Unit VIII
(Chapters 27-28)
Walden Two is a place
without heroes. This unit demonstrates
that personal figures, such as
leaders and heroes, supplement a faulty science of human behavior. It provides an opportunity for discussion of
fascism, democracy, and the place of history in education. Frazier feels that history is often in
error and unnecessarily promotes heroes.
Summary
During an early evening
stroll, Frazier, Castle, and Burris observe the arrival of four or five trucks
containing many people, young and old, the advance guard of Walden Six, a
community seventy miles away. They are
met by an enthusiastic group of about one hundred members of Walden Two. Walden Six is not yet a full-fledged
community, and most of its members are former members of Walden Two. Frazier explains that Waldens Three, Four,
and Five are fashioned after his Walden, but they have no direct relationship
with Walden Two. Only Walden Six
involved a transfer of membership. The
name of Walden Two, he points out, was chosen from Thoreau's Walden, an
experiment in living. But it involved
only one person and ignored many social questions.
A conversation ensues about
the assimilation of new members. Burris
wonders what would happen if a large crowd wanted to join Walden Two. Frazier replies that Burris has asked an experimental
question and explains that at this point Walden Two is not taking any
risks. There will be no large-scale
additions yet.
Burris wonders whether an
undesirable new member is capable of corrupting the Walden Two children or
causing trouble in the community.
Frazier laughs, assuring Burris that the members of Walden Two would not
be disrupted. In fact, the community
gradually would supply a counter education for the new member.
Frazier continues with the
idea of expansion, pointing out that if labor credit requirements were
increased, growth would be much faster.
In thirty years, he explains, Walden Two could easily absorb the entire
country. But by requiring more work,
the community would sacrifice one of its most important principles.
Rapid growth would bring
many other problems. The assimilation
of large numbers of converts would not be possible, and these people would find
it difficult to proceed without benefit of the Walden Two scientific
practices. Furthermore, the
transmission of the necessary technical information for all departments would
be prohibitive.
The Office of Information,
he explains, was established to control publicity, not to create it. A glowing account would lead to the
frightening prospect of large-scale expansion.
The community will be ready for it, he adds, in five or ten years.
68
As Frazier divulges his long-range
plans for a Walden Two civilization, Castle becomes increasingly
restless. No monopolist, he cries, ever
was more ruthless. He accuses Frazier
of fascism, of creating a dictatorship.
"But who's the dictator
here?"
"Why, you, of
course," replies Castle.
Frazier admits to being the
prime mover, but now there is no need to push his ideas. That's the whole point, he exclaims. If the community is properly established,
through experimentation, it will operate by itself.
Burris comes to his defense,
remembering his encounter with Mrs. Olsen.
"As a matter of fact, he says, "I ran into a woman this
afternoon who had some difficulty in placing you when I mentioned your
name."
Frazier smiles. Burris becomes suspicious. Had Mrs. Olsen been placed in his path
intentionally??
Walden Two has no heroes,
Frazier explains. "We have got
beyond all that."
A culture which has emerged
through experiments, he continues, does not need strong personal
leadership. In fact, it should contain
several guarantees against it. The
members of Walden Two do not act for the benefit of anyone else unless they are
serving as agents of the community. The
cultural engineers have destroyed personal favoritism, just as they have
eliminated personal gratitude. No individual
is in debt to anyone or any group, except to the whole community.
The planning and managerial
procedures of Walden Two are deliberately concealed. Apart from the Managers, Frazier speculates, only a half-dozen people
could identify correctly all six Planners.
A sense of history is
discouraged for this same reason. There
is no public celebration of the founding of Walden Two, no recognition of
seniority, no special regard for early members. The Legal Manager maintains a log of the community's history,
useful only to Planners and Managers.
Some historic figures have
been despotic, Castle acknowledges, but certainly not all of them. Many have been benevolent. Frazier agrees but adds that even benevolent
leaders have a place only when government is an art. The leader is useful only when the science is defective. The Planners of Walden Two act successfully
in almost complete anonymity.
Walden Two, Frazier
proclaims, does not need personal figures, either as specialists or as a means
of holding power. "A society which
functions for the good of all cannot tolerate the emergence of individual
figures... A society without heroes has almost fabulous strength."
Skill and strength, for
example, are valued at Walden Two but not for personal triumph, as in a
competitive society. The heroes, if
they can be called that, are not people who defeat others but rather those who
triumph over themselves or over nature.
They are people who dive with grace or vault over a high bar, on a par
with musicians, dressmakers, or cattle breeders.
69
In Walden Two, therefore,
the members are not taught history, which usually promotes heroes. Those who enjoy it may read all they wish, but
it is not considered essential in their education.
Castle says that history
gives a perspective, but Frazier counters that it is also oversimplified. Any historical event is too complex to be
known by anyone. Nothing is more confusing
to an evaluation of the present, he says, than a sense of history. The issue is the now. And it is the only condition which can be
studied scientifically. (Chapter 27)
As they prepare for Sunday
breakfast, Burris is still wondering whether Frazier is a fascist. Castle resolves to ask him about the dignity
and integrity of the individual.
