09.11.2024
Why men cannot be both free and equal
Explore Aurelius Moner’s thought-provoking analysis on why freedom and equality are inherently incompatible. Delve into a discussion on aristocratic virtues, intellectual pseudo-enlightenment, and the societal impact of misguided egalitarianism.

Words: Aurelius Moner
Photo: Jordan Pettitt/Getty Images
Most people are not intelligent enough to manage any complex system properly.
It is why the healthiest societies have usually involved a give and take between an healthy aristocracy that created an high culture and led by example, and a populace that strove to be moral rather than “intellectual.”
The idea of “educating” and exalting “the people,” has simply destroyed high culture and exalted the vulgar tastes of vulgar persons who, over-reaching their station in life, desire to enjoy the feeling of impersonating an elite, without having the capacity to be one.
My interlocutor misunderstood me as asserting an inverse ratio between education and morality. It is to this that I wish to respond, because this is at the center of my concept of a true “Return of Kings,” and of the intended scope of my articles, before I have to cease contributing in the coming year. So, this is a “sneak peak” of the future.
I will also preface my remarks by saying that, even if my ideas on society and modern, European history are not exactly inchoate, they are not highly advanced, either. I avoid applying the label “Neoreactionary” to myself, because I do not presently have the leisure to devote as much time as I would like to Carlyle, Evola, Moldbug and other more recent thinkers; it is despicable to claim association with a philosophical school, if one cannot be bothered to read its canon and understand it. Nor, though I of course know something about the subjects, am I presently free to devote as much time as I would like to the finer points of the history of the Protestant, French, Socialist and Communist revolutions.
My duty at present is to prepare for seminary studies, so my perspective on the crisis of modernity comes primarily from a theological and philosophical perspective. A “big picture” is emerging for me of the story of Western Civilization over the past five centuries, which grows clearer every day. But it is not yet crystal clear.
To begin, then:
Virtue and (Pseudo)-Intellectualism
My statement that an healthy society’s populace strives to be “moral rather than ‘intellectual,’” was not intended to imply that there is some sort of opposition or inverse relation between the two in society. Indeed, true education is necessarily moral. The reason I put “intellectual” in quotes, was to indicate that this desideratum of modern society is not authentically intellectual at all.
The political ideologies and theories that have driven the chaos of the past centuries were always rooted in vain pretenses of pseudo-intellectualism; no person or class of persons is wise enough to manage such a chaotic element in a society; the masses, especially (including somewhat clever folk), will never understand what these theories pretend to know. The intrusion into daily life of pseudo-intellectual ideology, and of modern “politics,” is itself unnatural and constitutive of a crisis.
In the past, society worked by a more natural give and take between an exemplary high culture, and the general populace attracted by that example to the emphasis upon virtue and transcendence. In practice, we see that even well-crafted, ideological theories of governance are powerless, unless the populace itself is virtuous. Similarly, many theoretical shortcomings are ameliorated by a virtuous populace. The chief aim of a society should therefore be prudently to encourage virtue and punish vice, for then the battle is more than half-won, whereas all the “rights” you could care to claim will not save you from a vicious society. If virtue is first, true liberty will follow; if anything is put before virtue—even “liberty”—then nothing will stand for long.
Moreover: virtue is within every man’s competence, and it is as beautiful in the peasant’s home as it is in the royal chapel. So an aristocratic society, where the elites cultivate the exemplary, high culture of virtue and transcendence, attracting the common man in turn to his natural and supernatural end, is a very natural character for a society to have, even though virtue is difficult.
But to truly attain a liberal education, which is the traditional and indispensable education of the aristocracy, one needs, in addition to sufficient virtue, the gifts of a keen intellect and sufficient prosperity for the means of education. These are not in the competence of most people.
