So here is where I see an apparent tension:
In OL, Mill argues for the importance of allowing (encouraging?)
individuals to develop and live out their own life plan; although one
of the arguments focuses on the benefits that society gains by making
room for the oddball geniuses whose 'experiments in living' open our
eyes to new and improved patterns of behavior (OL III.11), he later
argues that everyone should have the same freedom, even those who are
not as educated or brilliant (OL III.12)
"[Nor] is it only persons of decided mental superiority who have a
just claim to carry on their lives in their own way. There is no
reason that all human existence should be constructed on some one or
some small number of patterns. If a person possesses any tolerable
amount of common sense and experience, his own mode of laying out his
existence is best, not because it is the best in itself, but because
it is his own mode..."
There are many other passages about individuals being the best judges
of their own interest.
But in CRG, " The first element of good government, therefore, being
the virtue and intelligence of the human beings composing the
community, the most important point of excellence which any form of
government can possess is to promote the virtue and intelligence of
the people themselves. The first question in respect to any
political institutions is, how far they tend to foster in the members
of the community the various desirable qualities, moral and
intellectual...We may consider, then, as one criterion of the
goodness of a government, the degree in which it tends to increase
the sum of good qualities of the governed, collectively and
individually." (CRG II.20-21)
On a perfectionist reading like Brink's, there is not a problem here
because the good qualities to be encouraged are the deliberative
capacities and so government arranges the public institutions for
that purpose (see SEP entry 4.0 - 4.1) But if our reading is not
that Mill's perfectionism is like this (deliberative capacities are
the good, count towards autonomy, etc.), then:
- The representative government (which even with all of Mill's
suggestions in place would still be a majority rule) will be the ones
deciding what policies, types of education, etc. conduce in 'good
qualities'. Don't we fear that the majority will tend to value the
qualities that they themselves possess? Wouldn't education, for
example, tend to become very practically oriented? What good
qualities are inculcated in those who study dead languages, or highly
abstract, theoretical fields of inquiry? I realize that Mill values
these, and sees a large benefit in the study of them - but the
majority most likely will not (see CRG VI - "We know how easily the
uselessness of almost every branch of knowledge may be proved, to the
complete satisfaction of those who do not possess it...Nothing but
that acquaintance with external nature, empirically acquired, which
serves directly for the production of objects necessary to existence
or agreeable to the senses, would get its utility recognized...")
I thought that the point of allowing for oddballs was somewhat
different...
-Also, what if my conception of a good life involves not developing
certain of my capacities because I prefer to focus on others? Or the
possibility that some future genius might demonstrate that the
deliberative capacities are not actually the good qualities that best
promote utility in the society. Will there be any room for that? Of
course it wouldn't be forbidden for someone to live the life of a ski
bum or an intuitive, but it seems that the society, education system,
etc. would be focused on indoctrinating the citizens not to even
consider those possibilities. It seems that a society that has
specific good qualities in mind and goes about trying to develop them
in the citizens might end up homogenized in a way the the Mill of OL
might find objectionable. Of course, the UT calculation might be
that having a population of good deliberators is better overall than
allowing individuality to flourish...
Casey
Cheers,Casey