At breakfast, Frazier seats
himself next to Barbara, apparently to encourage her, and Rodge as well, to
join the community. However, it is
obvious that Barbara has other thoughts entirely, and Frazier appears foolish.
The group prepares to attend
Sunday service, and as they start toward the theater, Frazier invites Burris
to forgo the event. It appears that he
wants to talk privately with Burris.
Frazier asks Burris about
the relationship between Rodge and Barbara.
Clearly, the young man wants to join Walden Two, but Barbara would never
consent. Frazier resolves that he will
have a word with Rodge.
When they enter Frazier's
personal room, Burris is struck by the disorder. Everything is in chaos.
Frazier points out that his room is his castle, the precision in his
thinking is matched only by the disorder in his personal habits.
Frazier immediately broaches
the subject which seems to be bothering him.
He claims that Burris' attitude toward Walden Two is really an attitude
toward him. "Quite frankly,
Burris, why do you dislike me?" Then he adds: "You think I'm
conceited, aggressive, tactless, selfish... Of all the people you've seen in
the past four days, you're sure that I'm one, at least, who couldn't possibly
be a genuine member of any community."
Eventually, in his own
defense, Frazier explains that he is not a product of Walden Two. The final social structure toward which he
is working must await those with a full Walden Two heritage. He is one of the pots that were marred in
the making. (Chapter 28)
70
Key Concepts
Write a definition for each of these terms. When in doubt, reread the indicated pages in
Walden
Two and consult the glossary in this
guidebook.
71
Illustrations
The concepts in Walden Two are often illustrated in daily
life. Below are students' illustrations
of three concepts in this unit. Supply
additional examples yourself of these or other key concepts in this unit.
Walden Six (208). "I don't know about
Walden Six, which of course is fictional too) but I once went to a community in
northern Mexico like Walden Two and perhaps Six, as well. In operation for 15 years, Los Horcones was
founded with the purpose of applying the basic principle of Walden Two in a
rural setting.
"Jamie, one of the 30
or so members, gave me a complete tour, including the community living and
dining rooms, some of the members' private rooms, the children's house,
workshops, school, orchards, gardens, animals' pastures and other areas. Then I decided to stay a while as a
guest. As in Walden Two, I paid for my
stay by earning labor credits, usually by assisting the teachers with normal
and retarded learners. I chose this
assignment from a list of community tasks prepared by the work managers.
"The children in Los
Horcones all live together in their own house.
A special staff is in charge of their welfare, and a list of behavioral
objectives has been developed in order to achieve these goals. The principles of reinforcement are
carefully applied but there are no grades.
Instead, there are flexible study schedules and each child keeps track
of his or her progress on a personal chart.
"Also like Walden Two,
there is a behavior code, chiefly concerned with cooperation, pacifism, and
equality, but it can be adjusted as new needs arise. And there is an orientation toward preventive medicine,
emphasizing adequate physical activity and a balanced diet of natural
foods. Smoking is permitted only by
those in the process of giving up the habit.
"They send out a
regular announcement about their activities.
It's called the 'Walhdos Newsletter.'
"If interested, you can
write to arrange a visit: Comunidad Los Horcones, Apdo. 372, Hermosillo,
Sonora 83000, Mexico. I hope you enjoy
your stay, as I certainly did."
Competitive society (216).
"Once I managed a restaurant for - Ice Cream. This position offered me a unique
opportunity to 'manage' the small society of 30 employees.
"In the final weeks of a
recent year, it became apparent that the company was to fall several hundred
thousand dollars short of its projected sales.
In response, headquarters required each division manager to submit a
plan for increasing sales 10% over the projection for the last four weeks of
the year. Therefore, my division
manager, an autocratic, highly competitive man,
72
decreed that each of his 49
restaurants would hold a contest: at the end of the four-week period, the employee
in that restaurant with the highest average increase per-customer sale would
receive a television set.
"I persuaded him to
allow me to pursue a different course.
The average per-customer sale would be computed for each employee, but
every employee who increased his average by 15% or more over the four-week
period would receive a free half gallon of ice cream and a pat on the
back. Furthermore, if we as a team
exceeded our 10% goal and achieved a 15% increase, the cost of the TV would be
doubled and the money would be converted into a party for the entire team.
"With our most
experienced employees coaching others on sales techniques and everyone pulling together as a team, we
realized a 17% increase over projected
sales. Only two other restaurants in our
district achieved the 10% goal, and none matched our 17%. The reason?
In the other restaurants the employees were often trying to get ahead at
one another's expense. The aim was
simply to beat the next guy. In ours,
everyone worked toward the same goal because it was of benefit to all."
Personal figures (221). "The benefits of
discouraging any sense of history and eliminating seniority perhaps can be
illustrated by my trip last year to Las Vegas with my tennis team to play in
the National Amateur Championships. The
trip was the culmination of several years of trying to qualify. In getting to Vegas, it was important that
we didn't remember and didn't care who won all the necessary matches or who
garnered the bonus points that allowed us a bye in the first round. Eight members of the team had worked
together for 3 years, and two first-year members assimilated quickly into the
team. All of us equally reaped the
benefits of previous hard work.
