development, never had time nor occasion to go to the school of Plato or of Owen, of Pestalozzi or Herbart. It has done as it has been forced to do. Considered in an abstract manner, all men can be educated and all are perfectible; as a matter of fact, they have always been perfected and instructed as much as and in the measure that they could, granted the conditions of life in which they were obliged to develop. It is here precisely that the word environment is not a metaphor, and that the use of the word compact is not metaphorical. Real morality always presents itself as something conditioned and limited, which the imagination has sought to outgrow, by constructing Utopias, and by creating a supernatural pedagogue, or a miraculous redemption.