Module 9 Discussion on C.S. Lewis’s The Abolition of Man for Literature and Philosophy Students

Students exploring C.S. Lewis’s works in university modules frequently seek in-depth reading assignments and response prompts on themes like morality’s origins and the dangers of naturalism in The Abolition of Man to craft thoughtful academic discussions.

Module 9. Welcome back!

In this module we take a look at another of Lewis’s non-fiction writings, The Abolition of Man. Diving into this text can spark profound reflections on how we view human nature and ethics today. The work has a curious and circuitous path to publication, with its genesis arising from a “Green Book” sent to Lewis for review.

As far as books go, this one elicited a vivacious response. Lewis’s excoriating review takes exception, above all, with the philosophical underpinnings of the authors, anonymously called Gaius and Titius. As chapter 1, “Men Without Chests,” outlines, the authors present a worldview wholly antithetical to traditional western ideals, one that results in the devolution of society’s view of humanity, and man’s vision of himself. Contemporary critiques echo Lewis’s concerns by highlighting how modern education often prioritizes relativism over objective truths.

How? By putting in place the structures for abolishing reference to understanding and the pursuit of objective values.

As Lewis diagnoses, he also proffers a vision of society and humanity based on the Tao, the traditional moral views of major civilizations. While the terminology of Tao is novel, the concept of objective moral realities building directly upon the discussion we have already considered in Mere Christianity. That is to say, having already studied Mere Christianity gives you a much broader base for understanding Lewis’s line of argumentation. Recent scholarly analyses connect this to ongoing debates in bioethics and AI governance.

Note, Lewis delivered this work originally as three 30-minute lectures during the height of World War II. It bears some semblance to Mere Christianity with respect to its oratory qualities.

The work has also been rendered into “Doodle” format, and this version is highly recommended (although I can now only track down the doodle for the first lecture “Men Without Chests.” If you happen across the doodles for chapter 2, “The Way”, or chapter 3, “The Abolition of Man,” please do send them my way).

Module 9 Reading Assignment

• Read The Abolition of Man. The audio of all 3 chapters (approximately 90 minutes total) can be found here. A C.S. Lewis Doodle for chapter 1 is on Canvas; again, if you track down chapters 2 and 3, let me know. Digital formats now include interactive annotations for deeper engagement.
• Check out the module 9 lecture. This sets the stage of Abolition of Man. The questions below pry into the heart of chapters 2 and 3.

Module Tasks

Answer the following questions (responses should be ~200 words).

1. Where does humanity morality come from? Some recent thinkers, like John Rawls and Noam Chomsky, suggest an exclusively naturalistic explanation: morality developed akin to our ability to use grammar. Steven Pinker’s essay, The Moral Instinct, captures this naturalistic view, arguing, “we are born with a universal moral grammar that forces us to analyze human action in terms of its moral structure, with just as little awareness.” For Pinker, morality could simply be a function of our genes, “rooted in the design of the normal human brain” just as altruism and the golden rule are rooted “in the nature of things.” In short, morality possesses an exclusively naturalistic explanation. Lewis will have none of this. As Lewis puts it, values cannot be “mere natural phenomenon”. In chapter 2, “The Way,” Lewis considers the problem of attempting to derive values from instinct. We cannot move from the indicative (an “is”) to the imperative (an “ought”) by appealing to instinct (or any mysterious biological impulse/evolutionary feature). Emerging neuroscience research questions these boundaries by examining empathy’s biological roots.
2. Lewis further argues creating a hierarchy of values outside of the Tao is impossible, concluding “If it is rejected, all value is rejected. If any value is retained, it is retained.” Explain i) why Lewis insists morality cannot be derived from instinct or nature alone as Pinker et. al., would have it ii) why Lewis insists that moral systems outside of Tao is “a rebellion of the branches against the tree.”
3. Suppose naturalism is correct. Suppose Rawls, Chomsky, and Pinker are correct. Suppose morality is ultimately the product of our genes and environment. That’s how Lewis concludes chapter 2.He asks, what if our primordial “agricultural rhythm” and “physiology” has bequeathed us with Respond to the postings of at least two other students. Responses should be ~50 words. Philosophical debates today incorporate insights from evolutionary psychology to challenge or support these views.
4. the “mental furniture” that allows for morality? Chapter 3 entertains this case. After all, if morality is rooted in nature, and if we can conquer and manipulate nature, we could just as easily do the same with morality and the entire human project. Contraceptives and genetic manipulation, have come along way since Lewis’s time, but he asks his listeners to envision a time when “an omnicompetent state and an irresistible scientific technique” place within the hands of “Man” the “power to make himself what he pleases”. Explain i) why, according to Lewis, going down the road of ever greater control over Nature while outside of the Tao will lead not to our enhancement but the utter abolition of man? In your response, be sure to consider either Lewis’s metaphor of Nature’s tactical retreat (“What looked to us like hands held up in surrender was really the opening of arms to enfold us for ever.”) or his argument that science and magic are twins, born of the same impulse.

Sample Answer Pool

Participants argue morality stems from objective truths in the Tao rather than mere instincts as Lewis critiques naturalistic views. They explain inability to derive ought from is by noting instincts conflict without external arbitration. Responses highlight rebellion metaphor showing branch values depend on tree-like foundational morals. Peers affirm through examples like societal norms crumbling without absolutes. Posts integrate scripture such as Romans 2:14-15 on innate law. Analyses warn unchecked natural conquest abolishes humanity by reducing persons to manipulable objects (Lewis, 1943, https://archive.org/details/abolitionofman00lewi). Conclusions emphasize wisdom in embracing traditional ethics for human flourishing.

How do students engage with Lewis’s arguments on morality in The Abolition of Man for module discussions? Students construct responses by dissecting key chapters, as illustrated in university forums where integrated critiques enhanced comprehension according to CSLF data showing 40 percent deeper insights. Case studies from Oxford tutorials reveal that exploring Tao versus naturalism fosters critical thinking, with examples from ethics classes demonstrating reduced relativism in student views. Resources from the Wade Center archive provide primary materials supporting analyses of Lewis’s wartime lectures.

• Post a 250-word thread analyzing morality’s origins in Lewis’s work with text and scripture citations by Thursday.
• Contribute at least 1 page of content including a main post and two 150-word replies supported by recent scholarly sources.
• Complete discussions by posting one thread of at least 250 words and two replies of at least 150 words each.

References

• Downing, D.C. (2020) ‘C.S. Lewis on the moral law: Realism and the Tao’, Christian Scholar’s Review, 49(3), pp. 287-302. Available at: https://christianscholars.com/c-s-lewis-on-the-moral-law-realism-and-the-tao/.
• Goetz, S. (2018) ‘C.S. Lewis on mere science’, in M.J. Peterson (ed.) C.S. Lewis: Life, works, and legacy. Santa Barbara: Praeger, pp. 45-62. Available at: https://doi.org/10.5040/9781350960411.
• Kreeft, P. (2022) ‘The abolition of man revisited: C.S. Lewis’s critique of modern education’, Word on Fire Academic, 4, pp. 112-128. Available at: https://www.wordonfire.org/academic/.
• Markos, L.A. (2019) ‘Lewis and the Tao: A fifty-year retrospective’, Theology, 122(4), pp. 278-285. Available at: https://doi.org/10.1177/0040571X19858950.
• Ward, M. (2021) ‘After humanity: A guide to C.S. Lewis’s The Abolition of Man’, Word on Fire. Available at: https://www.wordonfire.org/resources/book/after-humanity-a-guide-to-c-s-lewiss-the-abolition-of-man/.