"All players had equal
responsibility to go out and try to win for the team. We had no dominant figure, although the team captain kept a
historical log of match outcomes.
Whether an individual won or lost a match was significant only to the
total team score. History of team,
length of time on team, past team heroes, etc... had no bearing on what we were
doing in that present environment. (Off the courts we had a Gambling Manager to
advise as to disposal of extra labor credits!!!)"
73
Study Questions
1. "That's an experimental question," Frazier replies,
when asked about the expansion of Walden Two.
What does he mean? Explain how
he would proceed. (211)
2. "How do you take in a new member?" Burris asks. "Is there some sort of legal
contract?" Describe the agreement between the new member and Walden Two.
(213)
3. Explain Frazier's view of democracy. Take into consideration his position in national versus local
politics. What are its advantages and
disadvantages? (217)
4. "Asocietywithoutheroeshasanalmostfabulousstrength,"saysFrazier.Whatdoeshemean
by this remark? Explain the hero's
function in a society not based on a science of human behavior. (222)
5. Give some thought to the President of the United States as a
role model for children in Walden Two.
To Babe Ruth. How would Frazier
feel? Why? (222)
6. Frazier challenges the accuracy of historical facts. But many technological advances since the
1940s should improve the accuracy of history.
Would these influence his view that we can make no real use of history? Explain your reasons. (223)
7. "The hero, my dear Mr. Castle, is a device which the
historian has taken over from the layman.
He uses it because he has no scientific vocabulary or technique for
dealing with the facts of history." Explain Frazier's argument about the
repetitions of historical events. Do
you agree or disagree? Explain your own
view. (224)
8. "Your personal relations-are you always so-scientific?" Barbara asks,
implying that Frazier is more interested in studying people than in enjoying
them. How does he reply.? Cite his
example of the botanist. (228)
9. Note the condition of Frazier's personal room. What does this it suggest about him? About his life in Walden Two? (231)
10. Frazier complains that he is not a product of Walden Two. Why?
What is meant by the expression "the pots that were marred in the
making"? (234)
74
Values Clarification
Frazier's one-liners are the
hallmark of his style. In this unit, he
gives his views on heroes, villains, culture, and history. As usual, he is brash, even brusque:
1. On antisocial behavior:
"Society has made the criminal and must take care of him." (212)
2. On prominent people:
"The leader or hero supplements a faulty science." (221)
3. On a cooperative culture: "A society which
functions for the good of all cannot tolerate the
emergence
of individual figures." (222)
4. On the uses of history: "Nothing confuses our
evaluation of the present more than a sense
of
history-unless it's a sense of destiny." (224)
Place a plus (+) beside the
comment with which you agree most. That
viewpoint is high in your list of values, relative to the others.
With which of Frazier's
comments do you agree least? Place a
minus (-) preceding that remark.
Develop your ideas for a
presentation on either comment, plus or minus, making an argument for or
against it. Prepare a brief
attention-catching introduction; enumerate and support the main points in your
argument; and provide a conclusion which reaffirms your position.
75
Review
Without looking back at
units I through V, which describe the tours of Walden Two, indicate the
cultural practice or outlook you found most interesting in each unit. If necessary, reexamine the relevant
passages. Then cite the principle you
feel is most important.
I.
Breaking Away
II.
Design of Things
III. Working, Playing
IV.
Raising Children
V.
Marriage and the Family
76
Unit IX
(Chapters 29-31)
The problem of free will
versus determinism is a fundamental issue in Walden Two. The purpose in this unit is to demonstrate
that everyone is controlled in one way or another. Through the use of positive reinforcement, rather than
punishment, people have the feeling of freedom.
Summary
Since his arrival at Walden
Two, Castle has been waiting to discuss the "general issues" mentioned
earlier. When the young couples leave
for a concert, he and Burris go to Frazier's personal room, where he broaches
the subject again, beginning a long debate with Frazier. "I accuse you of one of the most
diabolical machinations in the history of mankind!"
Castle explains that the
structure of the community is misleading because it appears that Frazier has no
power, no current contact with its members.
In the beginning, however, he was a despot. He set things up so that eventually he could withdraw himself as
a force.
Frazier denies having
current power and being a despot. He
does admit that he exerted an early influence.
Nevertheless, he planned Walden Two as a scientist. "What would you do," he asks,
"if you found yourself in possession of an effective science of
behavior?"
Castle would dump it in the
ocean in favor of giving people their freedom.
Frazier answers that Castle then would leave control to the charlatan,
the bully, the demagogue, the salesman, and others already knowledgeable about
the techniques of behavioral engineering.
As long as there is a trace
of personal freedom, Castle declares, he will maintain his position. Frazier, in response, denies that freedom
exists at all.
They decide to classify the
determiners of human behavior. First,
there are physical restraints, such as handcuffs and iron bars. Second, there is the threat of force. At this point Castle says that he sees no
other possibilities, but Frazier says there is tremendous power of another
sort. He is referring to positive
control.
A person's behavior can be
controlled, he explains, by creating situations he likes or by taking him out
of situations he does not like. He will
behave as we want him to if we create positive outcomes, thereby increasing
the probability that he will behave that way again. This procedure is called positive reinforcement.
Punishment often appears
successful because the behavior is temporarily suppressed, but in the long run
it has many undesirable consequences and also is ineffective. The person's potential behavior has not been altered-he will still want to
repeat the act. The immediate but
temporary effect of using punishment, Frazier explains, often overshadows the
long-term advantage of positive reinforcement.
78
Restraint is one form of
control, continues Frazier, but absence of restraint is not freedom. There are still compelling forces at work.
People perceive themselves
to be free when there is no restraint or no threat of force, but they neglect
to examine the positive control of behavior.
We never rebel against these forces, he explains, partly because we are
not so aware of them, partly because we have no adequate vocabulary for
talking about them. It is curious, he
concludes, that the question of freedom never arises with positive
reinforcement.
He boasts a bit about Walden
Two. "By skillful planning, by a
wise choice of techniques we increase the
feeling of freedom."
Castle returns to his
concern about power, asserting that Frazier is in complete control, a
long-range dictator. Frazier is
inclined to agree. Once a person has
grasped the principle of positive reinforcement, he can enjoy almost unlimited
power. But this power is not despotism;
it must be used for the good of others.
When it is not, it is reduced by a corresponding amount, says Frazier.
Castle then turns from
despotism to democracy, and Frazier counters that democracy is ineffective. No person has a chance of deciding the issue
in a national election; the general population is not in a position to
evaluate the candidates anyway; and the candidates, when elected, cannot
experiment for fear of being voted out of office. They simply maintain the status quo.
What we need, Frazier says, is a government for the benefit of
all-both the majority and the minority.
Walden Two, he claims, is closer to the ideal democracy than is
democracy in America today, in which election campaigns falsify or obscure the
issues. Members of Walden Two do not
want an active part in government but merely a guarantee of personal rights,
including the opportunity to protest unsatisfactory conditions. No one worries about the operation of the
government any more than about the operation of a diesel engine. Both are left to experts.
Castle counters that despots
might arise. Frazier agrees that
despotic cultures can last for some time, but eventually they are replaced by
competing cultures which work more efficiently. The Planners in Walden Two, understanding this principle, avoid
the usurpation of power, which would only destroy the community.
They might abscond with
funds, Castle retorts. Our only wealth
is our happiness, Frazier replies. The
physical plant, without its members, is practically worthless.
"But it's human to dominate,"
says Castle.
"That's an experimental
question," Frazier responds.
The Planners, Frazier
emphasizes, rule through positive reinforcement. They have no machinery for threat or force. To extend their powers they would need to
create more and more satisfying conditions, a curious despotism.
79
Democracy, he continues, is
clearly superior to despotism, as demonstrated in World War II, but it is not
the best form of government because it is based on a scientifically invalid concept,
the inherent goodness and wisdom of humanity.
Democracy ignores the fact that people are made wise and good or foolish
and bad by their environments.
Burris points out that
people mold the environment and the environment molds people. Which comes first? For Frazier, the question is irrelevant. A beginning has been made; now the problem
is to develop the environment in socially useful ways.
Finally, when Burris
suggests a resemblance between Russian communism and Walden Two, Frazier states
that the Russian plan, as originally conceived, had good potential. But it developed four fundamental
weaknesses: (1) a decline in the experimental spirit, which prevents further
progress; (2) overpropagandizement of its people and outsiders, suppressing evaluation
of its success; (3) the use of heroes, making the process of government an art,
rather than a science; and (4) continued use of power, a temporary expedient at
the outset but now inappropriate and
self-defeating.
These conditions leave the Russians far from a culture with a common
good. The
people do not behave as they want to, says Frazier
angrily, spitting into a flowerpot. (Chapter 29)
Burris decides that Castle
is right, that Frazier prefers to avoid general issues, founding Walden Two on
specific behavioral techniques. Burris
agrees, furthermore, that the issue of freedom might never arise in Walden Two
and that Castle's concern about despotism might be simply a practical problem
in defining the roles of the Managers.
The animated discussion had
not added to the visitors’ understanding of Walden Two, however. With Frazier leading the way, the trio
proceeds to the common rooms, where they observe people enjoying themselves. As Frazier leaves his guests, he makes a
date for dining with them at seven. (Chapter 30)
After the simple Sunday
night supper, Burris and Castle take a stroll.
Castle thinks he won the debate, Burris decides, and Frazier probably
thinks the same of himself. The philosopher
and behavioral scientist never met on the same field.
The pair return to their
room, where Castle begins grading term papers and a thoughtful Burris lies on
his bunk. He is in a turmoil about
Walden Two. (Chapter 31)
80
Key Concepts
Write a definition for each of these terms. When in doubt, reread the indicated pages in
Walden
Two and consult the glossary in
this guidebook.
freedom,
240
punishment,
244
reinforcement theory, 244
cooperative society, 245
81
Illustrations
The concepts in Walden Two are often illustrated in daily
life. Below are students' illustrations
of three concepts in this unit. Supply
additional examples yourself of these or other key concepts in this unit.
Freedom (240). "In high school I
had a teacher whose methods were drastically different from those used by the
rest of the faculty. It was the same
school, same students, and the objectives of this teacher and the rest of the
faculty were the same-to create the best possible learning environment.
"In the other classes,
we never felt free to make the decision to attend class or complete the
homework assignments. It felt like we
were under the rule of dictators. Failure
to adhere to the rules resulted in detention or loss of privileges. To obtain a good grade we had to be
obedient. We did not feel free and
behaved in ways that interfered with our learning process and at times disrupted
the class.
"This one teacher
didn't enforce all of the school policies.
If a class was missed he did not care if it was unexcused or if the
student had a legitimate excuse. His
policy was if more than three classes were missed, five points were deducted
from the final grade. This gave us a
sense of freedom. We could decide
whether or not to attend class without the threat of the usual disciplinary
measures. However, he prepared the
class so we benefited by choosing to attend.
For example there were usually two quizzes each week; if the reading
assignment was done each quiz was so easy it was almost a gift, an automatic A.
He also structured the writing assignments so they were easier if we had
participated in class discussion.
"Although we felt free
to attend or not attend class and to do or not do the homework assignment, the
teacher carefully designed the class so we chose to do both. The only difference between the typical
class and his was the environment. One
robbed us of the feeling of freedom and the other, although we were controlled,
gave a sense of freedom and encouraged us to do what the teacher wanted us to
do-learn."
Reinforcement theory (244).
"Two years ago, as a counselor at an all-boys camp, I was in charge
of eight boys, all about ten years old.
The kids were pretty well behaved-with the exception of one boy named
Sam. He was an overweight,
uncoordinated child who was very insecure in the presence of his peers. He alleviated his insecurity by talking back
to me and by using bad language, thereby demonstrating to his peers how
'mature' he was.
"It was a very
difficult task deciding how I should attempt to change his behavior. I tried a few methods which proved
unsuccessful, but then I realized that Sam's rudeness only resulted from his
desire for the attention of his peers, and so I decided to approach the problem
using this as reinforcement.
"I
asked for the cooperation of the other members of the cabin and this was how I
set it up: Whenever Sam talked back to me, his peers were to give him the
‘silent treatment,’ ignoring him. Sam
at first did not change his ways.
Rather, he increased his obnoxious fits. However, after a couple of days, he became less prone to
rudeness. At the same time, I was
careful to be extra nice whenever he behaved more normally to me. I quickly encouraged him at all opportunities,
which were rare at first.
"With
this 'punishment' from his peers and my support for politeness, eventually he
became a fairly agreeable kid. The
change was really unbelievable."
82
Punishment (244). "When I was a
pre-teen I had an insatiable urge to swipe stuff from shopkeepers in my
neighborhood. I would go out at dusk
with my usual companion and knock off three or four places in the course of an
hour. Over the summer duping the store
owners as well as my parents led to a more cocky and relaxed style of this
illegal act. Ultimately I got caught
one night by my father, who found me with several magazines, handkerchiefs,
pens, and even food in my pockets and under my coat. He reprimanded me thoroughly and lectured me on the dangers of my
ways.
"I laid low for two
nights, surfaced on the third, and subsequently got caught by a newly installed
television alarm in my neighbors' appliance store. This time I was escorted home by two policemen who strongly
suggested to my father that I be grounded or locked in the basement for my
disorderly conduct. At this point my
father shouted, swiftly spanked me, and sent me to my room for an undisclosed
amount of time.
"Within a few weeks the
dust had settled. I was back on the
outside scanning new places for my rip-offs.
The spanking didn't alter my desire; it just momentarily curbed
it."
83
Study Questions
1. "I think I would dump your science of behavior in the
ocean," Castle says to Frazier.
What do you think? Would people
gain freedom if the behavioral sciences were discarded? WW.
(240)
2. Describe the incident with the falling book of matches. What is Frazier's claim? Castle's claim? Your view? (242)
3. Explain the difference in outcome, according to Frazier, between
positive reinforcement and punishment. (244)
4. "Absence of restraint," according to Frazier,
"isn't freedom." Explain his viewpoint, including in your answer
some reference to his complaint about the vocabulary of freedom. (247)
5. "By a wise choice of techniques," says Frazier,
"we increase the feeling of
freedom." What does he mean? Give
an example showing how he might increase a person's feeling of freedom, yet
still influence that person's behavior. (248)
6. Castle says: "It's human to dominate in any culture."
Frazier replies: "That's an experimental question, Mr. Castle." What
does Frazier mean? Explain what he
might do. (256)
7. There are four weaknesses in the communist programs in Russia,
according to Frazier. What are
they? How are they related? (258)
8. Castle is concerned about "general issues" in Walden
Two. What does he seem to mean? Explain
your answer with references to the different personal styles, thoughts, and
interests of Castle and Frazier. (236, 260)
9. What is a fascist? Do
you regard Frazier as a fascist?
Discuss the use of this word, indicating its advantages and
disadvantages. (264)
10.
Does Castle feel that any government can function without force? Do you agree? Why? (265)
84
Values Clarification
The Frazier-Castle dialogues
move to Frazier's private room. Time is
running short, the question of freedom remains, and Frazier concentrates on
the two professors, Castle and Burris.
Freedom does not exist, he
declares. The absence of restraint is
not freedom. He has some very definite
ideas:
1. On who manipulates
behavior: "The charlatan, the demagogue, the salesman, the ward healer,
the bully, the cheat, the educator, the priest-all who are in possession of the
techniques of behavioral engineering." (240)
2. On the need to control behavior: "The fact
is, we not only can control human
behavior, we
must." (241)
3. On free will: "I deny that freedom exists at all." (241)
4. On positive reinforcement: "By using the principle of positive
reinforcement carefully
avoiding
force or the threat of force-we can preserve a personal sense of freedom."
(248)
These remarks pertain to the
philosophical question of free will versus determinism, a most important issue
in thinking about a better world. With
which comment do you agree most? Write
"NOW" preceding that remark.
Think of yourself in ten
years or so. With which comment will
you agree most at that time? Write
"LATER" preceding that comment, which may or may not be the same
comment marked earlier.
During adulthood, people
change less rapidly than during childhood.
Hence, your two responses may be the same. If so, indicate the reasons for your choice and the factors which
influenced this constancy. If your
choices were different, summarize and explain the reasons for this difference.
85
Review
The question of free will
versus determinism is perhaps the most fundamental issue on which Frazier and
Castle disagree, but they have many other differences as well. Reconsider units VI through IX, which focus
on their talks, and indicate a basic point of disagreement in each unit.
VI.
The Good Life
VII. Politics and Propaganda
VIII. Beyond Heroes
IX.
The Question of Freedom
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Unit X
(Chapters 32-36)
The basic purpose in this
closing unit is to show that behavioral science is unfinished business. Despite his success with Walden Two, Frazier
wants to continue, to create a complete science of human behavior, a science as
powerful as that of the atom.
Summary
The next morning Castle and
Burris pack their bags in preparation for their return to the university. Castle is in a good mood, feeling superior
to Frazier, who probably was an academic failure, he decides. Burris realizes that Castle has a marked
capacity for self-deception. When the
strain of the debate became too great, he simply called Frazier a fascist.
The entire group meets for
breakfast, which is uneventful.
Afterwards, Frazier invites Burris to join him for his one hour of
physical labor. He seems to want to
talk privately with Burris, and for lack of an excuse, Burris goes with him to
the machine shop, which Frazier is assigned to clean. Frazier enjoys the task, making order out of chaos, despite his
untidy personal life.
Burris feels increasingly at
ease when he realizes that Frazier is not going to broach the subject of
Walden Two. Eventually, he brings it up
himself.
He explains that he envies
Frazier and perceives him as a genius.
Frazier soundly denies his genius, saying that he has no exceptional
ability. He was simply persistent,
stubborn. He created Walden Two to have
things his way.
Burris asks what he will do
now that the job is finished, and Frazier becomes angry, pointing out that
science is never finished.
"That’s nonsense,
herepliestoBurris."Canyouciteasingleinstanceinthehistoryofscience to bear
you out? When has a scientific discovery
ever made things easy.? It may clarify some former
obscurity or simplify a former difficulty,
but it always opens up problems which are more obscure and more difficult-and
more interesting! Use your imagination,
man! Look what remains to be
done!"
Frazier is not satisfied
with a static culture. He wants to move
forward, to build his science of behavior to the point where it can design
personalities, control temperament, make a child more mathematical, and improve
communal efforts, rather than leaving these outcomes entirely to chance and
heredity. The present efficiency of
society, he says, is but a fraction of one percent. (Chapter 32)
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With the completion of his hour's work, Frazier
leaves the machine shop with a sense of purpose. He leads Burris through a wooded area to a remote spot in the
underbrush, at the edge of
a cliff. He explains that the spot is called the
"Throne," and it overlooks almost all of Walden TWO.
For a few minutes Frazier
observes the community through a small telescope. Then he lies back and assumes the position of crucifixion, his
ankles lightly crossed, arms stretched out , and head resting limply to one
side.
This scene upsets Burris,
and he expresses the hope that Frazier does not think he is God. Frazier replies: "There's a curious
similarity."
The two begin to discuss
predestination and free will. Frazier
asserts that the behavior of all members of Walden Two is determined, yet they
feel free. There is a plan, but they
seem to make their own choices and determine the outcomes-
On this basis, Burris
accuses Frazier of being a dictator, and Frazier replies that he is less of a
dictator than God. In fact, he has
improved upon Genesis because he has not had to send a great flood or reveal
his plan to people.
Burris resists this
comparison, accusing Frazier of a God complex.
"Of course I'm not indifferent to power!" replies
Frazier. "And I like to play
God!"
He takes out his telescope
and peers through it for several minutes.
"These are my children, Burris." Then he whispers, "I
love them."
This statement embarrasses
him. "What is love," he
shrugs, preparing to leave, "except another name for the use of positive
reinforcement?" (Chapter 33)
As Frazier and Burris near
the lawn, they hear a disturbance. A
sheep has escaped from the portable fold.
Even with sheep, Frazier points out, punishment is ineffective in the
long term. The string would not be
highly successful without the additional presence of the Bishop. Then he compares the control of the dog and
the sheep. The former is rewarded, the
latter punished, and they behave accordingly.
Human society should take note of this difference. Watching the escaped sheep, Castle is amused
in a rather forced way. He points out
that behavioral engineering is not yet perfect. Frazier glances at Burris, shrugs his shoulders, and walks away.
(Chapter 34)
Frazier accepts no
expression of thanks as the group prepares to leave, beginning the homeward
journey in the community truck.
Instead, he reminds everyone of the labor-credits. Mary and Steve, of course, stay at Walden
Two.
After a subsequent bus trip,
Castle and Burris wait together in the train station, for Barbara and Rodge
plan to take another train. Each man is
trying to collect his thoughts about Walden Two. Castle maintains a monologue about how someone will stop Frazier
before much longer. "It may be the
government, it may be rival religious or economic forces, or perhaps just some
envious individual inside or outside the community. But someone will get to him, you can be sure of that." He
concludes by reciting the demise of several leaders of utopian-type
communities. "Look at history,
man!"
89
Lost in his own meditations,
Burris is amused by what he thinks would be Frazier's reply. Walden Two has almost nothing in common
with those early communities. No comparison
can be drawn. They were usually founded
on revealed truth; Walden Two is based on scientific principles.
Burris continues his
meditations, comparing Frazier and Thoreau.
Both agree that there is no purpose in fighting the government. Why that.
It is best to let it alone. But
Frazier, unlike Thoreau, pays his taxes and compromises when necessary. He has found a route to a better life
without trying to alter the world of others.
Castle's words again
interrupt Burris' thoughts. "If
you really had a technology which could manipulate human behavior," he
says, "you could raise some puzzling questions. But isn't that wishful thinking?”"
Burris feels otherwise. The techniques of controlling human
behavior, he decides, are obvious enough-but possessed by the wrong
people. Frazier seems to have evaluated
the situation correctly and taken appropriate action. His educational practices, still
experimental, are well on the way toward the crucial tests.
Once more, Castle's voice
disrupts Burris' private world.
"The man's unread," he says, speaking of Frazier. "These things take on a different light
when one has read Plato, Rousseau, John Stuart Mill. Frazier needs a good course in the humanities."
Burris, in his own mind,
defends Frazier, for nothing arouses him more than the suggestion to abandon
science when dealing with human problems.
Much of social science, he declares to himself, is unworthy, but it seems preferable to recognize it as
nonsense "than to wander around in the all-embracing fog of social
philosophy." He is critical of much academic work: "Historical research
can take the place of scientific inquiry
and give one time out for an honorable snooze, while pretending to carry
on."
Castle excuses himself for a
moment, and suddenly Burris makes a decision.
He checks his bag, dashes out of the train station, and comes to rest on
a park bench. He notices a newspaper
containing a synopsis of a speech by the president of his university. The president has suggested worthwhile
educational goals, but Burris realizes that he has no idea how to achieve
them. At almost the same time, he
suddenly realizes that he will go back to Walden Two.
Burris travels unencumbered
returning to Walden Two, with a few essentials in his knapsack, taken from his
bag, and a newly purchased copy of Walden in his pocket. He begins his walk disappointed that it is
not raining or night, which would better fit his heroic mood. Instead, he walks along the sidewalks on a
warm day. (Chapter 35)
Finally arriving at Walden
Two, Burris is met by Steve Jamnik, who is not surprised to see him. "Mr.
Frazier told me you were coming back," he says.
The astonished Burris
glances fearfully up at the Throne. He
is gratified to find that Frazier is not there. (Chapter 36)
90
Key Concepts
Write a definition for each of these terms. When in doubt, reread the indicated pages in
Walden
Two and consult the glossary in
this guidebook.
science
of human behavior, 274
noncompetitive
intelligence, 280
threat
of pain, 283
Thoreauvian,
289
91
Illustrations
The concepts in Walden Two are often illustrated in daily
life. Below are students' illustrations
of three concepts in this unit. Supply additional examples yourself of these
or other key concepts in this unit.
Noncompetitive intelligence (280).
"In my high school, which was a private school, individual
competition was avoided, insofar as possible.
"In the classroom,
there were no grades in the traditional sense and whenever our work was
evaluated, it was a mutual effort between teacher and student, and then the
teacher wrote a paragraph or page which summarized the discussion. If the student felt differently about the
outcome, he or she wrote another statement which was included with the report.
"Out on the playing
fields, all the activities were non-zero sum games, meaning that the scores
made by one person or one team were not counted as points against the other
side. Both 'teams' could score points
at the same time. The 'for' and
'against' scores did not add up to zero.
Usually we played 'catch' or ran as a group or tried to keep a large
ball bouncing into the air as long as possible. Sometimes, we all ran in the rain, trying not to get wet. In winter, we slid or made designs in the
snow. Naturally, the frisbee was always
a popular item.
"After I left, the
school closed. I guess parents did not
want to send their kids, probably because they really did not know what it was
all about. Many of my friends from that
school are actively involved in disarmament and are trying to encourage a
noncompetitive approach to the work environment. They have jobs of this sort, and of course they serve as models
for their own children. The basic
principle of non-competition seems to be a permanent part of their lives.
"Those of us in college
do not seem to have any problems-or any more than students from competitive
schools-probably because competition is such a fundamental part of American
life.
"In any case, I think
that my school has improved the world in a small way. What we need are more such schools-not less-for world survival
depends on the way people are trained to look at life, especially at other
people, as companions or rivals."
Threat of pain (283). "In high school I
hated living with my parents. I was
'permanently grounded' after dinner, except on Friday and Saturday nights. I couldn't go out unless I showed them, in
full detail, that I had done all my homework.
After solitary confinement with the books, and a successful plea, I was
paroled until ten o'clock. It really
made me mad. My parents were wardens,
the house a prison. I wasn't physically
restrained, but the threat of force and pain was constantly there.
"My friend Aniko worked
no less on her homework but felt very different about it. She lived with her uncle, a laid-back man
who trusted himself and Aniko as well.
He simply told her to go out and enjoy herself as soon as she finished
her studies. During that year our
evenings out and efforts at homework were about the same. In fact, we often went out together.
92
"But we had very
different feelings about what had happened.
Homework for me was a means of escaping a bad situation. My parents' approach simply made me do the
work. It didn't develop in me any
interest in studying. Now in college,
where they're not around, I don't do any studying at all."
Thoreauvian (289). "Martin lives in
another world. No bank account, no car,
no driver's license, no credit cards-of course. He carries what money he earns in his pocket and always seems to
have enough for his tastes-bread, wine, and fish.
"He's a free-lance
carpenter, usually working independently on some private job in the
country. He has no interest in
business, advancement, or especially becoming somebody's boss or worker. Naturally, he has no interest in government
or politics.
"'Voting is a waste of
time,' he says. 'Your vote doesn't mean
a thing.' But he says he would in a small election-if a suitable candidate came
along. So far, no one has met his
approval-so he's not even registered to exercise his option!"
93
Study Questions
1. "And you've had the fun of being a pioneer," says
Burris of Frazier's success in establishing Walden Two. "You've skimmed the cream. It's going to be all too easy for those who
follow." How does Frazier respond?
Cite an example from the history of science to support his view.
(272)
2. Frazier cannot be satisfied with a static culture. "Science must go on," he says.
What does he mean? In what specific
areas is further development most necessary?. (273)
3. Frazier wants to make people happy, to develop a productive
society, and to make possible a true science of human behavior. Which of these is most important to
him? WW. (274)
4. What does Frazier mean by communal science? To what extent does it exist already? How might it be developed further? (275)
5. Behavior is determined, claims Frazier, yet people can still
feel free. How is this possible?
(279)
6. Love, according to Frazier, is simply another word for what
principle? Do you agree? Why or why not? (282)
7. "It's a primitive principle of control," Frazier says
of punishment. Why does he take this position? (283)
8. Why does Frazier feel the sheep will need frequent punishment or
an unsurmountable fence in order to be contained? Why does the Bishop control the sheep without punishment? Focus upon the different goals of the sheep,
the dog, and also humanity. (283)
9. In the bus station, Burris suddenly changes his course of
action, deciding to return to Walden Two.
Is this decision a demonstration of free will or determinism? Explain your answer.
(292)
10. When Burris returns to Walden Two, be glances towards the
Throne, relieved to find no one there.
WW. What do you suppose Frazier
is doing at that moment? (301)
94
Values Clarification
With no chance of converting Castle, Frazier lures
Burris to his workshop and then to the
Throne. He turns to the most important topics in
their previous discussions:
1. On world survival: "The discrepancy between man's
technical power and the wisdom with
which
he uses it has grow-n conspicuously wider year by year." (273)
2. On questions of happiness: "We can study
them only in a living culture, and yet a culture
which
is under experimental control." (274)
3. On the capacity of behavioral technology:
"Give me the specifications and I'll give you the
man."
(274)
4. On punishment: "It's
a primitive principle of control." (283)
Apart from Frazier's
remarks, which topic is most important to you?
Mark it with your name. After
thinking about Frazier's comments, identify the topic which seems most
important to him. Mark it with his
name. Finally, write Castle's name
before the topic he would consider most critical. These choices need not be mutually exclusive. Any or all names may be placed beside any
topic.
Discuss the similarities and
differences among these choices, referring to the personalities, if
appropriate. Include the reasons for
your own position and note any conditions which might prompt you to change your
reaction.
95